Daily Lesson Plan

Teacher:  Davis

Grade:  Kindergarten

Date of Instruction:  

Thursday

9/3/2020

Readers Workshop

Unit _Launch__ 

Session_9__

Writers Workshop  

Unit_Launch__

Session 9

Eureka Math 

Module _1_

Lesson_9_

Phonics

F&P: PA 4 pg. 117__

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 

ELAGSEKRF

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 speak clearly when reading.

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

I can find hidden pictures within linear and array dot configurations of numbers 3, 4 and 5.

I can hear and say syllables in a word.

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

I can reread a book with fluency.

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 find hidden partners in numbers to 5.

I can clap out syllables in a word.

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

I know fluency means being able to read without trying to figure out a word.

I know fluency means I should change my voice like the character.

Introduction/ Connection 

Introduction/ Connection 

Introduction/ Connection 

Introduction/ Connection 

Introduction/ Connection 

Introduction/ Connection 

ther your students in the meeting area. (Gathering Song) Students should now be sitting in the meeting area with their partners. They will need a book they have read and reread for the active engagement section.

Remind readers of how they are reading so much more on each page by making sure that they see the whole page. Remind and show them how you took careful notes on what they were saying as they read their books yesterday.

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.

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.

Fluency

Hands Number Line to 5; 5 Frame Peek-a-Boo; Roll, Count, Show

Application

Drawing a caterpillar with 4 different parts.

Students will listen to Syllable Song. (https://www.youtube.com/watch?v=vlBc703kYMg)

Stand up & turn around if you have a dog.

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

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.  

During the teaching read aloud some tiny excerpts from several nonfiction books, accentuating the authoritative voice. Then you could contrast this sort of reading with an exaggerated role-play that shows how not to read nonfiction.

When you do the authoritative reading of your nonfiction – take on a professorial attitude perhaps sitting up straighter – being more serious.

Ask students to be your writing partner and invite them to ask questions about your writing. Point out that “where”, “how”, and “why” questions help writers discover what they can add to their writing.

Activity consists of building various towers of 5 and breaking them apart to find “hidden partners”. 

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 reread our book so that we can focus on fluency.  Let’s read together and try to scoop up more words.  Make sure you make your voice sounds like the character’s voice would be.  Be sure to look at the punctuation marks to help us change our voice.

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 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.

Class reads book together several times trying to improve their fluency with each try.

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

Teacher leads students in activity to build towers of 5 and break apart to find “hidden partners”.

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 work with a partner taking turns to read the book fluently.

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 reviewing how to find hidden pictures within linear and array dot configurations of numbers 3, 4 and 5.

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?

Discuss why it is important to be fluent when reading.