Weekly Lesson Plan - February 22 - 26

What: Weekly Lesson Plan - February 22 - 26
When: 2/26/2021, 9:00 AM – 10:00 AM

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		EDGE J Andy Shane and the Barn Sale Mystery
Learning Target/ Success Criteria	Learning Target:		Learning Target:		Learning Target:		Learning Target:		Learning Target:
	I can ask and answer questions regarding key details in a text.		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:		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 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. 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		Review key details Make and discuss predictions Review key words		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	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		Share/Debrief
	Discuss and revisit the text.		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
	GREEN LLI F- My Five Senses (L. 70 P 425)		BLUE LLI F- All About Sharks (L. 31, P 187)		BLUE LLI F- Tails (L. 32, P 193)		BLUE LLI F- A Fast Fox (L. 33, P 199)		BLUE LLI F- Billy’s Pen (L. 34, P 205)
Learning Target/ Success Criteria	Learning Target:		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 use my letter sounds to help me read tricky words.		I can use my letter sounds to help me read tricky words.
	Success Criteria:		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 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.
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. 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 The Surprise Introducing the new 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		Running Records – Cold Review Behaviors and Understandings (p. 431)
Strategy / Small Group Work	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)	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)	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)	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)	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)
Check for Understanding	Share/Debrief		Share/Debrief		Share/Debrief		Share/Debrief		Share/Debrief
	Discuss new text. Share writing. Running Record		Discuss new text. Find and read words with consonant clusters		Share writing. Running Record		Discuss new text. Find and read words with consonant clusters		Share writing. Running Record

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

Eureka Math

Module _5_

Review End of Module 5

Concept: Adding & Subtracting within 1,000

Eureka Math

Module _5_

End of Module 5 Assessment

Concept: Adding & Subtracting within 1,000

Eureka Math

Module _6_

Combine Lessons 1 & 2

Foundations of Multiplication and Division

Concept(s):

Use manipulatives to create equal groups.

Use math drawings to represent equal groups, and relate to repeated addition.

Eureka Math

Module _6_ Lesson 4

● Review Omitted Lesson 3 if needed in small group

Foundations of Multiplication and Division

Concept(s):

Use manipulatives to create equal groups.

Use math drawings to represent equal groups, and relate to repeated addition.

Eureka Math

Module _6_ Lesson 5

Foundations of Multiplication and Division

Concept(s):

Use manipulatives to create equal groups.

Use math drawings to represent equal groups, and relate to repeated addition.

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 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. 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.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.

2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members,e.g., by pairing objects or counting them by 2s; write an equation to express an even number

as a sum of two equal addends.

2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5

rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Standard/s:

2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.

2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members,e.g., by pairing objects or counting them by 2s; write an equation to express an even number

as a sum of two equal addends.

2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5

rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Standard/s:

2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.

2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members,e.g., by pairing objects or counting them by 2s; write an equation to express an even number

as a sum of two equal addends.

2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5

rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Learning Target/Teaching Point:

I can work with numbers within 1,000.

Success Criteria:

I know I will be successful when:

- I can demonstrate how to add and subtract within 1,000 with efficiency and accuracy.

- I can use concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

- I can relate a strategy to a written method.

Learning Target/Teaching Point:

I can work with numbers within 1,000.

Success Criteria:

I know I will be successful when:

- I can demonstrate how to add and subtract within 1,000 with efficiency and accuracy.

- I can use concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

- I can relate a strategy to a written method.

Learning Target/Teaching Point:

We are learning to work with equal groups of objects to gain foundations for multiplication.

Success Criteria:

I know I will be successful when:

- I can create equal groups with manipulatives.

- I can use math drawings to represent equal groups, and relate to repeated addition.

Learning Target/Teaching Point:

We are learning to work with equal groups of objects to gain foundations for multiplication.

Success Criteria:

I know I will be successful when:

- I can represent equal groups with tape diagrams, and relate to repeated addition.

Learning Target/Teaching Point:

We are learning to work with equal groups of objects to gain foundations for multiplication.

Success Criteria:

I know I will be successful when:

- I can compose arrays from rows and columns.

- I can count the rows and columns to find the total using objects.

Introduction/ Connection

Teachers will have students share the different strategies they learned while adding and subtracting within 1,000.

Introduction/ Connection

Direct Instruction

Teachers and students will review using the End of Module Review for the upcoming End of Module 5 Assessment.

Direct Instruction

Fluency Practice

Students will reflect on their performance and set a goal for tomorrow’s fluency practice.

Application Problem

N/A

Concept Development (We Do)

The teacher will review with the students how to choose a problem solving strategy looking for more effective ways of solving addition and subtraction.

Considerations for Differentiation:

Small group re-instruction of the daily concept in order to assist students with completion of the End of Module 5 Review with use of whiteboards and/or manipulatives.

Teaching Point:

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

Fluency Practice

Teachers and students will review the directions for completing the End of Module 5 Assessment.

Application Problem

N/A

Concept Development (We Do)

The teacher may review specific skills observed yesterday with students in knowing how to choose a problem solving strategy and looking for more effective ways of solving addition and subtraction.

Considerations for Differentiation:

Small group re-instruction of the daily concept in order to assist students with completion of the End of Module 5 Assessment with use of a modified assessment/whiteboards/ and/or manipulatives.

Teaching Point:

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

Fluency Practice

-Core Fluency Sets

Application Problem (Complete AFTER CD)

Julisa has 12 stuffed animals. She wants to put the same number of animals in each of her 3 baskets.

A.) Draw a picture to show how she can put the animals into 3 equal groups.

B.) Complete the sentence. Julisa put __ animals in each basket.

Concept Development (We Do)

The teacher will model equal and unequal groups.

The teacher will guide students to model different numbers of groups of ___.

Students will practice using a sentence frame to say how many groups of __ there are.

Considerations for Differentiation:

Small group re-instruction of the daily concept in order to assist students with completion of the Problem Set with use of a modified practice/whiteboards/ and/or manipulatives.

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 Sets

-Happy counting by 5s

Application Problem (Complete AFTER CD)

The flowers are blooming in Maria’s garden. There are 3 roses, 3 buttercups, 3 sunflowers, 3 daisies, and 3 tulips. How many flowers are there in all?

A. Draw a tape diagram to match the problem.

B. Write a repeated addition equation to solve.

Concept Development (We Do)

TW gu9ide students through the process of using tape diagrams to solve word problems and how to rearrange TD to create equal groups.

SW record repeated addition sentences to match the tape diagrams.

Considerations for Differentiation:

Small group re-instruction of the daily concept in order to assist students with completion of the Problem Set with use of a modified practice/whiteboards/ and/or manipulatives.

Teaching Point:

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

Fluency Practice (Choose 1)

-Making the Next Ten to Add

-Core Fluency Sets

-Happy Counting by Tens

Application Problem (Complete AFTER CD)

Mrs. White is in line at the bank. There are 4 teller windows, and 3 people are standing in line at each window.

A. Draw an array to show the people in line at the bank.

B. WRite the total number of people.

Concept Development (We Do)

The teacher will teach the students how to create an array.

First, have the students find out how many bears are there all together.

Second, have the students discuss a way to rearrange the groups into rows.

Model it for the students.

Have the students try to figure how I could put the bears in columns.

Model it for Students.

Considerations for Differentiation:

Small group re-instruction of the daily concept in order to assist students with completion of the Problem Set with use of a modified practice/whiteboards/ and/or manipulatives.

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 the End of Module 5 Review in the allotted time.

Considerations for Differentiation:

Scaffolding as needed with specific students. (EIP/ZEARN/SMALL GROUP/PARTNERS)

Teaching Point:

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

Problem Set (You Do)

Students work to complete the End of Module 5 Assessment in the allotted time.

Considerations for Differentiation:

Scaffolding as needed with specific students. (EIP/ZEARN/SMALL GROUP/PARTNERS/Modified Assessment)

Teaching Point:

Same as the teaching point for assessment 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) Teachers will walk around, monitoring and supporting students as needed.

Students will complete both problem sets from lesson 1 and 2

Considerations for Differentiation:

Scaffolding as needed with specific students. (EIP/ZEARN/SMALL GROUP/PARTNERS/Modified Practice/Exit Ticket/Assessment)

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 the Problem Set in the allotted time. (10 minutes) Teachers will walk around, monitoring and supporting students as needed.

Considerations for Differentiation:

Scaffolding as needed with specific students. (EIP/ZEARN/SMALL GROUP/PARTNERS/Modified Practice/Exit Ticket/Assessment)

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 the Problem Set in the allotted time. (10 minutes) Teachers will walk around, monitoring and supporting students as needed.

Considerations for Differentiation:

Scaffolding as needed with specific students. (EIP/ZEARN/SMALL GROUP/PARTNERS/Modified Practice/Exit Ticket/Assessment)

Teaching Point:

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

Debrief

Discuss with students the assessment as a whole.

Invite S. to review their solutions for the End of Module 5 Assessment.

After debrief – students may set goals for addressing concepts and/or areas they are needing to improve on.

Debrief

Discuss with students the lesson as a whole.

Invite S. to review their solutions for the Problem Set.

After debrief – Students will complete Lesson Exit Ticket. The teacher will use these to determine levels of student understanding.

Debrief

Discuss with students the lesson as a whole.

Invite S. to review their solutions for the Problem Set.

After debrief – Students will complete Lesson Exit Ticket. The teacher will use these to determine levels of student understanding.

Debrief

Discuss with students the lesson as a whole.

Invite S. to review their solutions for the Problem Set.

After debrief – Students will complete Lesson Exit Ticket. The teacher will use these to determine levels of student understanding.

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- Packing My Bag (L. 28, P 163)		LLI A- Setting the Table (L. 29, P 169)		LLI A- The Flower (L. 30, P 175)		LLI B- Playing Together (L. 31, P 183)		LLI B- Polly (L. 32, P 189)
Learning Target/ Success Criteria	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 match letters and sounds at the beginning of a word.		I can recognize a pattern I know to read words.
	Success Criteria:		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 hear the sounds of a word and say the letters that match.		I’ll know I have it when I can look at a part of a word that I know to read a similar word.
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.		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		Review Alphabet chart. Introducing the Text/Book Talk
Strategy / Small Group Work	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)	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	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)
Check for Understanding	Share/Debrief				Share/Debrief		Share/Debrief		Share/Debrief
	Say sound at beginning of given words/find it on alphabet chart. Find beginning sound of name on chart.		Say sound at beginning of given words/find it on alphabet chart. Find beginning sound of name on 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.		Read word given Read writing. Running Record

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

	Monday		Tuesday		Wednesday		Thursday		Friday
	LLI A- The Park (L. 15, P 85)		LLI -A- Tom (L. 16, P 91)		LLI A- I Can Read (L. 17, P 97)		LLI A- Baby (L. 18, P 103)		LLI A- Playing Dress Up (L. 19, P 109)
Learning Target/ Success Criteria	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 say words and hear how they rhyme.		I can say words and hear how they rhyme.
	Success Criteria:		Success Criteria:		Success Criteria:		Success Criteria:		Success Criteria:
	I’ll know I have it when I can match words that have the same beginning sound.		I’ll know I have it when I can match words that have the same beginning sound.		I’ll know I have it when I can match words that have the same beginning 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.		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. 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 Running Record?		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		Review Alphabet chart. Using picture cards, review sounds and letters. Introducing the Text/Book Talk Running Record?		Read poem “Rain on the Rooftops” – find words that rhyme Introducing the Text/Book Talk Point under each word/left to right. Write about text
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)	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)
Check for Understanding	Share/Debrief				Share/Debrief		Share/Debrief		Share/Debrief
	Say the sound at the beginning of the picture shown. Read writing.		Say a word that rhymes with word given. Read writing. Running Record		Say the sound at the beginning of the picture shown.		Say a word that rhymes with word given. Read writing. Running Record		Say a word that rhymes with word given.

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