Daily Lesson Plan
- What
- Daily Lesson Plan
- When
- 9/22/2020
Teacher: Davis Grade: Kindergarten Date of Instruction: Tuesday 9/22/2020 Readers Workshop Unit _1__ Session_9__ Writers Workshop Unit_Unit__ Session _9__ Eureka Math Module _1_ Lesson_18_ Phonics F&P: LS 3 pg. 317__ UOS in Phonics Lesson Science/Social Studies Shared Reading There Was an Old Lady Who Swallowed Leaves 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 ELAGSEKRF3 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 speak clearly when reading. I can respond to questions and suggestions from my partner to strengthen my writing. I can count 4-6 objects in circular and scattered configurations. I can identify sounds of letters. I can identify the seasons. I can reread to build comprehension. Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: I know how to talk loud enough for others to hear without anything in my mouth. I know questions are who, what, where, when, and why. I can answer a question from my friend. I can count 6 items out of a larger set. I can write numbers 1-6 in order. I know each letter makes a sound and I can match a picture that starts with that letter. I know the seasons are Fall, Winter, Spring, and Summer. I know the seasons go in order every year. I know how to reread. I know that if I read something many times I can remember and understand more. Introduction/ Connection Introduction/ Connection Introduction/ Connection Introduction/ Connection Introduction/ Connection Introduction/ Connection Readers, yesterday I noticed that what you were saying was getting more and more powerful, but I also noticed that how you were reading did not sound quite right. Remind students of the work they have been doing with their partner. Fluency: 5-Groups in Corners; Birthday Cake Number Order; Beep Number Application: Row of dots counting activity 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. Play the seasons song. Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. D Poem Direct Instruction -minilesson Direct Instruction -mInilesson Direct Instruction Direct Instruction Direct Instruction Direct Instruction Today I want to teach you that when you read a LATW book again and again, you can begin to make the book sound right. LATW books teach, and so they sound like a teacher. When you read these books again and again, one thing you are trying to do is to sound like a teacher too. Today, I want to teach you that partners also help writers after a book is written, when the writer is thinking, “I’m done”. Specifically, a partner reads a writer’s book and then asks, ‘What questions does this book give me?” And then the partner asks the writer questions. Those questions help the writer know what to add on. Activity consists of teacher demonstrating how beans are part of a group even when scattered or in circular configurations. 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. Teacher will read: Fall. Then students will watch the segment on United Streaming titled Seasons. https://app.discoveryeducation.com/learn/videos/E795379F-7476-4608-B7B4-51675AC01626 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: Teacher leads students in discussion of strategies for counting the objects while students manipulate items and work on various strategies. Students will independently complete a Two-Way Sort with pictures to match to the correct letter. Discuss with students the different seasons. 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 Students work to complete pg.191, Problem Set 18 in the allotted time. Teacher walks around, monitors and supports students as needed. Students will discuss Two-Way Sort with pictures and sounds. Have students cut out pictures that show fall and glue in the circle map. Have students help make a chart related to the phonological skill for the day. (syllables, rhymes, letters/sounds, snap words, word families, etc.) 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: Admire the sound of nonfiction reading. Have students share their teacher sounding reading of their latw books. Interview a student about the writing process. Let the class ask the student questions. The teacher will lead students in a discussion to review counting 4-6 objects in circular and scattered configurations as well as counting 6 items out of a larger set. Writing numerals 1-6 in order will also be reviewed. Students discuss each picture cards and sounds. Students will identify the 4 seasons. Share with a partner the type of weather that happens in Fall.
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