Weekly Lesson Plan - February 16-19

What: Weekly Lesson Plan - February 16-19
When: 2/17/2021

8:15 - 9:00 2^nd EDGE-Level G/Kinstle

	Monday	Tuesday		Wednesday		Thursday		Friday
		EDGE J Andy Shane and the Barn Sale Mystery		EDGE J Andy Shane and the Barn Sale Mystery		EDGE J Andy Shane and the Barn Sale Mystery		EDGE J Andy Shane and the Barn Sale Mystery
Learning Target/ Success Criteria		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 make my own conclusions about a text.
		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 remember the key details of a text and explain how characters are feeling.
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 Chapter 1 Key words: investigate, bargains, binoculars, deal		Reread selected portions Sum it up- Chapter 1 Ask questions in TE		Book Talk/Browse the Book/Explore Chapter 2		Reread selected portions Sum it up- Chapter 2 Ask questions in TE
Strategy / Small Group Work		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	Book Talk Browse the Book Explore the Text Together Sum it Up Focus on Strategies and Skills Comprehension Phonics Word Study Compound Words Extend Literacy Discussion Fluency Children’s Book Chat Write in Response to Reading	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
Check for Understanding		Share/Debrief		Share/Debrief		Share/Debrief		Share/Debrief
		Discuss and revisit the text.		Discuss and revisit the text.		Discuss and revisit the text.		Discuss and revisit the text.

9:00-9:45 Planning

9:45 – 10:30 LLI - 2^nd Grade (Kinstle, Cox, Johns)

	Monday	Tuesday		Wednesday		Thursday		Friday
		LLI E- Farmer Dan’s Ducks (L. 68, P 413)		LLI E- The Big Storm (L. 69, P 419)		LLI E- My Five Senses (L. 70 P 425)		LLI (L.431)
Learning Target/ Success Criteria		Learning Target:		Learning Target:		Learning Target:		Learning Target:
		I can use my letter sounds to help me read tricky words.		I can use my letter sounds to help me read tricky words.		I can use my letter sounds to help me read tricky words.		I can recognize most words quickly.
		Success Criteria:		Success Criteria:		Success Criteria:		Success Criteria:
		I’ll know I have it when I can hear each sound in a consonant cluster, use meaning, language structure to self-monitor and correct my reading.		I’ll know I have it when I can hear each sound in a consonant cluster, use meaning, language structure to self-monitor and correct my reading.		I’ll know I have it when I can hear each sound in a consonant cluster, use meaning, language structure to self-monitor and correct my reading.		I’ll know I have it when I can use meaning, language structure and visual information to self-monitor and correct my reading.
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. 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.		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		Review/reread Introducing the new Text/Book Talk		Introducing the Text/Book Talk Letter/word work		Review/reread The Surprise Introducing the new Text/Book Talk		Running Records – Cold Review Behaviors and Understandings (p. 431)
Strategy / Small Group Work		x x x	Rereading Book OR Rereading Book Assessment Phonics/Word Work: Consonant Clusters 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: Consonant Clusters 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 x	Rereading Book OR Rereading Book Assessment Phonics/Word Work: Consonant Clusters 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)		Rereading Book OR Rereading Book Assessment Phonics/Word Work: Consonant clusters 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 Understanding		Share/Debrief		Share/Debrief		Share/Debrief		Share/Debrief
		Discuss new text. Share writing. Running Record		Discuss and revisit the text. Read words on Phonogram Chart		Discuss new text. Share writing. Running Record		Discuss reading strategies and goals for reading.

10:30-11:15 - Math - 2^nd Grade (Cox)

Eureka Math

Module _5_

Lesson 17

Concept: Subtract from multiples of 100 and from numbers with zero in

the tens place.

Eureka Math

Module _5_

Lesson 18

Concept: Apply and explain alternate methods for subtracting from multiples of 100 and from numbers with zero in the tens place.

Eureka Math

Module _5_

Lesson 19

Concept: Choose and explain solution strategies and record with a

written addition or subtraction method.

Eureka Math

Module _5_

Lesson 20

Concept: Choose and explain solution strategies and record with a

written addition or subtraction method.

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. 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:

Learning Target/Teaching Point:

I can solve addition and subtraction problems within 1,000.

Success Criteria:

I know I will be successful when...

- I can subtract from multiples of 100 and from numbers with zero in the tens place.

Learning Target/Teaching Point:

I can solve addition and subtraction problems within 1,000.

Success Criteria:

I know I will be successful when...

- I can apply and explain different methods for subtracting from multiples of 100 and from numbers with a zero in the tens place.

Learning Target/Teaching Point:

I can solve addition and subtraction problems within 1,000.

Success Criteria:

I know I will be successful when...

- I can choose and explain solution strategies and record with a written addition or subtraction method.

Learning Target/Teaching Point:

I can solve addition and subtraction problems within 1,000.

Success Criteria:

I know I will be successful when...

- I can choose and explain solution strategies and record with a written addition or subtraction method.

Introduction/ Connection

This lesson is a continuation of Lesson 16.

Introduction/ Connection

This lesson gives students the opportunity to choose which strategies to apply to a variety of addition and

subtraction problems and to explain their choices and listen to the reasoning of their peers.

To allow for this in-depth conversation, the Application Problem has been omitted from Lessons 19 and 20.

Introduction/ Connection

This lesson gives students the opportunity to talk about their understanding of addition and subtraction strategies and to choose which strategies to apply to a variety of problems.

To allow for this talk, the

Application Problem has been omitted from today’s lesson.

Direct Instruction: Teach

The teacher will review and model how to solve subtraction problems with use of drawing a picture within the place value chart and vertical form.

Teacher will remind students it’s a good math habit to think about the numbers and how they relate to each other before you decide on a strategy.

Have students take a moment to solve each problem using the strategy they like best. Teachers will take volunteers to explain why their strategy works.

Direct Instruction: Teach

The teacher will review and model how to solve subtraction problems with compensation, adding to solve a subtraction problem, and using the traditional algorithm.

Direct Instruction: Teach

The teacher will review and model how to use the different strategies to solve a problem.

The students will practice solving problems with the strategy of their choice.

The teacher will model how to explain the choice he/she chose.

Teachers will assist students with understanding the efficiency of their strategies they used and why?

*Consider facilitating a discussion about recognizing a problem that is efficiently solved without the algorithm or math drawings. For example, students should recognize that when adding two numbers with only hundreds and tens, mental math or a simplifying strategy is the best option.

The students will then practice independently explaining their choices in words.

Direct Instruction: Teach

The teacher will review with the students and model the different strategies to solve a problem.

The students will practice solving problems with the strategy of their choice.

The teacher will model how to explain the choice he chose.

The students will then practice independently explaining their choices in words.

Fluency Practice: (Choose 1)

● Sprint: Subtract Crossing the Ten

● Using the Nearest Ten to Subtract

● Subtract Common Units

Application Problem:

Colleen put 27 fewer beads on her necklace than Jenny did. Colleen put on 46 beads. How many beads did Jenny put on her necklace?

If 16 beads fell off of Jenny’s necklace, how many beads are still on it?

Concept Development:

The teacher will review and model how to solve subtraction problems with use of drawing a picture within the place value chart and vertical form.

Problem 1: 300 – 195

Talk with your partner: What do you notice about these numbers?

Problem 2: 500 – 213

Teachers and students will set this problem up to solve using the chip model and the algorithm.

Problem 603 – 487

Follow the above procedure to guide students as they write 603 – 487 vertically, model it, and solve.

Have students model and solve in vertical form, share their work, and verify their solution using addition.

If time permits, repeat the process for 801 – 634 and 900 – 576 or move on to the Problem Set.

Students will work independently to complete the remaining problems. Teachers will circulate and assist checking for proficiency.

Teaching Point:

Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students.

Fluency Practice: (Choose 1)

● Core Fluency Sprints

● Get the Ten Out and Subtract

Application Problem:

Joseph collected 49 golf balls from the course. He still had 38 fewer than his friend Ethan.

a. How many golf balls did Ethan have?

b. If Ethan gave Joseph 24 golf balls, who had more golf balls? How many more?

Concept Development:

The teacher will review and model how to solve subtraction problems with compensation, adding to solve a subtraction problem, and using the traditional algorithm.

Problem 1: Use compensation to solve 300 – 159.

We know we can use vertical form to subtract from the hundred. Is this something we can do quickly?

Teachers will show students a more efficient way to subtract.

Problem 2: Add to solve 400 – 278.

This time, let’s try a different way to subtract from the hundred. Can we use

a different operation to solve?

Teacher will guide students in using the arrow way to subtract this problem.

Problem 3: 605 – 498

Teachers and students will work together to subtract from a number with a zero in the tens place. Ask students which strategies could we use to solve this problem?

Take students through the process of solving the problem by relating the chip model to vertical form, renaming 605 as

5 hundreds, 9 tens, 15 ones in one step. When finished, engage students in a discussion about which methods they prefer.

If time permits, invite students to work in pairs through the following problems, discussing which strategy they think would work best for each problem: 500 – 257, 702 – 195, and 600 – 314.

Students will work to complete the remaining problems. Teachers will circulate and assist checking for proficiency.

Teaching Point:

Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students.

Fluency Practice: (Choose 1)

● Core Fluency Practice Sets

● Take from the Ten

● Skip Counting by Twos

Application Problem:

N/A

Concept Development:

The teacher will review and model how to use the different strategies to solve a problem.

Problem 1: 180 + 440

Give students three minutes to solve the problem using the strategy of their choice. Then, invite students to

share their work and reasoning.

Have students turn and talk: Explain your strategy and why you chose it to your partner or small group.

Problem 2: 400 – 236

Give students three minutes to solve the problem using the strategy of their choice. Turn and talk to your partner or small group. Explain your strategy and why you chose it.

Problem 3: 389 + 411

Repeat the process.

If students are ready to move on to the Problem Set, allow them to begin. If they need more discussion, continue the above sequence with the following problems: 275 + 125, 672 – 458, and 377 + 350.

Students will work independently to complete the remaining problems. Teachers will circulate and assist checking for proficiency.

Teaching Point:

Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students.

Fluency Practice: (Choose 1)

● Take from the Ten

● Skip Counting by Twos

● AIMS Practice I

Application Problem:

N/A

Concept Development:

Teachers will invite students to solve the following problems using a strategy of their choice.

Give them three minutes to solve the problem. Then, instruct them to find a partner who used a different strategy to

solve.

Invite one set of partners up to the board, and lead them through the

following conversation:

Partner 1, teach your strategy to Partner 2, and explain why you chose that strategy.

Partners Turn & Talk - How were

the strategies they used similar? How were they different?

Encourage students to compliment their partner about his/her work. Be specific!

Problem 1: 499 + 166

After partners finish sharing

strategies and rationale, give each student a few minutes to solve the problem using her partner’s strategy.

teachers will circulate and provide support while students check each other’s work before returning to their seats for the next problem.

Problem 2: 546 – 297

Problem 3: 320 + ______ = 418

If students need more practice, continue with one or more problems from the following suggested sequence:

334 + 143, 538 + 180, 450 + ____ = 688, and 746 – _____ = 510. Otherwise, allow them to begin the Problem

Set.

Students will work independently to complete the remaining problems. Teachers will circulate and assist checking for proficiency.

Teaching Point:

Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students.

Problem Set (You Do)

Students work to complete Problem Set 17 in the allotted time. Teacher walks around, monitors and supports students as needed.

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 Problem Set 18 in the allotted time. Teacher walks around, monitors and supports students as needed.

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 Problem Set 19 in the allotted time. Teacher walks around, monitors and supports students as needed.

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 Problem Set 20 in the allotted time. Teacher walks around, monitors and supports students as needed.

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.

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 2^nd (Waters)

12:00 - 12:45 - Lunch

12:45-1:30 LLI - 1st Grade (Brooks/Godwin)

	Monday	Tuesday		Wednesday		Thursday		Friday
		LLI A- My Lunch (L. 25, P 145)		LLI A- Toys (L. 26, P. 151)		LLI A- Little Things (L. 27, P 157)		LLI A- Packing My Bag (L. 28, P 163)
Learning Target/ Success Criteria		Learning Target:		Learning Target:		Learning Target:		Learning Target:
		I can recognize a pattern I know to read words.		I can recognize a pattern I know to read words.		I can recognize a pattern I know to read words.		I can match letters and sounds at the beginning of a word.
		Success Criteria:		Success Criteria:		Success Criteria:		Success Criteria:
		I’ll know I have it when I can look at a part of a word that I know to read a similar word.		I’ll know I have it when I can look at a part of a word that I know to read a similar word.		I’ll know I have it when I can look at a part of a word that I know to read a similar word.		I’ll know I have it when I can hear the sounds of a word and say the letters that match.
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. Introducing the Text/Book Talk		Review Alphabet chart. Introducing the Text/Book Talk		Review Alphabet chart. Introducing the Text/Book Talk		Review Alphabet chart. Introducing the Text/Book Talk
Strategy / Small Group Work		x x x	Rereading Book OR Rereading Book Assessment Phonics/Word Work: Simple Phonograms (VC) 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: Simple Phonograms (VC 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: Simple Phonograms (VC 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: Simple Phonograms (VC 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 Understanding		Share/Debrief		Share/Debrief		Share/Debrief		Share/Debrief
		Read similar words as given.		Read similar words as given.		Read similar words as given.		Say sound at beginning of given words/find it on alphabet chart. Find beginning sound of name on chart.

1:30-2:15 LLI - Kindergarten (Franks/Wellman)

	Monday	Tuesday		Wednesday		Thursday		Friday
		LLI A- Dad (L. 12, P 67)		LLI A- At the Zoo (L. 13, P 73)		LLI A- On the Way to School (L. 14, P 79)		LLI A- The Park (L. 15, P 85)
Learning Target/ Success Criteria		Learning Target:		Learning Target:		Learning Target:		Learning Target:
		I can match letters and sounds at the beginning of a word.		I can produce letter names.		I can match letters and sounds at the beginning of a word.		I can match letters and sounds at the beginning of a word.
		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. ELAGSEKRF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSEKRF4: Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does); read emergent-reader texts with purpose and understanding.		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. ELAGSEKRF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSEKRF4: Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does); read emergent-reader texts with purpose and understanding.		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. ELAGSEKRF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSEKRF4: Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does); read emergent-reader texts with purpose and understanding.		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. ELAGSEKRF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSEKRF4: Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does); read emergent-reader texts with purpose and understanding.
Instruction		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		Review Alphabet chart. Using picture cards, review sounds and letters. Introducing the Text/Book Talk		Review Alphabet chart. Using picture cards, review sounds and letters. Introducing the Text/Book Talk
Strategy / Small Group Work		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) 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) 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) letters in name
Check for Understanding		Share/Debrief		Share/Debrief		Share/Debrief		Share/Debrief
		Say the sound at the beginning of the picture shown. Read writing.		Say the sound at the beginning of the picture shown. Read writing.		Say the sound at the beginning of the picture shown. Read writing.		Say the sound at the beginning of the picture shown. Read writing.

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