Weekly Lesson Plan - February 8 - 12
- What
- Weekly Lesson Plan - February 8 - 12
- When
- 2/6/2021
8:15 - 9:00 2nd EDGE-Level G/Kinstle
| | Monday | Tuesday | Wednesday | Thursday | Friday | |||||
| EDGE J Andy Shane and the | EDGE J Andy Shane and the | EDGE J Andy Shane and the | EDGE J Andy Shane and the |
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| 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 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 |
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| 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 | 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 | Share/Debrief | Share/Debrief | Share/Debrief | Share/Debrief |
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| 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 - 2nd Grade (Kinstle, Cox, Johns)
| | Monday | Tuesday | Wednesday | Thursday | Friday | |||||
| LLI E- Books | LLI E- Bunny and the Monster | LLI E- The Pool | LLI E- Pictures of Hugs | | ||||||
| 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 –ing to show what I’m doing now. | I can use my letter sounds to help me write tricky words. | | ||||||
| Success Criteria: | Success Criteria: | Success Criteria: | Success Criteria: | | ||||||
| I’ll know I have it when I can stretch out/segment a tricky word 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 double the ending and add –ing to CVC words. | 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. 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
| 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
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| Strategy / | 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) | x x x x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: Adding –ing 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: Phonogram patterns New Book (Instructional Level) OR Write about Reading (The Surprise) Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) | | |
| Check for | Share/Debrief | Share/Debrief | Share/Debrief | Share/Debrief | | |||||
| Discuss new text. Share writing. Running Record | Discuss and revisit the text. Read words on Phonogram Chart | 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)
11:15-12:00 - Math 2nd (Waters)
| Eureka Math Module _5_ Lesson 13 Concept: Relate manipulative representations to the subtraction algorithm, and use addition to explain why the subtraction method works. | Eureka Math Module _5_ Lesson 14 Concept: Use math drawings to represent subtraction with up to two decompositions, relate drawings to the algorithm, and use addition to explain why the subtraction method works. | Eureka Math Module _5_ Lesson 15 Concept: Use math drawings to represent subtraction with up to two decompositions, relate drawings to the algorithm, and use addition to explain why the subtraction method works. | Eureka Math Module _5_ Lesson 16 Concept: Subtract from multiples of 100 and from numbers with zero in the tens place. | Eureka Math Module _5_ Lesson Concept: Subtract from multiples of 100 and from numbers with zero in the tens place. | |
| 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: 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: 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: 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.) | | |
| 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 addition. - I can solve subtraction problems with use of number bonds and vertical form. - I can solve subtraction using a place value chart and place value disks. - I can check my work using 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 use math drawings to represent subtraction with up to two decompositions. - I can model subtraction by drawing place value disks. - I can solve subtraction using the vertical form. - I can check my work using 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 use math drawings to represent subtraction with up to two decompositions. - I can solve subtraction using the vertical form. - I can check my work using addition. - I can consider the relationship between the numbers before choosing a strategy to solve. | 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. - I can use the place value chart and chips to solve subtraction. - I can solve subtraction using the vertical form. - I can check my work using addition. | Learning Target/Teaching Point: I Success Criteria: - | |
| Introduction/ Connection The teacher will review how to solve subtraction problems with use of number bonds and vertical form. | Introduction/ Connection The teacher will review how to solve subtraction problems with use of drawing a picture within the place value chart and vertical form. | Introduction/ Connection The teacher will review how to solve subtraction problems with use of drawing a picture within the place value chart and vertical form. The teacher will also teach the students how to check their answers. | Introduction/ Connection Teacher will review by asking students to recall the decomposition of 100 and 200 in one or two steps, using the same reasoning to subtract from larger numbers. For example, 300 can be decomposed into 2 hundreds and 10 tens, and then 1 ten is decomposed into 10 ones (two steps). Additionally, 300 can be renamed directly as 2 hundreds, 9 tens, and 10 ones (one step). | Introduction/ Connection Teacher will review by asking students to | |
| Direct Instruction: Teach Teacher will relate manipulative representations to the subtraction algorithm, and use addition to explain why the subtraction method works. Students will practice modeling decompositions with place value disks on their place value charts while recording these changes in the vertical form. Encourage students to ask themselves: Do I have enough ones to subtract? Do I have enough tens? When the answer is no, students should know to exchange one of the larger units for ten of the smaller units. Students will then record the change using the algorithm, following this procedure for each place on the place value chart. | Direct Instruction: Teach Teacher will use math drawings to represent subtraction with up to two decompositions, relate drawings to the algorithm, and use addition to explain why the subtraction method works. Students will transition into creating math drawings, completing the move from concrete to pictorial representations. They will decompose numbers using place value disk drawings and chip models. Students will continue to practice recording changes in the vertical form as they relate their drawings to the algorithm. Students should explain their place value reasoning and the properties of operations to solve problems with up to two decompositions. | Direct Instruction: Teach Teacher will use math drawings to model representing subtraction with up to two decompositions, relate drawings to the algorithm, and use addition to explain why the subtraction method works. Students will continue to create math drawings, completing the move from concrete to pictorial representations. They will practice decomposing numbers using place value disk drawings and chip models. Students will continue to record changes in the vertical form as they relate their drawings to the algorithm. Students should explain their place value reasoning and the properties of operations to solve problems with up to two decompositions. | 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. Teachers and students will focus on subtracting from multiples of 100 and numbers with zero in the tens place. Students will use math drawings to model the decompositions and relate them to the vertical form, step-by-step. | Direct Instruction: Teach | |
| Fluency Practice: (Choose 1)
Application Problem: A fruit seller buys a carton of 90 apples. Finding that 18 of them are rotten, he throws them away. He sells 22 of the ones that are left on Monday. Now, how many apples does he have left to sell? Concept Development: The teacher will review and model how to solve subtraction problems with use of number bonds and vertical form. Problem 1: 244 – 121 Problem 2: 244 – 125 Students will work independently to record their work as the teacher. Problem 3: 312 – 186 Teacher will follow the student's direction. Teachers will allow time for students to complete the subtraction independently, write a complete number bond, and check their work with addition. 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) ● Subtract Common Units ● Core Fluency Practice Sets Application Problem: Brienne has 23 fewer pennies than Alonzo. Alonzo had 45 pennies. a. How many pennies does Brienne have? b. How many pennies do Alonzo and Brienne have altogether? 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: 584 – 147 Ask students if this problem can be solved easily using mental math. Remind S part of their job as students is to know which tools make their work easier. Suggest that vertical form is an excellent choice for a problem like this. Teachers will circulate to assess and support students as they solve the problem. Project student work, or call students to the board to show their model, vertical form, or number bond. Encourage students to use place value language to explain their work. Problem 2: 637 – 253 Follow the above procedure to guide students as they write 637 – 253 vertically, model it with disks, and solve. If time permits, repeat the process for 725 – 396 and 936 – 468. If students choose to solve 725 – 396 using mental math, be sure to invite them to explain their reasoning. Students will work independently to model subtraction by drawing place value disks. 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) ● Get to 10, 20, or 30 ● Count by Ten or Ones with Dimes and Pennies Application Problem: Catriona earned 16 more stickers than Peter. She earned 35 stickers. How many stickers did Peter earn? MaryJo earned 47 stickers. How many more does Peter need to have the same amount of MaryJo? 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. The teacher will also teach the students how to check their answers. While this lesson focuses on relating chip models to the vertical form, teachers will guide students toward considering the relationship between the numbers before choosing a strategy to solve. Problem 1: 430 – 129 Ask students what they notice about these numbers. Problem 2: 941 – 587 Mental math or vertical form? Problem 3: 624 – 225 Follow the previous procedure to guide students as they write 624 – 225 vertically, model it, and solve. If time permits, repeat the process for 756 – 374 and 817 – 758. Students will work independently on 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) ● Sprint A & B (optional) ● Coin Drop ● More and Less ● AIMS Practice IV Application Problem: Will read 15 more pages than Marcy. Marcy read 38 pages. The book is 82 pages long. a.How many pages did Will read? b.How many more pages does Will need to read to finish the book? 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: 402 – 231 Teachers and students will work to model the problem using a math drawing and the algorithm. Problem 2: 800 – 463 Teachers will follow the above procedure to guide students as they write 800 – 463 vertically and model it. Have students model and solve in vertical form, share their work, and verify their solution using addition. If time permits, repeat the process for 908 – 120, 705 – 36, 600 – 316, and 500 – 327. 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) ● Sprint A & B (optional) ● Coin Drop ● More and Less ● AIMS Practice IV Application Problem: Concept Development: Teachers will follow the above | |
| Problem Set (You Do) Students work to complete Problem Set 13 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 14 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 15 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 16 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. | |
12:00 - 12:45 - Lunch
12:45-1:30 LLI - 1st Grade (Brooks/Godwin)
| | Monday | Tuesday | Wednesday | Thursday | Friday | |||||
| LLI A- My Room | LLI A- The Baby | LLI A- Going Sledding | LLI A- Making a Snowman |
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| Learning Target/ | Learning Target: | Learning Target: | Learning Target: | Learning Target: | | |||||
| 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: | | ||||||
| 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. | | |||||
| 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
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| Strategy / | 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 | 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) | | |
| Check for | Share/Debrief | Share/Debrief | Share/Debrief | Share/Debrief | | |||||
| 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- Mom | LLI A- Dad | LLI A- At the Zoo | LLI A- On the Way to School |
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| 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 produce letter names. | 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 | 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) | 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 | | |
| Check for | Share/Debrief | Share/Debrief | Share/Debrief | Share/Debrief | | |||||
| 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 | | ||||||