Daily Lesson Plan

What: Daily Lesson Plan
When: 9/24/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: Thursday 924/2020	Readers Workshop Unit _Unit 1__ Session_11__	Writers Workshop Unit_1__ Session 11	Eureka Math Module _1_ Lesson_20_	Phonics F&P: PA 4 pg. 117__ UOS in Phonics Lesson	Science/Social Studies 5 Senses	Shared Reading Mouse Paint
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	ELAGSEKRF	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 use the pictures to help me read the words in my book.	I can use a variety of tools to help me edit my writing so I can publish it.	I can reason about sets of 7 objects in circular and scattered configurations and find a path. I can write the numeral 7.	I can hear and say syllables in a word.	I can identify the five senses.	I can retell familiar stories with accuracy and expression.
	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:
	I know that what is happening in a picture is what the words are saying. I can match my words to the picture.	I know that I can use a word wall, alphabet chart, or anchor chart to help me write.	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 can clap out syllables in a word.	I know the senses are sight, smell, taste, touch, and hear.	I can remember and tell what happened in a story with my book closed.
	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection
	Readers, your first go at reading old favorite storybooks yesterday was terrific. On the way to school today, I was thinking about what I might teach you to help you make your reading even better. Then I remembered something I saw a lot of your doing yesterday. Do you want to know what that was?	Have students turn to their partner and tell them one thing they have learned to do as writers for every finger on their hand.	Fluency Making 3 with Triangles and Beans; Hands Number Line to 7; Show Me Another Way Application Counting cookies activity.	Students will listen to Syllable Song. (https://www.youtube.com/watch?v=vlBc703kYMg)	Listen to the 5 senses song: https://www.youtube.com/watch?v=vXXiyIGqliE	We are going to read the story again! Who remembers how the story goes? Can you quickly tell someone next to you what happens?
	Direct Instruction -minilesson	Direct Instruction -mInilesson	Direct Instruction	Direct Instruction Teach	Direct Instruction	Direct Instruction
	Today I want to teach you that when you read an old favorite storybook, you need to pay attention to what’s on that page. You’ve got to make your words match the book’s pictures and words. So, you need to study the page carefully. Add to the anchor chart – We are Storybook Readers!	Today, I want to teach you something about publishing your writing. Before authors finish, they do everything they know to make their writing the best it can be. We can check for more things. We can use a checklist to help.	Activity consists of teacher leading students in creating and counting various sets of 7 in circular and scattered configurations.	Today we are going to learn about the parts of words you can hear. The parts are called syllables.	Teacher will ask students who have a dog to go to the front of the room. Then, teacher will ask students who do not have a dog to join the group at the front of the room.	Today we are going to retell the story without opening the book.
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 activity to create sets of 7 within circular and scattered configurations. Students will also discuss/compare creations with partners.	Students will cut/paste pictures in correct column of 3-Way sort.	Teacher will engage the students in discussion of similarities and differences in the groups of students. Have VIK students share their posters/books.	Guide the students by asking questions of who, where, and what happened first, next, and last. Get the students to show the expressions on their face as they retell. Encourage students to “talk” like the characters do in the book.
	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 complete the problem set.	Students will work with a partner to place key pictures at the top of 3-Way sort. Then, will take turns to sort pictures in the correct column.	Let students ask VIK student questions and discuss similarities and differences.	Have students turn and retell parts of the book to a partner, making sure they use expression and use gestures as well.
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:
	Call the students back to the meeting area. Channel students to choose a nonfiction book, share its topic with the class, and then read using what they learned about making sure the words and pictures match.	Mini-Celebration will be an extended share time. Have each student celebrate a reading success.	The teacher will lead students in a discussion reviewing how to reason about sets of 7 varied objects in circular and scattered configurations as well as finding a path through the configuration and writing the numeral 7.	Students will say and clap out one-, two-, and three-syllable words of their choice.	How are you the same as one of the VIK students?	Turn to someone and act out a part of the book.

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