Daily Lesson Plan

Teacher:  Davis

Grade:  Kindergarten

Date of Instruction:  

9/15/2020

Readers Workshop

Unit _1__ 

Session_5_

Writers Workshop  

Unit_1__

Session _5__

Eureka Math 

Module _1_

Lesson _16_

Phonics

F & P l: Lesson __LS 3 pg. 317_

UOS in Phonics Lesson

Bb, Cc

Science/Social Studies  

FIve Senses

Touch

Shared Reading

  My Five Senses by Aliki

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: 

ELACCKRL4

ELACCKRL5

ELACCKRL10

ELACCKRl10

ELACCKRF1

ELACCKRF2

ELACCKRF2a

ELACCKW1

ELACCKW3

K.GSE.CC.2

K.GSE.CC.3

K.GSE.CC.4

K.GSE.CC.5

ELAGSEKRF1 a, b, c

SKP.1

ELAGSEKRL1

ELAGSEKRL2

ELAGSEKRL3

ELAGSEKRL4

ELAGSEKRL5

ELAGSEKRI5

ELAGSEKRL6

ELAGSEKRL7

ELAGSEKRL10

ELAGSEKRF1

ELAGSEKRF2

ELAGSEKSL1

ELAGSEKSL6

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 reread to tell how pictures are related to words.

I can spell simple words using letter sounds.

I can order and write numerals 4 and 5 to answer “how many” questions.

I can sort numbers by count.

I can identify the sounds of the letters.

I can identify the five senses.( TOUCH)

I can identify a syllable, letter/sound, snap word, word family or rhyme in a story.

Success Criteria:

Success Criteria:

Success Criteria:

Success Criteria:

Success Criteria:

Success Criteria:

I know what reread means.

I know that pictures are related to words because they match.

I know letters make sounds .

I know to say a word slowly to spell it.  

I know to listen to the sounds I hear and write the letter that makes the sound.

I know how to write numbers 4 & 5.

I know how to sort numbers by counting “how many”.

I know each letter makes a sound.

I can match a picture that starts with that letter.

I know that touch is one of the five senses.

I can find sight words in books.

I can find syllables in words.

I can hear a rhyme in a story.

Introduction/ Connection 

Introduction/ Connection 

Introduction/ Connection 

Introduction/ Connection 

Introduction/ Connection 

Introduction/ Connection 

Yesterday, after the mini-lesson I watched you walk back to your reading spots and read cover to cover.  That was really cool!  How many of you remember doing that?

Today many of you told me that you need new books, because you already read all your books.  I was a little surprised by that!  There’s no way they could have read all those books in one day!  Then I realized that we must have different ideas of what reading a book is all about.

Tap students and have them tell what they are teaching us about in a few words.  Tell them a story of being stalled because the pictures were not labeled.  Explain that when the labels were added, it helped to understand it.

Fluency Practice,

Beep Number, Birthday Cake Number Order, write numbers to 3

Application Problem,

Drawing Circles and creating equations activity

Tell students they are going to learn that each letter makes a sound.  Use smartboard letter introduction.  

YouTube song on FIve Senses:  https://www.youtube.com/watch?v=iA1uLc1uEbl

Warm Up:  Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready.

Direct Instruction

-minilesson 

*See Google Classroom for Video Lesson

Direct Instruction    -mInilesson

Direct Instruction

*See Google Classroom for Video Lesson 

Direct Instruction
Teach

Direct Instruction

Direct Instruction

Today I want to teach you that readers don’t just, whip through a book, toss it aside, and say, I’m done!!!NO WAY!!! Readers, like writers, have a saying.  When you are done, you have just begun!! When we finish a book…..We think.  Let me try that again!  We reread….reread means… we read that book again.

Today I want to teach you that writers use words as well as pictures to teach people what we know.  Writers write words by saying the word slowly and then writing down the first sound they hear.

Activity consists of teacher demonstrating and leading students in working with varying arrangements of different groups of objects.

Today we are going to work with letters and pictures of things that have a name that starts with the same sound.  First let’s say the letter name and the sound it makes.

Now  let’s look at the picture cards and decide which letter to put the picture beside.  Let students come up and help with the cards.  

Read  The Five Senses:  Touch

Tell students that today they will focus on words in the book.  Teacher will read a page or two and then go back to focus on one of the following: syllables, rhymes, letter sounds, sight words, or one to one correspondence.

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)

___W ord Study

___  Shared Writing 

Standard: 

Teaching Point:

Teacher leads students in activity to count bears in various configurations.

Students will independently complete a Two-Way Sort of the picture cards to match the correct letter.

Watch. You and Your Five Senses with Juminy Cricket on YouTube.  If time allows, make a tree map of soft things to touch and sharp things to touch.

As  the teacher is reading, she will stop and ask questions related to the phonological skill of the day.  This may vary based on the needs of students and their phonological awareness.

Reading Conferences:

Writing  Conferences: 

Problem Set (You Do)

Rug Time/Apply 

You Do

You Do

_X_ RDCT Conference

__ Coaching Conference

__ Goal Setting   

      Conference

_X_ RDCT Conference

__ Goal Setting 

      Conference

Problem Set 15

Students will work collaboratively on a Two-Way- Sort.

Students will complete their own color sheet of things they touch.

Ask students to retell the story.

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:

Rereading to learn from all the parts of a page.  Take a familiar page students helped you study during the mini-lesson.  Cover it almost entirely with post-it notes, and use the post it notes to demonstrate what readers notice when they first read a book and what they read  when they reread.

Channel students to reread what they have written to a friend, showing the words and details they added.  Recruit students to help you use an imaginary pen to record words generated earlier to go with the drawing of the slide.

Exit Ticket

Students will complete lesson 15 exit ticket.  The teacher will use these to determine levels of student understanding.

Debrief

The teacher will lead students in a discussion to review of ordering and writing numerals 4 and 5 to help answer “how many” questions as well as a review on how to sort by count.

Students will be able to say the name of their picture card and the beginning  sound that matches.

Share with a partner one of the five senses.

Turn to a partner and tell them how many times you see the letter, sound, word family or snap word that I hold up on the page in the book.