Daily Lesson Plan

Teacher:  Davis

Grade:  Kindergarten

Date of Instruction:  

9/16/2020

Readers Workshop

Unit _1__ 

Session_6_

Writers Workshop  

Unit_1__

Session _6__

Eureka Math 

Module _1_

Lesson _Mid Module Assessment_

Phonics

F & P l: Lesson _LS 3

 pg. 317_

UOS in Phonics Lesson

the, am 

Science/Social Studies  

FIve Senses

Hearing

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 connect pages of a book together.

I can respond to questions and suggestions to strengthen my writing.  

GKIDS-Mid Module Assessment

I can read sight words in a book.

I can identify the five senses.(HEARING)

I can ask and answer questions about a story. 

I can provide key details of a story.

Success Criteria:

Success Criteria:

Success Criteria:

Success Criteria:

Success Criteria:

Success Criteria:

I know how to use connecting words.

I can use the words “and then”

I know that friends can help me with my writing.

I know sight words are words I can read in a snap.

I can find sight words in books.

I know that hearing  is one of the five senses.

I can answer questions about the story.

I can give details about the story.

Introduction/ Connection 

Introduction/ Connection 

Introduction/ Connection 

Introduction/ Connection 

Introduction/ Connection 

Introduction/ Connection 

Wow! In just a few days of reading workshop you have become children who read books!

 Reference your anchor charts:  These charts are up here today to remind you of all that you have learned in just a few magical days in our reading workshop.  When I say GO!  Turn and talk to your partner about what you have learned so far about reading workshop and about being a reader.  You can use these charts to help you remember.  Ready GO!

A lot of you talked about rereading work you did yesterday as readers.  Rereading is important because you can learn more and more form our books when we do this.  Display The Beetle Alphabet Book YOu know how each time you go out to play you discover something new?  

Tell students that you sometimes see them give up because they aren’t sure how to write or draw the subject.

GKIDS- Mid-Module Assessment

Introduce snap word “the” and “am” and have students help you find the magnetic letters to spell the new sight words.

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 when you read a book again and again it’s just like seeing something new in the yard or playground that you have already been to many times.  When you reread a book, you begin to understand some new things about it.  One thing you begin to see is that all the pages of a book go together.  As you read the pages, it;s important to put them together with your own words to learn as much as you can.

Today I want to teach you that when writer’s get the “oh no” feeling about an idea that is hard, they don’t just quit.  They keep trying.

Show students the correct way to write the sight words. Talk about the letters in each word.  Discuss why they would be lowercase.  Have students explain why some letters are chicken letters, giraffe letters, or monkey letters. 

Read  The Five Senses:  Hearing

Take a book walk.  Have students tell what they see.  What’s happening?  You don’t have to look at every page.

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:

Students will work in small groups to complete a Making Words Sheet with the sight words.

Watch:  The Five Senses/Human Sense Organs on YouTube.

https://www.youtube/watch?v=8rrMagCOjKk

If time allows, make a circle map of the things you hear with your ears.

Have children look at the illustrations and talk about how they know what is going on in the story.  What might happen next?  Teacher will read straight through the text with expression and invite students to gesture along with you.  Question:  I am looking at the character’s faces.  I wonder what he is feeling?

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

Students will work collaboratively on a Two-Way-Sort for the two letters.

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

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:

It was so cool to watch you put the pages of your LATW book together.  Rereading is such a powerful thing to do as a reader.  There was this sort of extra cool thing that happened when you were connecting pages.  Turn back to the Beetle Book.  When you connect the pages as you reread a book, that work can help you talk about the book in a quick way once you are done.  That kind of quick retell about the book is awesome before you start to read.  Or if you are trying to get someone else to read the book that you loved.  Or even if you just want to check you’re reading to help you remember what you are learning.  Do you want to see me do it?  Do a quick retell?

Spotlight a student who has found a way to create a hard-to-draw picture.

Recruit students to help you try the strategy in your piece.

Students will be able to identify the new sight words.  Have them share the new words.

Share with a partner something that is a loud sound, and something that is a quiet sound.

How do you think the character felt at the end of the story? Turn and tell a partner everything you know about the characer.t