Daily Lesson Plans

What: Daily Lesson Plans
When: 5/18/2021

Teacher:Wellman		Grade: Kindergarten
Date of Instruction: Tuesday 5/18/2021	Readers Workshop Unit _Growing Expertise (If/Then)__ Session_10 See Google Classroom for video Lesson	Writers Workshop Unit_If/Then__ Session_14_	Eureka Math Module _5_ Lesson End Module Assessment *See Google Classroom for Video Lesson	Phonics Calkins UOS _Playing with Phonics__ Lesson _16__	Science/Social Studies Animal 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 ELAGSEKSL 1, 2, 4, 6 ELAGSEKL 1, 2, 5	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 will learn new things and words from the pictures and words.	I can think of an audience for each writing topic.	End Module Assessment	I can compare and contrast letter sounds in words.	I can identify living things, their offspring, and where they live.	I can reread to build comprehension.
	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:
	I can summarize a nonfiction book by identifying the main idea and supporting details.	I know an audience is who will read my book. I know I need to choose an audience for my book based on if they would like it or know about it.	End Module Assessment	I know compare and contrast mean to talk about how things are the same or different. I know how to listen to a word and find the sound I am looking for.	I can match animals to their habitats. I can use words to describe an animals’ habitat.	I know how to reread. I know that if I read something many times I can remember and understand more.
	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection
	Readers, yesterday we read the book____ and stopped to think about the information we learned on each page. Today we are going to think about what the whole book is about.!	Writers, you did a fantastic job yesterday adding glossaries to our stories! I was noticing how we were sharing all that we know with our writing! Today, I want to add pictures with labels and captions to our writings.	End Module Assessment	Explain that projects often involve collecting things and thinking about how they are similar and different.	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 *See Google Classroom for Video Lesson	Direct Instruction -mInilesson	Direct Instruction *See Google Classroom for Video Lesson	Direct Instruction Teach	Direct Instruction	Direct Instruction
	Today I want to remind you that readers don’t usually try to memorize every fact in their books! Rather, they use strategies to figure out what the book is mostly about. As they are read they are thinking, how do all these pages fit together? What is the whole book mostly about? Readers do a lot of stopping and thinking along the way	Today I want to teach you that when we write, we can use labels and captions to highlight the important parts.		Today I want to teach you that when you have a project going, and you take some time to ‘just play’ you end up learning from that play. Introduce phonics games children can play to help them learn about the digraph “th”. Singing Game Sound Match Game Where Am I Game	Teacher will read selected pages from Polar Regions.	Second Read – Cross Checking. Tell students they are going to reread together to see if what they say makes sense, sounds right, and looks right.
Work Period (We Do, You Do) Students learning bydoing/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 _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		Channel partners to choose one game to play. Coach partnerships as they get started playing the new game.	Teacher will lead a discussion about the animals that live in this habitat and why they have to live here and nowhere else.	As the class is reading, stop and ask “does this make sense, sound right, and look right?” Make errors so that students can understand how it might not sound right or make sense.
	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 partners to name what they are learning so far from the digraph “th”. Then choose a second game to play.	Students will draw and color a picture of the habitat in their habitat book. Then they will write a sentence about it.	Highlight or cover up some words to have students try to think of what would make sense when reading. Ask them if it looks right and sounds right.
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 talking about what books are mostly about. Who would like to share about one of your books?	Could you turn and talk to your partner? Ask students to describe their stories focusing on describing their labels and captions. Voice over and share what great writers were talking about.		Lead a symphony share in which partners name the things they learned by playing with the digraph “th”	Share with a partner an animal you know that lives in the artic.	Discuss why it is important to check that our reading makes sense and sounds right.

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