Weekly Lesson Plans - January 18 - 22
- What
- Weekly Lesson Plans - January 18 - 22
- When
- 1/22/2021
8:15 - 9:00 2nd EDGE-Level G/Kinstle
| | Monday | Tuesday | Wednesday | Thursday | Friday | |||||
| | EDGE I Ducks in a Row | EDGE I Ducks in a Row | EDGE I Ducks in a Row | EDGE I Ducks in a Row | ||||||
| Learning Target/ | | Learning Target: | Learning Target: | Learning Target: | Learning Target: | |||||
| | I can ask and answer questions regarding key details in a text. | I can make my own conclusions about a text. | I can ask and answer questions regarding key details in a text. | I can find compound words. | ||||||
| | Success Criteria: | Success Criteria: | Success Criteria: | Success Criteria: | ||||||
| | I’ll know I have it when I can remember and answer who, what, where, when, why, and how to questions about a text. | I’ll know I have it when I can remember the key details of a text and explain how characters are feeling. | I’ll know I have it when I can remember and answer who, what, where, when, why, and how to questions about a text. | I’ll know I have it when I can see two words hidden in a word. | ||||||
| Standards | | ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSE2RL1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ELAGSE2SL1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. | ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSE2RL1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. | ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSE2L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELAGSE2L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. | |||||
| Instruction | | Book Talk/Browse the Book/Explore Key words: | Reread Text Sum it up. Ask questions in TE | Phonics: identify the Sound of ou Reread text. Response writing: Max To-Do list | Phonics: Compound Words Reread text. | |||||
| Strategy / | | | x x x | Book Talk Browse the Book Explore the Text Together Sum it Up Focus on Strategies and Skills Comprehension Phonics Word Study Extend Literacy Discussion Fluency Children’s Book Chat Write in Response to Reading | x x x x x | Book Talk Browse the Book Explore the Text Together Sum it Up Focus on Strategies and Skills Comprehension Phonics Word Study Extend Literacy Discussion Fluency Children’s Book Chat Write in Response to Reading | x x x x | Book Talk Browse the Book Explore the Text Together Sum it Up Focus on Strategies and Skills Comprehension Phonics Word Study Extend Literacy Discussion Fluency Children’s Book Chat Write in Response to Reading | x | Book Talk Browse the Book Explore the Text Together Sum it Up Focus on Strategies and Skills Comprehension Phonics Word Study Extend Literacy Discussion Fluency Children’s Book Chat Write in Response to Reading |
| Check for | Share/Debrief | Share/Debrief | Share/Debrief | Share/Debrief | | |||||
| Discuss and revisit the text. What are the changes that Max makes? | Discuss and revisit the text. What does Max learn about relaxing time and busy time? | Discuss and revisit the text. Share writing. | Discuss and revisit the text. Read/write words as presented. | Running Record | ||||||
9:00-9:45 Planning
9:45 – 10:30 LLI - 2nd Grade (Kinstle, Cox, Johns)
| | Monday | Tuesday | Wednesday | Thursday | Friday | |||||
| | LLI E- The Three Bears | LLI E- The Puppets | LLI E- The Surprise | LLI E- Play Ball | ||||||
| Learning Target/ | | Learning Target: | Learning Target: | Learning Target: | Learning Target: | |||||
| | I can use my letter sounds to help me write tricky words. | I can use my letter sounds to help me write tricky words. | I can use my letter sounds to help me write tricky words. | I can use my letter sounds to help me write tricky words. | ||||||
| | Success Criteria: | Success Criteria: | Success Criteria: | Success Criteria: | ||||||
| | I’ll know I have it when I can stretch out/segment a tricky word and write the sounds that I hear. | I’ll know I have it when I can see patterns or parts in words. | I’ll know I have it when I can see patterns or parts in words. | I’ll know I have it when I can see patterns or parts in words. | ||||||
| Standards | | ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. | ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSE2L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELAGSE2L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. | ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSE2L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELAGSE2L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | |||||
| Instruction | | Introducing the Text/Book Talk | Review/reread The Three Bears (WG - Fold Sheet) Introducing the new Text/Book Talk | Introducing the Text/Book Talk Letter/word work | Review/reread The Surprise Introducing the new Text/Book Talk | |||||
| Strategy / | | | X X X x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: Onsets/rimes New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) | x x x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: Phonogram patterns New Book (Instructional Level) OR Write about Reading 3 things girl did Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) | x x x x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: Phonogram patterns New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) Draw puppet in journal | x x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: Phonogram patterns New Book (Instructional Level) OR Write about Reading (The Surprise) Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) |
| Check for | | Share/Debrief | Share/Debrief | Share/Debrief | Share/Debrief | |||||
| | Discuss and revisit the text. “This story reminds` me of ______.” | Discuss new text. Share writing. Running Record | Read/write words as presented. | Discuss new text. Share writing. Running Record | ||||||
10:30-11:15 - Math - 2nd Grade (Cox)
| Eureka Math Module _5_ Lesson 1 - Strategies for Adding & Subtracting Within 1,000 Concept: Relate 10+/10-/100+/100- to addition and subtraction of 10 and 100. | Eureka Math Module _5_ Lesson 2 - Strategies for Adding & Subtracting Within 1,000 Concept: Add and subtract multiples of 100, including counting on tosubtract. | Eureka Math Module _5_ Lesson 3 - Strategies for Adding & Subtracting Within 1,000 Concept: Add multiples of 100 and some tens within 1,000. | Eureka Math Module _5_ Lesson 4 - Strategies for Adding & Subtracting Within 1,000 Concept: Subtract multiples of 100 and some tens within 1,000. |
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| Standard/s: Represent and solve problems involving addition and subtraction. 2. OA. 1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Use place value understanding and properties of operations to add and subtract.. 2. NBT. 7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 2. NBT. 8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. 2. NBT. 9 Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) | Standard/s: 2. OA. 1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Use place value understanding and properties of operations to add and subtract.. 2. NBT. 7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 2. NBT. 8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. 2. NBT. 9 Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) | Standard/s: Represent and solve problems involving addition and subtraction. 2. OA. 1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Use place value understanding and properties of operations to add and subtract.. 2. NBT. 7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 2. NBT. 8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. 2. NBT. 9 Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) | Standard/s: Represent and solve problems involving addition and subtraction. 2. OA. 1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Use place value understanding and properties of operations to add and subtract.. 2. NBT. 7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 2. NBT. 8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. 2. NBT. 9 Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) |
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| Learning Target/Teaching Point: We will explore strategies for adding and subtracting within 1,000. Success Criteria: I know I will be successful when... - I can add and subtract within 1,000. - I can solve word problems within 100. - I can add or subtract 10 more/less and 100 more/less. | Learning Target/Teaching Point: We will explore strategies for adding and subtracting within 1,000. Success Criteria: I know I will be successful when... - I can add and subtract within 1,000. - I can solve word problems within 100. - I can add and subtract multiples of 100. | Learning Target/Teaching Point: We will explore strategies for adding and subtracting within 1,000. Success Criteria: I know I will be successful when... - I can add within 1,000. - I can solve word problems within 100. - I can add multiples of 100 and some tens within 1000. | Learning Target/Teaching Point: We will explore strategies for adding and subtracting within 1,000. Success Criteria: I know I will be successful when... - I can subtract within 1,000. - I can solve word problems within 100. - I can subtract multiples of 100 and some tens within 1000. |
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| Fluency Practice · Place Value - More/Less Application Problem The shelter rescued 27 kittens in June. In July, 11 kittens were rescued. In August, 40 more were rescued. a. How many kittens did the shelter rescue during those three months? b. b. If 64 of those kittens found homes by the end of August, how many still needed homes? Concept Development (We Do) The teacher will review 10 more/ less and 100 more/less. · The teacher will show the students how the place value is going up or down. · Model how to solve problems counting up or down using the arrow way. The students will practice using the arrow way. Considerations for Differentiation: Small group re-instruction of the daily concept in order to assist students with completion of problem set with use of whiteboards/Manipulatives. Teaching Point: Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students. | Fluency Practice - Place Value - How Many More Hundreds? Application Problem Max has 42 marbles in his marble bag after he added 20 marbles at noon. How many marbles did he have before noon? Concept Development (We Do) The teacher will use the zero cards and draw disks to show 125 & 725. Have the students say it in the unit form way. The students will show it on their place value chart. · The students will practice with more numbers. Repeat the process using the following sequence: 276 + 300, 382 + 400, 400 + 516, 620 – 400, 541 -200, and 797 - 300. During the lesson, the teacher will encourage students who struggled with adding tens to explain the process of adding hundreds to the class. Teachers will praise students' use of place value language to explain their thinking. Considerations for Differentiation: Small group re-instruction of the daily concept in order to assist students with completion of problem set with use of whiteboards/Manipulatives. Teaching Point: Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students. | Fluency Practice - How many more to Make 100? - Sprint: Adding Multiples of Ten and Some Ones Application Problem A children’s library sold 27 donated books. Now, they have 48. How many books were there to begin with? Concept Development (We Do) The teacher will model adding multiples of 100. While modeling, the teacher will think aloud for the students to understand. Problem 1: 420 + 100, 420 + 110 (While speaking record using the arrow way.) Problem 2: 550 + 200, 550 + 250, 550 + 260 (Record as before) Afterwards, the students will practice adding multiples of 100 using the arrow way. Problem 3: 280 + 200, 280 + 220, 280 + 230. Problem 4: 470 + 200, 470 + 210, 470 + 230. Students will show visuals on white boards. Problem 5: 590 + 240 Guide students through adding the hundreds and tens the arrow way, asking for their input as you go. Have students talk through their simplifying strategy step-by-step to demonstrate their thinking. Considerations for Differentiation: Small group re-instruction of the daily concept in order to assist students with completion of problem set with use of whiteboards/Manipulatives. Teaching Point: Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students. | Fluency Practice - Subtracting Multiples of 100s and 10s - Sprint: Subtracting Multiples of Ten and Some Ones Application Problem Diane needs 65 craft sticks to make a gift box. She only has 48. How many more craft sticks does she need? Concept Development (We Do) The teacher will model subtracting multiples of 100. While modeling, the teacher will think aloud for the students to understand. Problem 1: 570 - 100, 570 - 110 (While speaking record using the arrow way.) Problem 2: 450 - 200, 450 - 210, 450 - 250, 450 - 260 (Record as before) Afterwards, the students will practice subtracting multiples of 100 using place value disks and the arrow way. Teachers will scaffold questions to guide connections between the place value disks and arrow notation. Problem 3: 780 - 300, 780 - 380, 780 - 390. Problem 4: 400 - 200, 440 - 200, 440 - 240, 440 - 260. Students will show visuals on white boards. Guide students through subtracting the hundreds and tens the arrow way, asking for their input as you go. Have students talk through their simplifying strategy step-by-step to demonstrate their thinking. Considerations for Differentiation: Small group re-instruction of the daily concept in order to assist students with completion of problem set with use of whiteboards/Manipulatives. Teaching Point: Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students. |
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| Problem Set (You Do) Students work to complete the Problem Set in the allotted time (10 minutes) Considerations for Differentiation: Scaffolding as needed with specific students. (EIP/ZEARN/SMALL GROUP/PARTNERS) Teaching Point: Same as the teaching point for the lesson with special emphasis on scaffolding as needed with specific students. | | Problem Set (You Do) Students work to complete the Problem Set in the allotted time (10 minutes) Considerations for Differentiation: Scaffolding as needed with specific students. (EIP/ZEARN/SMALL GROUP/PARTNERS) Teaching Point: Same as the teaching point for the lesson with special emphasis on scaffolding as needed with specific students. | Problem Set (You Do) Students work to complete the Problem Set in the allotted time (10 minutes) Considerations for Differentiation: Scaffolding as needed with specific students. (EIP/ZEARN/SMALL GROUP/PARTNERS) Teaching Point: Same as the teaching point for the lesson with special emphasis on scaffolding as needed with specific students. | ||
| Debrief Discuss with students the lesson as a whole. Invite S. to review their solutions for the Problem Set. After debrief – students will complete an Exit ticket for the teacher to assess the student’s understanding of the concepts. | | Debrief Discuss with students the lesson as a whole. Invite S. to review their solutions for the Problem Set. After debrief – students will complete an Exit ticket for the teacher to assess the student’s understanding of the concepts. | Debrief Discuss with students the lesson as a whole. Invite S. to review their solutions for the Problem Set. After debrief – students will complete an Exit ticket for the teacher to assess the student’s understanding of the concepts. | ||
11:15-12:00 - Math 2nd (Waters)
12:00 - 12:45 - Lunch
12:45-1:30 LLI - 1st Grade (Brooks/Godwin)
| | Monday | Tuesday | Wednesday | Thursday | Friday | |||||
| | LLI A- Mom | LLI A- Dad | LLI A- At the Zoo | LLI A- On the Way to School | ||||||
| Learning Target/ | | Learning Target: | Learning Target: | Learning Target: | Learning Target: | |||||
| | I can match letters and sounds at the beginning of a word. | I can match letters and sounds at the beginning of a word. | I can match letters and sounds at the beginning of a word. | I can produce letter names. | ||||||
| | Success Criteria: | Success Criteria: | Success Criteria: | Success Criteria: | ||||||
| | I’ll know I have it when I can hear the sounds of a word and say the letters that match. | I’ll know I have it when I can hear the sounds of a word and say the letters that match. | I’ll know I have it when I can hear the sounds of a word and say the letters that match. | I’ll know I have it when I can say the name of a letter by hearing its sound or seeing it. | ||||||
| Standards | | ELAGSE1RL7: Use illustrations and details in a story to describe its characters, setting, or events. ELAGSE1RF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). ELAGSE1RL1: Ask and answer questions about key details in a text. ELAGSE1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson. ELAGSE1RL3: Describe characters, settings, and major events in a story, using key details. ELAGSE1RF4: Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. d. Read grade-appropriate irregularly spelled words. | ELAGSE1RL7: Use illustrations and details in a story to describe its characters, setting, or events. ELAGSE1RF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). ELAGSE1RL1: Ask and answer questions about key details in a text. ELAGSE1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson. ELAGSE1RL3: Describe characters, settings, and major events in a story, using key details. ELAGSE1RF4: Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. d. Read grade-appropriate irregularly spelled words. | ELAGSE1RL7: Use illustrations and details in a story to describe its characters, setting, or events. ELAGSE1RF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). ELAGSE1RL1: Ask and answer questions about key details in a text. ELAGSE1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson. ELAGSE1RL3: Describe characters, settings, and major events in a story, using key details. ELAGSE1RF4: Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. d. Read grade-appropriate irregularly spelled words. | ELAGSE1RL7: Use illustrations and details in a story to describe its characters, setting, or events. ELAGSE1RF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). ELAGSE1RL1: Ask and answer questions about key details in a text. ELAGSE1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson. ELAGSE1RL3: Describe characters, settings, and major events in a story, using key details. ELAGSE1RF4: Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. d. Read grade-appropriate irregularly spelled words. | |||||
| Instruction | | Review Alphabet chart. Read poem “Windshield Wiper”. Introducing the Text/Book Talk | Reread Mom Reread Windshield Wiper (pointing) Find words that begin with the letters: w, f, and b Words: the, in, is, go Introducing the Text | Review Alphabet chart. Read poem “Jack in the Box”. Introducing the Text/Book Talk | Review Alphabet chart. Play Letter Naming with letter cards.. Introducing the Text/Book Talk | |||||
| Strategy / | | | x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: Beginning phonemes. New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Magnetic Letters Optional Letter Word Work (Only on even numbered lesson days, if time allows) | x x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) | x x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) | x x x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) sorting letters |
| Check for | | Share/Debrief | Share/Debrief | Share/Debrief | Share/Debrief | |||||
| | Say sound at beginning of given words/find it on alphabet chart. | Say sound at beginning of given words/find it on alphabet chart. Read writing. Running Record | Say sound at beginning of given words/find it on alphabet chart. Find beginning sound of name on chart. Find the, like, and see in text. | Say sound at beginning of given words/find it on alphabet chart. Read writing. Running Record | ||||||
1:30-2:15 LLI - Kindergarten (Franks/Kennedy)
| | Monday | Tuesday | Wednesday | Thursday | Friday | |||||
| | LLI -A- At the Market | LLI -A- Rex | LLI A- Funny Things | LLI A- The Baby Animals | ||||||
| Learning Target/ | | Learning Target: | Learning Target: | Learning Target: | Learning Target: | |||||
| | I can say words and hear how they rhyme. | I can say words and hear how they rhyme. | I can say words and hear how they rhyme. | I can say words and hear how they rhyme. | ||||||
| | Success Criteria: | Success Criteria: | Success Criteria: | Success Criteria: | ||||||
| | I’ll know I have it when I can match words that have the same ending sound. | I’ll know I have it when I can match words that have the same ending sound. | I’ll know I have it when I can match words that have the same ending sound. | I’ll know I have it when I can match words that have the same ending sound. | ||||||
| Standards | | ELAGSEKRL1: With prompting and support, ask and answer questions about key details in a text. ELAGSEKRL2: With prompting and support, retell familiar stories, including key details. ELAGSEKRL3: With prompting and support, identify characters, settings, and major events in a story. ELAGSEKRL4: With prompting and support, ask and answer questions about unknown words in a text. ELAGSEKRL10: Actively engage in group reading activities with purpose and understanding. ELAGSEKRF1: Demonstrate understanding of the organization and basic features of print. ELAGSEKRF2: Demonstrate understanding of spoken words, syllables, and sounds. ELAGSEKSL1: Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and large groups. ELAGSEKSL6: Speak audibly and express thoughts, feelings, and ideas clearly. | ELAGSEKRL1: With prompting and support, ask and answer questions about key details in a text. ELAGSEKRL2: With prompting and support, retell familiar stories, including key details. ELAGSEKRL3: With prompting and support, identify characters, settings, and major events in a story. ELAGSEKRL4: With prompting and support, ask and answer questions about unknown words in a text. ELAGSEKRL10: Actively engage in group reading activities with purpose and understanding. ELAGSEKRF1: Demonstrate understanding of the organization and basic features of print. ELAGSEKRF2: Demonstrate understanding of spoken words, syllables, and sounds. ELAGSEKSL1: Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and large groups. ELAGSEKSL6: Speak audibly and express thoughts, feelings, and ideas clearly. | ELAGSEKRL1: With prompting and support, ask and answer questions about key details in a text. ELAGSEKRL2: With prompting and support, retell familiar stories, including key details. ELAGSEKRL3: With prompting and support, identify characters, settings, and major events in a story. ELAGSEKRL4: With prompting and support, ask and answer questions about unknown words in a text. ELAGSEKRL10: Actively engage in group reading activities with purpose and understanding. ELAGSEKRF1: Demonstrate understanding of the organization and basic features of print. ELAGSEKRF2: Demonstrate understanding of spoken words, syllables, and sounds. ELAGSEKSL1: Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and large groups. ELAGSEKSL6: Speak audibly and express thoughts, feelings, and ideas clearly. | ELAGSEKRL1: With prompting and support, ask and answer questions about key details in a text. ELAGSEKRL2: With prompting and support, retell familiar stories, including key details. ELAGSEKRL3: With prompting and support, identify characters, settings, and major events in a story. ELAGSEKRL4: With prompting and support, ask and answer questions about unknown words in a text. ELAGSEKRL10: Actively engage in group reading activities with purpose and understanding. ELAGSEKRF1: Demonstrate understanding of the organization and basic features of print. ELAGSEKRF2: Demonstrate understanding of spoken words, syllables, and sounds. ELAGSEKSL1: Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and large groups. ELAGSEKSL6: Speak audibly and express thoughts, feelings, and ideas clearly. | |||||
| Instruction | | Read poem “Apples” – find words that rhyme Introducing the Text/Book Talk Point under each word. Find I | Reread poem “Apples” – find words that rhyme Add names to poem and read. Introducing the Text/Book Talk Point under each word/left to right. Find I like to | Read poem “I Love Chocolate” – find words that rhyme Substitute chocolate as students suggest. Introducing the Text/Book Talk Point under each word/left to right. Write about text | Reread Apples/I Love Chocolate Find rhyming words Introducing the Text/Book Talk Write about text | |||||
| Strategy / | | | x x x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) ) letters in name | x x x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) | x x x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) letters in name | x x x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) |
| Check for | | Share/Debrief | Share/Debrief | Share/Debrief | Share/Debrief | |||||
| | Say a word that rhymes with the word given. | Say a word that rhymes with word given. Read writing. Running Record | Say a word that rhymes with word given. Read writing. Running Record | Say a word that rhymes with word given. Read writing. Running Record | ||||||