Daily Lesson Plan

Teacher:  Davis

Grade:  Kindergarten

Date of Instruction:  

Wednesday

9/2/2020

Readers Workshop

Unit _Launch__ 

Session_8__

Writers Workshop  

Unit_Launch__

Session _8__

Eureka Math 

Module _1_

Lesson_8_

Phonics

F&P: LS 3 pg. 317__

UOS in Phonics Lesson

Science/Social Studies  

VIK

Shared Reading  

I Went Walking
by Sue Williams

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
ELAGSEKRF2
ELAGSEKRF3
ELAGSEKRF4
ELAGSEKSL1
ELAGSEKSL2
ELAGSEKSL4
ELAGSEKSL6
ELAGSEKL1
ELAGSEKL2
ELAGSEKL5
ELAGSEKL6

ELACCKW1
ELACCKW3

K.GSE.CC.2
K.GSE.CC.4
K.GSE.CC.5
K.GSE.CC.3 

ELAGSEKRF4

SSKG1 

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 read high frequency words by sight.

I can write about a single event.

I can organize objects and tell how many to 5.

I can read sight words in a book.

I can identify how I am similar and different to my classmates.

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 can find sight words in books and read them.

I can write about an event.

I can sort and count objects to 5.

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

I can find sight words in books.

I know that there are things that  my classmates are similar and different than I am.

I can count syllables in a word.

I can look for sight words.

I can find rhyme words.

I can find a word family.

Introduction/ Connection 

Introduction/ Connection 

Introduction/ Connection 

Introduction/ Connection 

Introduction/ Connection 

Introduction/ Connection 

Review anchor charts from previous mini lessons.

Show students the 3 Ways to Read a book anchor chart. Have the students echo read as you read the first 2 ways. Then tell the students that today you will be learning the last way to read a work by reading the words.

Show a student's writing from yesterday and discuss anchor charts.

Fluency

How Many Dots; Show Me Another Way; Finger Counting

Application

Counting in different configurations activity.

Sight word rap.

Stand up & turn around if you have brown hair.

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

“L Poem”

Direct Instruction

-minilesson 

Direct Instruction    -mInilesson

Direct Instruction

Direct Instruction
Teach

Direct Instruction

Direct Instruction

Tell students that another way they can read a book is by reading the words. Add this to the anchor chart. Not all of you are ready for this yet, but some of you are. This is the way I read books. Model pointing to each word in a book and reading to the students. Remind the students that it is OK if  they can’t read the words yet because everyone in here knows 2 other ways to read a book. Everyone should be able to read during quiet time.

Today I am going to teach you that authors always think before they write, and that they write about things they know about. They write about things they have done or things that they know from their own lives.

Talk to children about thinking before they begin. Explain that the story idea needs to be in place first, and then they can draw and write.

Today I am going to teach you that authors always think before they write, and that they write about things they know about. They write about things they have done or things that they know from their own lives.

Talk to children about thinking before they begin. Explain that the story idea needs to be in place first, and then they can draw and write.

Activity consists of teacher leading a counting activity with various configurations. 

Introduce snap word “a” and “my” and have students help you find the magnetic letters to spell the new sight words. Then show students the correct way to write the new 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.

Teacher will ask students who have a sister to go to the front of the room.  Then, teacher will ask students who do not have a sister to join the group at the front of the room.

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)

___Word Study

___  Shared Writing 

Standard: 

Teaching Point:

The teacher will lead students in a discussion to review how many questions to 5 in linear configurations, with 4 in an array configuration as well as comparing ways to count five fingers.

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

Teacher will engage the students in discussion of similarities and differences in the groups of students. 

Have VIK students share their posters/books.

As the class is reading, 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

BOOK SHOP

_X_ RDCT Conference

__ Goal Setting 

      Conference

Students work to complete in the allotted time. Teacher walks around, monitors and supports students as needed.

Students will read the word presented to a partner.

Let students ask VIK student questions and discuss similarities and differences.

Have students do a word hunt in their books for the skill of the day.

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:

Students will gather in the meeting area. Who has a book that they enjoyed and would like to share with the class? Ask students how they read the book.

Stop music or use a signal to let students know work time is over. "Writers, it is the end of work time today. You need to decide where you want to put today's piece. If it's finished it will go in the "Finished"

The teacher will lead students in a discussion in how students sorted objects and counted them.

Students will choose a sight word and use it in a sentence.

How are you the same as one of the VIK students?

Discuss why it is important to know sight words or letter sounds when reading a book.