Daily Lesson Plan

What: Daily Lesson Plan
When: 9/23/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: Wednesday 9/23/2020	Readers Workshop Unit Unit 1__ Session_10__	Writers Workshop Unit_1__ Session _10__	Eureka Math Module _1_ Lesson_19_	Phonics F&P: LS 3 pg. 317__ UOS in Phonics Lesson	Science/Social Studies 5 Senses	Shared Reading Mouse Point
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	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 retell old favorite storybooks.	I can stretch my words and write the letters for the sounds I hear.	I can count 5-7 linking cubes in linear configurations. I can match with the numeral 7. I can count from 1-7 on my fingers and connect to 5-group images.	I can read sight words in a book.	I can identify the five senses.	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 retell means to tell characters, setting, and what happened in a book.	I know letters make sounds. I can say a word slowly and write the letter that makes the sound.	I know I can put objects in circles, rows, columns, and arrays. I know different ways to count the objects. I know how to write a number.	I know sight words are words I can read in a snap. I can find sight words in books.	I know the senses are sight, smell, taste, touch, and hear.	I can ask questions about what I didn’t understand. I can tell characters, setting, and major events in a book.
	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection
	Readers, yesterday we learned how to sound like teachers when we read. Give wrapped books to students to unwrap discussing how these presents are old favorite storybooks that belong to everyone.	Start with a phonemic awareness warm up song.	Fluency 5-Groups; Show Me Beans; Rekenrek Roller Coaster Application Drawing ice cream cones activity	Sight word rap.	Listen to the 5 senses song: https://www.youtube.com/watch?v=vXXiyIGqliE	Introduce the book, providing the title, author, and a general synopsis of the book.
	Direct Instruction -minilesson	Direct Instruction -mInilesson	Direct Instruction	Direct Instruction Teach	Direct Instruction	Direct Instruction
	Today I want to teach you that when you have heard a story a zillion times, you can practically read it all by yourself. You look at the picture, remember how the story goes, and then read it to yourself, page by page. Start the new anchor chart – We are Storybook Readers!	Today I want to teach you that brave writers need lots of practice in hearing sounds and matching them to letters. To get the letters down, writers say the word they want to write, stretching it like a rubber band. Then they record the first sound they hear and reread. Then they stretch the word out again to hear the next sound. And so on and so on.	Activity consists of teacher leading a counting activity of linked cube towers with various configurations between 5 and 7.	Introduce snap word “at” and “is” 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.	Review all five senses using a tree map.	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) Teacher leads students in manipulating and counting various configurations of linked cube towers.	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:		Students will work in small groups to complete a Making Words Sheet with the sight words.	Teacher will engage the students in discussion of the five senses.	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 characters’ faces. I wonder what he is thinking?
	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.	Share with a partner how you can use your senses.	What’s going to happen next? Turn and tell a partner. Thumbs up if you agree, thumbs sideways if you think something different. How can we describe this character? How does he act/behave? Turn and tell a partner everything you know about this character.
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:
	Readers, we have ten more minutes of reading time, and some of you have been begging for the chance to read your LATW book. So instead of share, get a LATW book from your table tub. Hang the Readers LEARN from Books Too chart from the first bend over the WE Are Storybook Readers chart Allow the students to private read for the remainder of RW supporting this work.	Using high frequency words in their writing.	The teacher will lead students in a discussion to review how to count 5-7 linking cubes on linear configurations and match with the numeral 7. How to count on fingers from 1-7 and connect to 5-group images will also be reviewed.	Students will choose a sight word and use it in a sentence.	Students will identify their 5 senses.	How do you think the character felt at the end of the story? Turn and tell your partner and use the word because to explain why.

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