Weekly Lesson Plan - March 1-5
- What
- Weekly Lesson Plan - March 1-5
- When
- 3/2/2021
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 | EDGE J Andy Shane and the | ||||||
| Learning Target/ | Learning Target: | Learning Target: | Learning Target: | Learning Target: | Learning Target: | |||||
| I can make my own conclusions about a text. | I can make my own conclusions about 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 the key details of a text and explain how characters are feeling. | 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 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. | 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. 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 | 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 | Book Talk/Browse the Book/Explore Chapter 3
| Reread selected portions Sum it up- Chapter 3 Ask questions in TE | |||||
| Strategy / | 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 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 | 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 - 2nd Grade (Kinstle, Cox, Johns)
| | Monday | Tuesday | Wednesday | Thursday | Friday | |||||
| LLI G- Goldie and the Three Bears | LLI G- Helping Mom | LLI G- Papa’s Birthday | LLI G- The Storm | LLI G- | ||||||
| Learning Target/ | 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. | 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: 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
x
| Rereading Book OR Rereading Book Assessment
Phonics/Word Work: Consonant Clusters New Book (Instructional Level) OR Write about Reading
Letter/Word Work OR New Book (Independent Level)
Optional Letter Word Work (Only on even numbered lesson days, if time allows) |
x
x
x
| Rereading Book OR Rereading Book Assessment
Phonics/Word Work: Consonant Clusters New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level)
Optional Letter Word Work (Only on even numbered lesson days, if time allows) | x
x
x
| 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 | |||||
| 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 | Running Record(s) | ||||||
10:30-11:15 - Math - 2nd Grade (Cox)
| Eureka Math Module _6_ Lesson 6 Foundations of Multiplication and Division Concept(s):
| Eureka Math Module _6_ Lesson 7 Foundations of Multiplication and Division Concept(s):
| Eureka Math Module _6_ Lesson 9 Foundations of Multiplication and Division Concept(s):
| Eureka Math Module _6_Mid-Module Review Foundations of Multiplication and Division Concept(s):
| Eureka Math Module _6_ Mid-Module 6 Assessment Foundations of Multiplication and Division Concept(s): |
| 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. Materials: Teacher needs 24 counters 21 1 inch tiles, and a ruler. Students have partners and each pair needs to have 21 1 inch tiles, 24 counters, white boards, 1 ruler | 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.
| 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: We are learning to create arrays and equal groups and relate them to repeated addition. Success Criteria: I know I will be successful when: - I can NEATLY draw an array that has the correct number of columns, rows, and total objects. - I use a repeated addition number sentence to draw the correct number of equal groups with the correct number of objects in EACH group. | Learning Target/Teaching Point: We are learning to create arrays and distinguish between rows and columns using math drawings. Success Criteria: I know I will be successful when: - I can NEATLY draw an array that has the correct number of columns, rows, and total objects. - I know that columns go up and down. I know that rows go across or side to side. | Learning Target/Teaching Point: We are learning to solve word problems involving addition of equal groups in rows and columns (arrays). Success Criteria: I know I will be successful when: - I can NEATLY draw an array that has the correct number of columns, rows, and total objects. - I know that columns go up and down. I know that rows go across or side to side. -I can apply that knowledge to solve word problems. | Learning Target/Teaching Point: I can solve problems by drawing arrays. I can write an addition equation for an array.
Success Criteria: I know I will be successful when: I can neatly draw an array with the correct number of rows, columns, and total objects. I can differentiate between rows and columns. I can write a repeated addition sentence for an array. | Learning Target/Teaching Point: I can solve problems by drawing arrays. I can write an addition equation for an array.
Success Criteria: I know I will be successful when: I can neatly draw an array with the correct number of rows, columns, and total objects. I can differentiate between rows and columns. I can write a repeated addition sentence for an array. |
| Introduction/ Connection
Structure of the lesson Fluency- 12 minutes Application problem- 4 minutes Concept Development-34 minutes Student Debrief-10 minutes
Fluency Options; Making the next Hundred Drill Core Fluency Practice Set Happy Counting by tens | Introduction/ Connection Structure of the lesson Fluency- 12 minutes Concept Development-24 minutes Application problem- 14 minutes Student Debrief-10 minutes
Fluency Options; Coin Drop Sprint
** Application problem comes AFTER concept development | Introduction/ Connection
Structure of the lesson Fluency- 12 minutes Concept Development-38 minutes No Application problem Student Debrief-10 minutes
Fluency Options; Get the 10 out and subtract Core Fluency Set Happy counting by 10’s
| Introduction/ Connection
Teacher will review Module 6’s overarching big idea: Students need to be able to draw arrays and match them with repeated addition sentences and vice versa.
| Introduction/ Connection
Teacher will review Module 6’s overarching big idea: Students need to be able to draw arrays and match them with repeated addition sentences and vice versa.
|
| Direct Instruction
Application Problem:
Sam is organizing her greeting cards. She has 8 red cards and 8 blue cards. She puts the red cards in 2 columns and the blue ones in 2 columns to make an array.
a. Draw a picture of Sam’s greeting cards in the array. b. Write a statement about Sam’s array.
Concept Development: Teacher guides the students through the lesson of modeling arrays.
Start with an array of 4 rows of 5 asking students how many rows, how many equal groups, and how many counters are in each group. Separate the rows with the ruler so students can clearly see each row. Model counting the counters in each row, then write the number 5 out by each row showing there are 5 counters in each of the 4 rows. Relate adding the 5 in each row together to get a repeated addition number sentence to find the total. 4 fives equals 20 so there are 2o counters in this array.
Then model counting the counters by COLUMNS and writing 4 under each column. Relate it to addition by adding 4+4+4+4+4, so that there are 5 fours which also equals 20 because you didn’t ADD any more counters, just counted them by columns, instead of rows. | Direct Instruction Concept Development:
Teacher reviews the previous day’s lesson and has students show an array with 3 groups of 5. Then specify for this particular problem the ‘group’ is a column and so there should be 3 columns of 5. Guide students to be aware that columns are vertical. Have students draw lines between their columns and write a repeated addition sentence to match- 5+5+5=15. Have partner A change their array to show 5 rows of 3 (they don’t have to change it, but draw lines that go across instead of up and down.) Similar/different? Discuss the number in each row/column and the total in each of the two arrays.
Try another array without beans (just drawing them with x’s or dots) Try 4 columns of 2 going through the steps to make students aware of the difference between rows and columns and how many are in each row and each column and stating the array both ways as well as the total. Continue with other arrays.
Application Problem:
Bobby puts 3 rows of tile in his kitchen to make a design. He lays 5 tiles in each row. a. Draw a picture of Bobby’s tiles. b. Write a repeated addition equation to solve for the total number of tiles Bobby used. | Direct Instruction Concept Development:
Teacher guides students in solving 3 different word problems involving drawing arrays.
Problem 1: Anu wants to know how many eggs are in the carton. She sees 4 eggs in both rows. How many eggs are there?
Problem 2: Miss Tam arranges desks into 4 rows of 5. How many desks are in her classroom?
Problem 3: Yehuda ate 4 cherries each in the morning, in the afternoon, and in the evening. How many cherries did Yehuda eat altogether?
**Although it is not in the CD, the teacher may want to present a problem similar to the one on the test- the following problem may be used--it is similar, but not exact. Sammy won a poetry contest. He got to choose between getting 3 lollipops each day for the next 3 days OR 2 lollipops a day for the next 5 days. Draw an array for each choice and explain which way Sammy would get more lollipops. | Direct Instruction
Teacher guides students through practice problems to review before assessment. | Direct Instruction
Assessment |
|
Considerations for Differentiation: Small group redelivery of instruction of the daily concept in order to assist students with the use of a modified practice/whiteboards/ and/or manipulatives. | Fluency Practice (Choose 1) -
Application Problem (Complete AFTER CD)
Concept Development (We Do) (listed above in direct instruction box) Teacher will guide students through drawing arrays and distinguishing between rows and columns.
Considerations for Differentiation: Small group redelivery of 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. . | Concept Development (We Do) (listed above in direct instruction box). Teacher will guide students through drawing arrays to solve word problems. Considerations for Differentiation: Small group redelivery of 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. . | Concept Development (We Do) N/A | Concept Development (We Do) N/A |
| 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, may choose to assign Must Do’s for different students. Considerations for Differentiation: Scaffolding as needed with specific students. (EIP/ZEARN/SMALL GROUP/PARTNERS/Modified Practice/Exit Ticket/Assessment)
| 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) Teacher may decide to assign ‘Must do/May do problems’
| 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) Teacher may decide to assign ‘Must do/May do problems’
| Problem Set (You Do) N/A | Problem Set (You Do) N/A |
| Debrief Students partner up and share answers before debrief. Teacher invites students to describe the arrays of 1a and 1b discussing how each repeated addition matches the array. Problems 1c and 1d How many shapes are in each row or column? How does that match the repeated addition equation? Teacher looks for any misconceptions to address. Continue going over the problem set and have students discuss how the problems match the repeated addition equations before completing the exit ticket. | 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 N/A | Debrief N/A |
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 B – Playing Together | LLI B - Polly | LLI B – At the Farm | LLI B – The Sidewalk | LLI B - Orange | ||||||
| Learning Target/ | Learning Target: | Learning Target: | Learning Target: | Learning Target: | Learning Target: | |||||
| I can say a word to hear the first sound. | I can make a new word by putting a letter before a word part or pattern. | I can make a new word by putting a letter before a word part or pattern. | I can make a new word by putting a letter before a word part or pattern. | I can make a new word by putting a letter before a word part or pattern. | ||||||
| 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 recognize a word part and put a new letter at the beginning to read the new word. | I’ll know I have it when I can recognize a word part and put a new letter at the beginning to read the new word. | I’ll know I have it when I can recognize a word part and put a new letter at the beginning to read the new word. | I’ll know I have it when I can recognize a word part and put a new letter at the beginning to read the new 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. 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
| |||||
| Strategy / |
x
x
| Rereading Book OR Rereading Book Assessment
Phonics/Word Work: Beginning phonemes. New Book (Instructional Level) OR Write about Reading
Letter/Word Work OR New Book (Independent Level) Magnetic Letters Optional Letter Word Work (Only on even numbered lesson days, if time allows) |
x
x
x
| Rereading Book OR Rereading Book Assessment
Phonics/Word Work:
New Book (Instructional Level) OR Write about Reading
Letter/Word Work OR New Book (Independent Level)
Optional Letter Word Work (Only on even numbered lesson days, if time allows) |
x
x
x
| Rereading Book OR Rereading Book Assessment
Phonics/Word Work:
New Book (Instructional Level) OR Write about Reading
Letter/Word Work OR New Book (Independent Level)
Optional Letter Word Work (Only on even numbered lesson days, if time allows) |
x
x
x
x
| Rereading Book OR Rereading Book Assessment
Phonics/Word Work:
New Book (Instructional Level) OR Write about Reading
Letter/Word Work OR New Book (Independent Level)
Optional Letter Word Work (Only on even numbered lesson days, if time allows) | 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 | |||||
| Make a new word based on the pattern given. | Read the words with the same word parts.
Read writing. Running Record | Make a new word and use it in a sentence. | Read the words with the same word parts.
Read writing. Running Record | Running record(s) | ||||||
1:30-2:15 LLI - Kindergarten (Franks/Wellman)
| | Monday | Tuesday | Wednesday | Thursday | Friday | |||||
| LLI A- Playing Dress Up | LLI -A- Little Cub | LLI A- My Room | LLI A- The Baby | LLI A- | ||||||
| Learning Target/ | Learning Target: | Learning Target: | Learning Target: | Learning Target: | Learning Target: | |||||
| I can segment the first and last part of a word. | I can match short vowel sounds to the letter. | I can blend sounds to make a word. | I can hear the first sound in a word. | I can blend sounds to make a word. | ||||||
| Success Criteria: | Success Criteria: | Success Criteria: | Success Criteria: | Success Criteria: | ||||||
| I’ll know I have it when I can hear and say the first and last part of a word. | I’ll know I have it when I can use short vowel sounds in words. | I’ll know I have it when I can put sounds together to make a word. | I’ll know I have it when I can hear the sound at the beginning of a word. | I’ll know I have it when I can put sounds together to make a word. | ||||||
| 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 / |
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) |
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) | x
x
x
x
| Rereading Book OR Rereading Book Assessment
Phonics/Word Work:
New Book (Instructional Level) OR Write about Reading
Letter/Word Work OR New Book (Independent Level)
Optional Letter Word Work (Only on even numbered lesson days, if time allows) |
| Check for | Share/Debrief |
| Share/Debrief | Share/Debrief | Share/Debrief | |||||
| Say the first part and last part of the word given.
Read writing.
| Find vowels in text.
Read writing. Running Record | Blend each sound to make the word /c/ /a/ /t/
| Say the first sound of the picture card.
Read writing. Running Record | Write the letter that matches the sound.
| ||||||