Daily Lesson Plans
- What
- Daily Lesson Plans
- When
- 5/17/2021
Teacher: Wellman Grade: Kindergarten Date of Instruction: Monday 5/17/2021 Readers Workshop Unit _Growing Expertise (If/Then)__ Session__ See Google Classroom for video Lesson Writers Workshop Unit_If/Then__ Session_1_ Eureka Math Module _5_ End of Module Assessment Phonics Calkins UOS _Playing with Phonics__ Lesson _15__ Science/Social Studies Animals Habitats Shared Reading Pigs in the Mud in the Middle of the Rud 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: ELAGSEKRF 1, 2, 3, 4 ELACCKW2 MGSEK.CC.1 MGSEK.CC.2 MGSEK.CC.3 MGSEK.NBT.1 ELAGSEKRF1 a, b, c ELAGSEKRF2 d ELAGSEKRF4 SKL2 ELAGSEKRL1 ELAGSEKRL2 ELAGSEKRL3 ELAGSEKRL4 ELAGSEKRL5 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 will learn new things and words from the pictures and words. I will revise my book to add text features. End of Module Assessment I can create a project about a digraph. I can identify living things and where they live. I can tell how the pictures and sentences make sense. Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: I can use all the separate pieces of information and put them together by labeling the picture and saying how the parts go together. I can add glossaries to my book. End of Module Assessment 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 can match animals to their habitats. I can use words to describe an animals’ habitat. I know how to look at the pictures and words to see how they go together. I can tell if something makes sense or sounds right. Introduction/ Connection Introduction/ Connection Introduction/ Connection Introduction/ Connection Introduction/ Connection Introduction/ Connection Readers, we have been using our partnerships to study pictures and words in our books. Now we need to learn how to fit the pictures and words together to understand the book Writers, you did a wonderful job yesterday sharing charts to help our readers understand the most important pictures and words in our writing! I was noticing how we were sharing all that we know about our writing! Today, I want to add glossaries to our writings. End of Module Assessment Explain that you have been looking at the calendar and you were worried because there is so much left to teach. But then Mabel gave you a fantastic idea. Phonics projects! Habitat song: https://www.youtube.com/watch?v=DTp_YFZcvoU Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. Direct Instruction -minilesson Direct Instruction -mInilesson Direct Instruction *See Google Classroom for Video Lesson Direct Instruction Direct Instruction Direct Instruction Today, I want to teach you that nonfiction readers can respond to the text by reading the words and then using the pictures to learn even more information. They say things like, “The words say____. I also see _____ in the picture, and it makes me think______.” While using your mentor text, demonstrate how you can read a page and then talk about the picture on the page to add more information. For instance, if the print says, “Monkeys climb trees” and the photograph paired with the text depicts a monkey hanging from a tree limb with just one hand, then you could talk about how even though the words just teach the reader the monkeys climb trees, the picture teaches the reader that monkeys have strong arms that help them as they climb and hang from trees. Teacher says the words, “The words say monkeys climb trees. I also see a monkey hanging from a tree limb in the picture, and this makes me think that monkeys must have strong arms to help them hang and climb trees.” Today I want to teach you that when we write, we can add a glossary at the end of our books to help readers understand the important words in our books. End of Module Assessment Today I want to teach you that when you’re going to launch a project about a letter or a sound, the first thing you do is collect words that have that letter or sound. After you get a big pile of those words, it makes sense to sort them into groups that go together. Teacher will read selected pages from Life in the Forest. Book Introduction Book Preview – Picture Walk Discuss MSV and vocabulary. 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: Concept Development (We Do) Active Engagement Guided Practice: Guided Practice: ___ Interactive Read Aloud _X__ Strategy Group ___ Guided Reading Group ___ Shared Reading (K-2) ___ Interactive Writing ___ Word Study _X_ Strategy Group ___ Interactive Writing (K-2) ___Word Study ___ Shared Writing Continue collecting and sorting words, this time by reading a familiar short text. Teacher will lead a discussion about the animals that live in this habitat and why they have to live here and nowhere else. Read the book from cover to cover. Stop somewhere in the middle to have students stop and talk about what they think will happen next. Make sure to integrate “meaning” work throughout the reading. 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 Send clubs to different areas of the room to keep collecting words for the “th” project. Students will draw and color a picture of the habitat in their habitat book. Then they will write a sentence about it. Turn to a partner and talk to them about how the pictures helped you understand the story better? How did they help you read? 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: Readers, you did a great job connecting the words and pictures. If I asked you to share, please come up and share. Turn and Talk: Now, I would like you to do this work with your partner. Can you and your partner, look carefully at the pictures and talk about the important parts so that we can add words to our glossary? Turn and tell your partner the important words that we could add to our glossary. Have clubs add their categorized words to the class collection. Read through the list of words in each column together to check that the words are all sorted right. Share with a partner one thing you learned about this habitat.. Discuss what students saw or read in the book that made them change what they thought was going to happen.
*See Google Classroom for Video Lesson
ELAGSEKSL 1, 2, 4, 6
ELAGSEKL 1, 2, 5
ELACCKW3
ELAGSEKW5
ELAGSEKRF1
ELAGSEKRF3
MGSEK.CC.5
ELAGSEKRF3
ELAGSEKRI5 ELAGSEKRL6 ELAGSEKRL7 ELAGSEKRL10 ELAGSEKRF1 ELAGSEKRF2
ELAGSEKSL1 ELAGSEKSL6
*See Google Classroom for Video Lesson
Teach
Explain how collecting and sorting letters and sounds is similar to collecting and sorting other collectables such as cars or trucks. Explain the process of making a phonics project about the digraph “th” . Show students some products whole names contain the digraph “th” and recruit students to sort them by sound.
*See strategy group plans