Weekly Lesson Plan - February 1 -5
- What
- Weekly Lesson Plan - February 1 -5
- When
- 2/3/2021
8:15 - 9:00 2nd EDGE-Level G/Kinstle
| | Monday | Tuesday | Wednesday | Thursday | Friday | |||||
| EDGE I The Ball of String | EDGE I The Ball of String | EDGE I The Ball of String | EDGE I The Ball of String | EDGE I The Ball of String | ||||||
| Learning Target/ | 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 prepositional phrases in a text. | I can use my Reading tools to read a book and then tell about the story. | ||||||
| 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 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 discover a group of words that may tell where or when something happens. | I’ll know I have it when I can remember the key details of a text and present them in my writing or my conversations. | ||||||
| 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. | 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. ELAGSE2SL1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. | |||||
| Instruction | Book Talk/Browse the Book/Explore Key words: | Reread Text Sum it up. Ask questions in TE | Phonics: identify the Sound of ou/ow Reread text. Response writing: Create a Story Panel | Phonics: Prepositional phrases Reread text. | Fluency 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 | 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 |
| Check for | 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. Share writing. | Discuss and revisit the text. Read/write words as presented. | Discuss and revisit the text. Running Record | ||||||
9:00-9:45 Planning
9:45 – 10:30 LLI - 2nd Grade (Kinstle, Cox, Johns)
| | Monday | Tuesday | Wednesday | Thursday | Friday | |||||
| LLI E- Three Little Pigs | LLI E- A Box | LLI E- The Soccer Game | LLI E- Books | LLI E- Bunny and the Monster | ||||||
| Learning Target/ | 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. | I can use my letter sounds to help me write tricky words. | ||||||
| Success Criteria: | Success Criteria: | Success Criteria: | Success Criteria: | Success Criteria: | ||||||
| I’ll know I have it when I can stretch out/segment a tricky word to read the sounds that I hear. | I’ll know I have it when I can stretch out/segment a tricky word to read the sounds that I hear. | I’ll know I have it when I can stretch out/segment a tricky word to read the sounds that I hear. | I’ll know I have it when I can stretch out/segment a tricky word to read the sounds that I hear. | I’ll know I have it when I can stretch out/segment a tricky word to read the sounds that I hear. | ||||||
| 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. | 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 | 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
| Introducing the Text/Book Talk Letter/word work
| |||||
| Strategy / | X X X x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: Blends/digraphs 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: Blends/digraphs 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: Blends/digraphs New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Poem 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: Blends/digraphs 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: Blends/digraphs 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 | 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 | Discuss and revisit the text. Read words on Phonogram Chart | ||||||
10:30-11:15 - Math - 2nd Grade (Cox)
| Eureka Math Module _5_ Lesson 10 - Strategies for Adding & Subtracting Within 1,000 Concept: Use math drawings to represent additions with up to two compositions... | Eureka Math Module _5_ Lesson 11 - Strategies for Adding & Subtracting Within 1,000 Concept: Use math drawings to represent additions with up to two compositions and relate drawings to the addition algorithm. | Eureka Math Module _5_ Lesson 12 - Strategies for Adding & Subtracting Within 1,000 Concept: Choose and explain solution strategies and record with a written addition method. | Eureka Math Module _5_ Mid-Module Review | Eureka Math Module _5_ Mid-Module Assessment |
| 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.) | 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.) | 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.) |
| 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 addition within 1000 with a variety of strategies. - I can use math drawings to represent addition with compositions. - I can solve addition using the vertical form. | 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 addition within 1000 with a variety of strategies. - I can use math drawings to represent addition with two compositions. - I can solve addition using the vertical form. - I can make connections and explain the mathematical reasoning behind my work. | 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 choose and explain a strategy to solve addition problems. | 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 demonstrate a variety of strategies for composing tens and hundreds within 1,000. - I can add and subtract multiples of 10 and 100, including counting on to subtract. - I can use the associative property to make a hundred in one addend. - I can use the associative property to subtract from three-digit numbers and verify solutions with addition. | 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 a strategy to solve a problem. -I can choose the best strategy for me to solve addition and subtraction problems. |
| Introduction/ Connection Fluency Practice: ● Compensation ● Sprint: Addition Crossing Tens Application Problem: Benjie has 36 crayons. Ana has 12 fewer crayons than Benjie. a. How many crayons does Ana have? b. How many crayons do they have altogether? | Introduction/ Connection Fluency Practice: (Choose 1) ● Place Value ● Say Ten Counting ● Compensation Application Problem: Mr. Arnold has a box of pencils. He passes out 27 pencils and has 45 left. How many pencils did Mr. Arnold have in the beginning? | | | |
| Direct Instruction TP: “Today I want to teach you how we can use math drawings to represent addition with up to two compositions and relate those drawings to the addition algorithm/vertical form. Concept Development: The teacher will provide students with practice in how to show their steps of addition with a drawing. • When placing the number in the place value chart with disk, the students will say the number in unit form. • The students will talk about the unit they formed when they bundled and where should it go. Problem 1: 126 + 160 Teacher will model: 126 + 160 vertically. Draw two long vertical lines, which serve as the place value chart, next to the vertical form. Turn & Talk: Have students explain to a partner how the chip model matches the vertical form. Encourage students to explain their thinking using place value language. | Direct Instruction TP: “Today I want to teach you how we can use math drawings to represent addition with up to two compositions and relate those drawings to the addition algorithm/vertical form. Concept Development: The teacher will provide students with practice in how to show and explain their steps of addition with a drawing. Teachers will continue checking the accuracy of student drawings and listening for mathematical reasoning. Students must attend to the proper alignment of digits, drawing chips in clear 5-groups, and showing new groups in the correct place. Problem 1: 342 + 169 Teacher will model: 342 + 169 vertically and by drawing chips on a place value chart. Teachers will make models on the board while students make theirs. Whisper-count as you draw your model. Turn & Talk: Have students explain to a partner how their model matches the vertical form. Listen to students' explanations of their mathematical reasoning, their ability to make connections between the chip model and the vertical form, noticing patterns when bundling, observing differences between models, and then drawing conclusions. | | | |
| Active Engagement The teachers and students will continue practicing with other problems. Problem 2: 326 + 167 T: Let’s work through another problem together on your paper/whiteboard. Turn your journal so the lines are already vertical on the page for easy setup. Have students repeat the above process to model 326 + 167. Remind students, what we do on the chip model, we do to the numbers in our vertical form. Ask students to explain: How does each step in the chip model match what we do in the vertical form? Talk with your partner. Explain your thinking using place value language. Problem 3: Guide students as they write 462 + 284 vertically, model it, and solve. Remind students to be precise in lining up the digits and drawing their chips in neat 5-groups. Have them use place value language to explain each action they take on their model and how it is represented in the written addition. Problem 4: 487 + 345 As students demonstrate proficiency, instruct them to work on the Problem Set independently Teaching Point: Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students. | Active Engagement The teachers and students will continue practicing with other problems. Problem 2: 545 + 278 T: Let’s work through another problem together on your paper/whiteboard. Have students repeat the same process as in Problem 1. Teachers will guide students as they write 545 + 278 vertically, model it, and solve. Remind students to be precise in lining up the digits and drawing their chips in neat 5-groups. Encourage students to explain any noticings in each action they take on their model and how it is represented in the vertical form. Problem 3: Continue to guide students as they write 636 + 289 vertically, model it, and solve. Problem 4: 784 + 179. As students demonstrate proficiency, instruct them to work on the Problem Set independently Teaching Point: Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students. | Introduction/ Connection Fluency Practice: (Choose 1) -Compensation -Sprint Application Problem: N/A
Direct Instruction The teacher will ask the students, “How will they solve 374+210 mentally?” The students will discuss how they would solve the problem. Afterwards, the teacher will walk the students through how to check using the vertical form, arrow way, place value disks, and number bond way. The students will continue practicing with more problems. Teaching Point: Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students. | Fluency Practice: (Choose 1) N/A Application Problem: N/A Concept Development: The teacher will review with the students on the math strategies that were learned in the first half of Module 5. Teaching Point: Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students. | Fluency Practice: (Choose 1) n/a Application Problem: n/a Concept Development: Students will work independently on the Mid-Module 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) Considerations for Differentiation: Scaffolding as needed with specific students. (EIP/ZEARN/SMALL GROUP/PARTNERS) Students may highlight each column on the place value chart and vertical form. Also, if a student continues to struggle with place value understanding, try highlighting the ones, tens, and hundreds columns in different colors. 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) Assist students through discussion, focusing on their mathematical reasoning, their ability to make connections between the chip model and the vertical form, noticing patterns when bundling, observing differences between models, and then drawing conclusions. 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. | Problem Set (You Do) n/a 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. | 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- Little Cub | LLI A- My Room | LLI A- The Baby | LLI A- Going Sledding | LLI A- Making a Snowman | ||||||
| Learning Target/ | Learning Target: | Learning Target: | Learning Target: | Learning Target: | Learning Target: | |||||
| I can recognize and use vowels. | I can recognize and use vowels to blend words. | 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. | ||||||
| Success Criteria: | Success Criteria: | Success Criteria: | Success Criteria: | Success Criteria: | ||||||
| I’ll know I have it when I can say the vowel sound in the middle of a word and read it. | I’ll know I have it when I can say the vowel sound in the middle of a word and read it. | 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. | ||||||
| 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
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| Strategy / | x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: Short vowel sounds. 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: Short vowel sounds 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: Short vowel sounds 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: Short vowel sounds 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: Short vowel sounds 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 | Share/Debrief | |||||
| Say the vowel name and is short sound as given. | Read CVC word. | 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 | Match given picture to correct letter. | ||||||
1:30-2:15 LLI - Kindergarten (Franks/Wellman)
| | Monday | Tuesday | Wednesday | Thursday | Friday | |||||
| LLI A- Mop | 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: | Learning Target: | |||||
| I can hear the beginning sound 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. | I can match letters and sounds at the beginning of a word. | ||||||
| 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 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. | 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. 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
| Review Alphabet chart. Using picture cards, review sounds and letters. Introducing the Text/Book Talk
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| 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) | 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 | 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 | Say a word that rhymes with word given. Read writing. Running Record | ||||||