Daily Lesson Plans

What: Daily Lesson Plans
When: 5/14/2021

Teacher: Kersey		Grade: Kindergarten
Date of Instruction: 5/14/2021	Readers Workshop Unit ___ Session_ Flex Day_	Writers Workshop Unit___ Session _ Flex Day__	Eureka Math Module _5_ Lesson _End of Module Assessment_	Phonics Calkins UOS _Playing with Phonics__ Lesson _19__	Science/Social Studies Household Pets	Shared Reading
Opening (I Do) An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson. TKES 1, 2, 3,4,5, 8,10	Standard/s:	Standard/s:	Standard/s:	Standards:	Standard/s:	Standard/s:
	ELAGSEKRF1 ELAGSEKRF2 ELAGSEKRF3 ELAGSEKRF4 ELAGSEKSL1 ELAGSEKSL2 ELAGSEKSL4 ELAGSEKSL6 ELAGSEKL1 ELAGSEKL2 ELAGSEKL5 ELAGSEKL6	ELACCKW2 ELACCKW3 ELAGSEKW5 ELAGSEKRF1 ELAGSEKRF3	MGSEK.CC.1 MGSEK.CC.2 MGSEK.CC.3 MGSEK.CC.5 MGSEK.NBT.1	ELAGSEKRF1 a, b, c ELAGSEKRF2 d ELAGSEKRF3 ELAGSEKRF4	SKL2	ELAGSEKRL1 ELAGSEKRL2 ELAGSEKRL3 ELAGSEKRL4 ELAGSEKRL5 ELAGSEKRI5 ELAGSEKRL6 ELAGSEKRL7 ELAGSEKRL10 ELAGSEKRF1 ELAGSEKRF2 ELAGSEKSL1 ELAGSEKSL6
	Learning Target/Teaching Point	Learning Target/Teaching Point	Learning Target/Teaching Point	Learning Target/Teaching Point	Learning Target/Teaching Point	Learning Target/Teaching Point
	I can practice the skills I have learned this week during Reading Workshop.	I can practice the skills I have learned this week during the Writing workshop.		I can use my knowledge to teach others.	I can identify living things and their offspring.	I can retell familiar stories with accuracy and expression.
	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:
	I know how to read my books during reading workshop. I know how to find sight words in my books. I can find a letter in my book.	I know how to use my letter sounds to help me write. I know how to leave a space between my words.		I know a project is something that takes days to complete. I know that I need to organize my items in the project into categories. I know every letter makes a sound. I know digraphs.	I can tell similarities and differences between a parent and their baby. I can match a picture of a parent to their baby. I can match animals to their habitat.	I can remember and tell what happened in a story. I know using expression means I change my voice to sound like a character.
	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection
	Review Anchor charts from the week.	Review Anchor Charts from the week.		Reinforce to students that what they have learned through doing their project has made them braver readers. Tell students that Mabel wants to learn all about what the class learned.	Pets song: https://www.youtube.com/watch?v=pWepfJ-8XU0	Warm up: Students will get their own copy to keep in their reading folder.
	Direct Instruction -minilesson	Direct Instruction -mInilesson	Direct Instruction	Direct Instruction Teach	Direct Instruction	Direct Instruction
	Small Group Rotations with activities that review skills. Group 1: Sight Word Review and Sight Word game Group 2: Blending words - CVC words/CVCE words Group 3: Reading comprehension	Students are independently journal writing while teachers call students individually to work on a skill.		Today I want to teach you that when you want to teach others about letters and sounds you are learning, you can say a little bit about what you’ve learned and then read or write together to show what you’ve learned. Tell them to do a short lesson and then a shared reading.	Teacher will read about turtles.	Explain that today is the last day reading the poem and story for the week. Tell how students will work together to retell the story and act it out. Be sure to emphasize accuracy in retelling and using character expressions.
Work Period (We Do, You Do) Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period. TKES 1, 2, 3, 4, 5, 7. 8,10	Small Group: *See strategy group plans	Small Group: *See strategy group plans	Concept Development (We Do)	Active Engagement	Guided Practice:	Guided Practice:
	___ Interactive Read Aloud ___ Strategy Group ___ Guided Reading Group ___ Shared Reading (K-2) ___ Interactive Writing ___ Word Study	___ Strategy Group ___ Interactive Writing (K-2) ___Word Study ___ Shared Writing		Challenge rug clubs to make a plan for their lecture about the digraph that they studied.	Teacher and students will discuss the needs of pets that live in the house versus wild animals that don’t live with people.	Allow students to work in small groups to choose a story from the week to act out. They can perform within their group for the class.
	Reading Conferences:	Writing Conferences:	Problem Set (You Do)	Rug Time/Apply	You Do	You Do
	_X_ RDCT Conference __ Coaching Conference __ Goal Setting Conference	_X_ RDCT Conference __ Goal Setting Conference		Direct rug clubs to teach Mabel what they’ve learned about their digraph by giving a lecture and shared reading.	Watch: https://www.youtube.com/watch?v=xB0OodoGuUQ	Talk with your group about how you might change the ending of the story if you were the author.
Closing (We Check) Describe the instructional process that will be used to close the lesson and check for student understanding. TKES : 1,2,3,4,5,6,7,8	Share	Share	Debrief	Share	Summarize:	Summarize:
	Tell someone your favorite activity today.	Share your journal entry with someone.		Tell students that whenever they have studied something, they can teach it to others.	Share with a partner one thing you learned about a turtle.	Retell the story you just acted out in just words.

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