Daily Lesson Plan
- What
- Daily Lesson Plan
- When
- 9/11/2020
Teacher: Davis Grade: Kindergarten Date of Instruction: Friday 9/11/2020 Readers Workshop Unit _ Session___ Writers Workshop Unit___ Session __ Eureka Math Module _1_ Lesson_14_ See Google Classroom for video Lesson Phonics F&P: PA 4 pg. 117__ UOS in Phonics Lesson Science/Social Studies Grand parents Day Shared Reading Let’s Go Visiting Opening (I Do) An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson. TKES 1, 2, 3,4,5, 8,10 Standard/s: Standard/s: Standard/s: Standards: Standard/s: Standard/s: ELAGSEKRF1 ELACCKW1 K.GSE.CC.2 ELAGSEKRF SSKG1 ELAGSEKRL1 ELAGSEKRL2 ELAGSEKRL3 ELAGSEKRL4 Learning Target/Teaching Point Learning Target/Teaching Point Learning Target/Teaching Point Learning Target/Teaching Point Learning Target/Teaching Point Learning Target/Teaching Point I can practice the skills I have learned this week during Reading Workshop. I can practice the skills I have learned this week during the Writing workshop. I can write numerals 1-3. I can represent decompositions with materials, drawings or equations. I can hear and say syllables in a word. I can identify how I am similar and different to my grandparents. I can retell familiar stories with accuracy and expression. Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: I know how to read my books during reading workshop. I know how to write in my journal. I know how to write the numerals 1-3. I know I can show a decomposition problem with materials, drawings, or equations. I know syllables are breaks in the word. I can clap one time for each syllable. I know there are things that my grandparents and me have in common and are different. I can remember and tell what happened in a story with my book closed. Introduction/ Connection Introduction/ Connection Introduction/ Connection Introduction/ Connection Introduction/ Connection Introduction/ Connection Students can read whatever books they would like while groups are rotating to focus on reviewing skills. Free writing in journal while groups are rotating to focus on reviewing skills. Fluency Practice Making 3 with Triangles and Beans; Making 3 Finger Combinations; Hide and See Application Problem How many ears do you have? activity Students will listen to Syllable Song. (https://www.youtube.com/watch?v=vlBc703kYMg) Use TE and smartboard file to discuss with students what a syllable is. Grandpa Song (1:38) Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. “F Poem” Direct Instruction -minilesson Direct Instruction -mInilesson Direct Instruction- See Google Classroom for video Lesson Direct Instruction Direct Instruction Direct Instruction Small Group Rotations with activities that review skills. Group 1: Group 2: Group 3: Small Group Rotations with activities that review skills. Group 1: Group 2: Group 3: Consists of teacher demonstrating and leading students in a making and breaking towers of 3 activity. Today we are going to learn about the parts of words you can hear. The parts of words are syllables Have students listen and clap syllables in words. Create chart: Like my grandparents vs. different than my grandparents Let students give reasons for being alike or different from their grandparents. Quick retell of the story. Work Period (We Do, You Do) Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period. TKES 1, 2, 3, 4, 5, 7. 8,10 Small Group: Small Group Instruction: Concept Development (We Do) Active Engagement Guided Practice: Guided Practice: ___ Interactive Read Aloud ___ Strategy Group ___ Guided Reading Group ___ Shared Reading (K-2) ___ Interactive Writing ___ Word Study Standard: Teaching Point: Strategy: ___ Strategy Group ___ Interactive Writing (K-2) ___Word Study ___ Shared Writing Standard: Teaching Point: Teacher leads students in activity to make and break towers of three, asking prompting questions throughout the activity. . Students will cut/paste pictures in the correct column of 3-Way sort. While the teacher is creating the chart with the class, para will call students over to ask them questions for the questionnaire. Allow students to work in small groups to act out their story from the week. They can perform within their group for the class. Reading Conferences: Writing Conferences: Problem Set (You Do) Rug Time/Apply You Do You Do _X_ RDCT Conference __ Coaching Conference __ Goal Setting Conference BOOK SHOP _X_ RDCT Conference __ Goal Setting Conference Students work to complete pg.146, Problem Set 14 in the allotted time. Teacher walks around, monitors and supports students as needed. Students will work with a partner to place key pictures at the top of 3-Way sort. Then, will take turns to sort pictures in the correct column. Have students draw a picture of their grandparents. Talk with your group about how you would change the ending if you were the author.. Closing (We Check) Describe the instructional process that will be used to close the lesson and check for student understanding. TKES : 1,2,3, 4,5,6,7,8 Share Share Debrief Share Summarize: Summarize: The teacher will lead students in a discussion reviewing how to represent decompositions with materials, drawings and equations as well as a review on how to write the numerals 1-3. Students will say and clap out one-, two-, and three-syllable words of their choice. Share pictures of grandparents. Discuss why it is important to retell a story with expression.
by Sue Williams
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