Daily Lesson Plan

Teacher:  Davis

Grade:  Kindergarten

Date of Instruction:  

9/30/2020

Readers Workshop

Unit _1__ 

Session_14_

Writers Workshop  

Unit_1__

Session _3

Show and Tell__

Eureka Math 

Module _1_

Lesson _24_

Phonics

F&P: LS 3 pg. 317__

UOS in Phonics Lesson

Science/Social Studies  

Earth Materials and Rocks

Shared Reading

There Was an Old Lady Who Swallowed Some Books

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: 

ELACCKRL4

ELACCKRL5

ELACCKRL10

ELACCKRl10

ELACCKRF1

ELACCKRF2

ELACCKRF2a

ELACCKW1

ELACCKW3

K.GSE.CC.2

K.GSE.CC.3

K.GSE.CC.4

K.GSE.CC.5

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 add more to my picture. 

I can arrange objects in different ways and strategize ways to count them.

 I can write the numeral 9.

I can read sight words in a book.

I can sort and describe a rock.

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 details can help people tell where I am or what is happening. 

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 sort means to put things that are similar together.

I know rocks can be sorted by color, size, and texture.

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 

Sing to the class a song to provide practice in hearing sounds in the beginning of words. Remind students of the work they did yesterday with character voices.

Boys and girls you’ve done so much writing on your pages and I’m so proud of you, but I have a grown up secret to share with you.  Really great writers don’t write books in one day. 

Do you think Joy Cowley wrote Mrs. Wishy Washy in one day or do you think she kept going back to it and writing more and more (review when we’re done we’ve just begun chart.) Well it’s the same thing with our show and tell books we don’t just write a new book each day we add more. 

Fluency Practice,

Hide and See; Hands Number Line to 10; Roll, Count, Show the Number

Application Problem,

Drawing silly shapes activity

Sight word rap.

Teacher will give each student a rock and say “How could we sort our rocks?”

Introduce the book, providing the title, author, and a general synopsis of the book.

Direct Instruction

-minilesson 

*See Google Classroom for Video Lesson

Direct Instruction    -mInilesson

Direct Instruction

*See Google Classroom for Video Lesson 

Direct Instruction
Teach

Direct Instruction

Direct Instruction

Today, I want to teach you that sometimes when you go back to reread a storybook, you remember more of the story, and that means you can say more on each page. And if there are a lot of words on the page, then there’s a lot of story to tell.

Watch me as I think about where in a room, outside at a park, etc and what am I playing, reading, sleeping, etc... 

I thought about my bunny and I did add all the labels I could, but I didn’t add where or what, I can do that to add onto my picture. 

My bunny is usually on my bed and is there for sleeping with me. 

Draw bed around the bunny to show the bunny is on the bed and you in bed and label them. 

I’m going to add “add more” to our show and tell chart to remind us. 

Do you see how that helps my reader know more about my bunny like where it is and what it is doing. 

Activity consists of teacher demonstrating how to strategize to count 9 objects in circular and scattered configurations, represent a path through the configuration, number each 

Introduce snap words “you” and “and” 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 tell students that an attribute of rocks is heavy and light. Today we are going to see if your rocks are heavier or lighter than mine.

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)

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)

___W ord Study

___  Shared Writing 

Standard: 

Teaching Point:

Teacher leads students in manipulating and counting various configurations 9 as well as representing a path through the configuration, numbering each object and writing the numeral 9.

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

Using a balance, students will take turns manipulating a variety of rocks and sort by heavy/light.

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

_X_ RDCT Conference

__ Goal Setting 

      Conference

Problem Set 24

Students will read the word presented to a partner.

Students will take rocks back to their seat and complete the “My Rock Report” page stating whether their rock was heavy or light.

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:

Remind students that they can learn more from their learn-about-the-world books by using their finger to study all parts of each page.

Boys and girls you have done a great job drawing and writing and adding more to your drawing.   

I’ll bet you’re as proud of yourselves as I am I want us to watch this video on how special you are and then we can sing along 

Turn and tell your partner why you are proud of your writing and what makes it special. 

The teacher will lead students in a discussion reviewing how to write the numerals 1-5 in order as well as how to answer questions and make drawings of decompositions with totals of 4 and 5 without equations.

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

Describe your rock to a partner and tell if your rock was heavy or light

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.