Daily Lesson Plans

What: Daily Lesson Plans
When: 5/20/2021

Teacher: Wellman		Grade: Kindergarten
Date of Instruction: Thursday 5/20/2021	Readers Workshop Unit _Growing Expertise (If/Then)__ Session_Review_ See Google Classroom for video Lesson	Writers Workshop Unit_If/Then__ Session_4_	Eureka Math Module _6_ Lesson _2 *See Google Classroom for Video Lesson	Phonics Calkins UOS _Playing with Phonics__ Lesson _18__	Science/Social Studies Rainforests	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	K.G.1, K.G.2, K.G.4	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 think about what is different and the same across books.	I will revise my writing to prepare for publishing.	I can build flat shapes with different sides lengths.	I can check for digraphs in words and then try to read them.	I can identify living things and where they live.	I can reread a book with fluency.
	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:
	I can notice what is different about books on the same topic.	I can consider my audience while revising.	I know flat shapes are called 2D shapes. I can identify flat shapes.	I know digraphs are letters that go together to make a different sound than what they say by itself.	I can match animals to their habitats. I can use words to describe an animals’ habitat.	I know fluency means being able to read without trying to figure out a word. I know fluency means I should change my voice like the character.
	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection
	Readers, yesterday we learned how to find similarities between the two texts. When readers are learning about a new topic and becoming an expert on that topic, they read and read trying to say everything they learned about that topic from all the books.	Writers, yesterday you used your checklist to make sure that you have everything you need in your book. Today we are going to reread and revise our books while thinking about our audience.	Application Problem	Remind students that they are learning how to do a project, which could be about anything - not just about letters and sounds. Explain the last step is to make their own project include more.	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 teach you that readers compare books noticing what is different, we can do this by playing the “Difference Game”. While using your two mentor text side by side, explain to the class how they can play this game with their partners. “You can turn the pages of your book and think, “What is different?” on each page. Then, you can put a post-it note on pages that are different, and write ‘D’ so that you can share with your partner. Model finding differences on the first few pages of each book	Today I am going to teach you that writers stop after each sentence to ask themselves, “Will my audience understand this?” and if not, “How can I fix this?”.	Activity consists of teacher leading students in making flat shapes.	Today I want to teach you that when you learn a lot about one thing, often you are really learning more about a group of things. To check if the ideas you learned about one letter are true for other letters, you can study more things and test your ideas against those new things. Remind students of what they learned from investigating the digraph “th” and then begin to investigate another digraph.	Teacher will read selected pages from Rainforests.	Today we are going to reread our book so that we can focus on fluency. Let’s read together and try to scoop up more words. Make sure you make your voice sounds like the character’s voice would be. Be sure to look at the punctuation marks to help us change our voice.
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 _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	Teacher leads students in exploring ways to make the shape with different lengths on sides.	Continue collecting and sorting words, this time by reading a familiar short text.	Afterward, teacher will lead a discussion about the animals that live in this habitat and why they have to live here and nowhere else	Class reads book together several times trying to improve their fluency with each try.
	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	Problem Set	Set up each club to investigate a different vowel by reading in their book baggies to collect words with “th”.	Students will draw and color a picture of the habitat in their habitat book. Then they will write a sentence about it	Have students turn and work with a partner taking turns to read the book fluently.
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 finding differences between your books. Turn and tell your rug partner one of the differences you noticed.	Writers, today we learned to fix our writing to make sure our audience understands it. Students share how they fixed their writing so that their audience could understand it better.	The teacher will lead collaborative discussion on comparing their shapes with others.	Channel clubs to lead the class in a shared reading of their charts. Lead a final discussion about how “th” project can help them learn to read and write more words.	Share with a partner one thing you learned about a fish.	Discuss why it is important to be fluent when reading.

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