Daily Lesson Plan

What: Daily Lesson Plan
When: 9/4/2020

Glynn County Lesson Plan for Instruction (K-2)

Teacher: Davis		Grade: Kindergarten
Date of Instruction: Friday 9/4/2020	Readers Workshop Unit _Launch__ Session_10__	Writers Workshop Unit_Launch__ Session _10_	Eureka Math Module _1_ Lesson_10_	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 retell old favorite storybooks.	I can stretch my words and write the letters for the sounds I hear.	I can find hidden partners within circular and scattered 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 retell familiar stories with accuracy and expression.
	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 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 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
	Celebrate the growth you saw in readers during Bend 1. Showcase that growth by asking them to look at something in the room they can read. 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 Line Up, Sprinkle, Circle; Counting Dots and Spaces; Finger Counting Application Drawing dogs playing activity.	Students will listen to Syllable Song. (https://www.youtube.com/watch?v=vlBc703kYMg)	Stand up & turn around if you have a sister.	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 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! Demonstrate how to read an emergent storybook. First, show students how you read aloud the title, look over the page, and recall the story. Show students how you read the book by saying the words you think could be written on the page. They will be approximations of the actual words, and with repeated readings will become closer to the text. Shift between the role of reader and the role of teacher, making very clear from your posture and voice when you are “reading” the book and when you are debriefing on what you just did.	day 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. Tell students there is a tool they can use to help them. (Alphabet chart) Have students help you add to your writing by stretching out the words.	Activity consists of counting bears in various circular and dot 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 like pizza to go to the front of the room. Then, teacher will ask students who like chicken nuggets to join the group at the front of the room.	Quick retell of the story.
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 count bears in various configurations. .	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.	Allow students to work in small groups to act out their story from the week. They can perform within their group for the class.
	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 pg.108, Problem Set 10 in the allotted time. Teacher walks around, monitors and supports students as needed	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.	Talk with your group about how you would change the ending if you were the author..
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.	Using high frequency words in their writing.	The teacher will lead students in a discussion to review how to find hidden partners within circular and scattered 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 retell a story with expression.

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