Daily Lesson Plan

What: Daily Lesson Plan
When: 9/8/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: Tuesday 9/8/2020	Readers Workshop Unit 1 Session_1__ See Google Classroom for video Lesson	Writers Workshop Unit_1__ Session _1__	Eureka Math Module _1_ Lesson_11_ See Google Classroom for video Lesson	Phonics F & P l: Lesson _LK 2__ UOS in Phonics Lesson	Science/Social Studies PBIS Rules and Routines	Shared Reading Mrs. Wishy Washy
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 ELACCKRI10 ELACCKRF1 ELACCKRF2 ELACCKRF2(a)	ELACCKW1 ELACCKW3	K.CC.4a K.CC.4b K.CC.5 K.OA.3 K.MD.3	ELAGSEKRF1 a, b, c	SSKH1 SKP1	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 read names and signs.	I can use pictures and words to write a story.	I can model decompositions of three with materials, drawings and expressions.	I can identify the difference in letters.	I can identify Labor Day and why it is celebrated.	I can tell the relationship between pictures and the story. I can identify the author and illustrator in a book and explain their roles.
	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:
	I know a sign stands for a word. I can recognize different signs.	I know letters make sounds I know to say a word slowly to spell it. I know my picture and words have to match.	I know that 1+2=3 using a drawing.	I know what each letter looks like. I know each letter has a capital and lowercase.	I know what is celebrated on labor day. I know what labor means.	I can look at the pictures. I can look at the words. I can tell the author and illustrator’s jobs.
	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection
	Gather students to the meeting area and sing the “Our Gathering Song”. Rally kids to the idea that they can walk through the world reading because there is so much to be read. Explain to the children that this is where they meet every day for RW, and that they are wrapped in books all around them. Point out the classroom library, “You can start right away, right here, right now, becoming readers!”	Show the children different kinds of books, pointing out that writes wrote them all. Tell students that this year, they will write too. Tell them from now on, you will call them writers. Let them know this time of day will be called Writing Workshop.	Fluency Practice, Making 3 with Triangles and Beans; Making 3 Finger Combinations; Hide and See Application Problem, 4 Crayons on the floor activity	Tell students they are going to learn about the name and shape of letters. Display letters Ff and Hh and have students find them in the room.	What jobs do your parents have?	Poem: F Poem
	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 readers walk through the world in a special way. They don’t just see things. They read things. They read names and signs, directions, and songs, too. They do this by looking at the words and thinking, “What might they say?” Introduce Chart 1: We are Readers	Writers, today I want to teach you that it is not just grown-ups who write to teach people what they know. You can do that as well. You think of something you know about, and then with drawings and writing, you put what you know on the paper.	Consists of teacher demonstrating and leading students in a counting bears activity.	Tell students they are going to learn about the name and shape of letters. Today the letters are “F” and “H”. Help me sort my letters. How are they similar? How are they different? Watch how I write each letter.	Tell children that Labor Day is a holiday we have in the U.S. Read the book Labor Day.	Book Introduction Book Preview – Picture Walk Discuss some of the vocabulary presented in 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 the counting bears activity, asking prompting questions throughout the activity.	Students will manipulate magnetic letters and discuss what they know. Students will practice writing letters in a journal/whiteboard.	Discuss with students what a job is and have them help you make a chart.	Read book from cover to cover Stop somewhere in the middle to have students stop and talk about what they think will happen next. Reread all or part of book focusing on a particular skill such as directionality, concepts of print, or word counting. Ask students to help you count the words in a sentence.
	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 11	Students will work collaboratively on a Two-Way Sort for the two letters.	Have students draw or color pictures of jobs people do and tell what they would do when they grow up.	Ask students to retell the story.
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:
	Have students gather back in the meeting area. Say, “Readers, you already read a lot of things in our school, but the world is a big place and I bet there are other things you can read outside of our classroom. Right now tell the person next to you what you might read on your way home from school. In your mind take an imaginary trip home from school and think about places that can be read. Do you pass a sign? Are there letter on the mailbox? Turn and Talk. “So Readers, remember that from now on everywhere you go you can read the world.”	Have one or two students share their writing with the class. Point out that writers work with the support from each other. Suggest the class become one big giant writing club. Ask students to talk to others and learn from what they did.	Exit ticket Students will complete lesson 11 exit ticket. The teacher will use these to determine levels of student understanding. Debrief Students will complete lesson 11 exit ticket. The teacher will use these to determine levels of student understanding.	Students will discuss the letters in their name.	Share with a partner a job you might like to do when you grow up.	Turn to a partner and talk to them about how the pictures helped you understand the story better? How did they help you read.

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