Daily Lesson Plans

Teacher:  Kinder Master 

Week of: Jan 10-14, 2022 

RW, WW, Phonics Math, Sci, SS

Grade Level: Kg

Monday

Tuesday

Wednesday

Thursday

Friday

GSE

ELAGSEKRF 1, 2, 3, 4
ELAGSEKSL 1, 2, 4, 6
ELAGSEKL 1, 2, 5

ELAGSEKRF 1, 2, 3, 4
ELAGSEKSL 1, 2, 4, 6
ELAGSEKL 1, 2, 5

ELAGSEKRF 1, 2, 3, 4
ELAGSEKSL 1, 2, 4, 6
ELAGSEKL 1, 2, 5

ELAGSEKRF 1, 2, 3, 4
ELAGSEKSL 1, 2, 4, 6
ELAGSEKL 1, 2, 5

ELAGSEKRF 1, 2, 3, 4
ELAGSEKSL 1, 2, 4, 6
ELAGSEKL 1, 2, 5

RW - UoS

Unit 3 Session 1

Unit 3 Session 2

Unit 3 Session 3

Unit 3 Session 4 

Unit 3  FLEX DAY

LT

I am learning how to tackle  more challenging books.

I am learning to use patterns to help me read.

I am learning to figure out the changing words in a pattern.

I am learning to use all of their super powers to read pattern breaks in book. 

I am learning to use the skills I have learned this week during the Reading Workshop.

SC

I can use my super powers to read challenging books.

I can use new super powers to help me.

I can use new tools to help me.

I can find the pattern in a book.

I can use my super powers to help me read.

I can add pattern power to my super powers chart.

I can figure out a tricky word in pattern by using the picture.

I can figure out a tricky word in a pattern by looking at the first letter in the word.

I know to expect a pattern break in books.

I know to expect a pattern break at the end of the book. 

I can use my super powers for reading. 

I can use patterns to help me read. 

I know to expect a pattern break at the end.

GSE

ELACCKW2
ELACCKW3
ELAGSEKW5
ELAGSEKRF1
ELAGSEKRF3

ELACCKW2
ELACCKW3
ELAGSEKW5
ELAGSEKRF1
ELAGSEKRF3

ELACCKW2
ELACCKW3
ELAGSEKW5
ELAGSEKRF1
ELAGSEKRF3

ELACCKW2
ELACCKW3
ELAGSEKW5
ELAGSEKRF1
ELAGSEKRF3

ELACCKW2
ELACCKW3
ELAGSEKW5
ELAGSEKRF1
ELAGSEKRF3

WW - UoS

Unit 3 Session 1

Unit 3 Session 2

Unit 3 Session 3

Unit 3 Session 4

Unit 3 FLEX DAY

LT

I am learning to study the kind of writing I plan to make. 

I am learning to use what I already know to write. 

I am learning to check my writing to make sure it makes sense. 

I am learning that writing partners help each other make how-to books easier to follow. 

I am learning to use the skills I have learned this week during the Writing workshop.

SC

For a How-to writing:

I can tell what to do, in steps.

I can number the steps.

I can draw a picture for each step. 

For How-to writing:

I can use the how-to chart.

I can use old techniques to write. 

I can reread my words by touching them with a finger or pencil.

I can reread to my partner or to myself to make sure it is easy to follow steps.  

I can help my partner make his/her writing easy to follow. 

I can speak up and say, “I’m confused” or “can you explain that more clearly. 

I can help my partner with writing.

I can revise.

GSE

ELAGSEKRF1:a,b,c

ELAGSEKRF4

ELAGSEKRF1:a,b,c,d

ELAGSEKRF3:a, b

ELAGSEKRF4

ELAGSEKRF1:b

ELAGSEKRF2:b

ELAGSEKRF3:a, b

ELAGSEKRF1:b

ELAGSEKRF2:b

ELAGSEKRF3:a, b

ELAGSEKRF1:b

ELAGSEKRF2:b

ELAGSEKRF3:a, b

Phonics - UoS

Unit 3 Word-Part Power

Session 1

Unit 3 Word-Part Power

Session 2

Unit 3 Word-Part Power

Session 3

Unit 3 Word-Part Power

Session 4

Unit 3 Word-Part Power

Session 2 Extension #3

LT

I am learning to use pointer power to help me write sentences.

I am learning to use snap words to help me write sentences.

I am learning to write all the sounds in long words. 

I am learning to write the sounds that I hear in a word.

I am learning to use snap words to help me write sentences.

SC

I can use pointer power to touch one time under each word as I move across the page.

I can identify the spaces between words.

I can identify sight words.

I can identify snap words.

I can use pointer power to find a snap word in a sentence. 

I can tell if a word is a snap word or a word that needs to be stretched out in a sentence. 

I can say the sounds that I hear in a word. 

I can write the letters of the sounds I hear in a word. 

I know there are more than just the first and last sounds in words.

I know how to listen for all the sounds in a word.

I can identify snap words.

I can use pointer power to find a snap word in a sentence. 

I can tell if a word is a snap word or a word that needs to be stretched out in a sentence. 

GSE

K.CC.6

K.CC.7

K.MD.1

K.MD.2

K.MD.1

K.MD.2

K.MD.1

K.MD.2

K.MD.1

K.MD.2

EM Modules

Module 3 Lesson 28

Module 3 Lesson 29 

Module 3 Lesson 30 

Module 3 Lesson 31 

Module 3 Lesson 32

LT

I am learning how to use groups of objects to compare two numbers. 

I am learning to observe volume with various containers.

I am learning to create sculptures that have equal weight.

I am learning to make a diagram of a city using objects of different lengths.

I am learning to describe single objects by their attributes.

SC

I can identify numbers that are more than.

I can identify numbers that are less than.

I can explain what volume means.

I can measure volume by saying how full or empty a container is.

I can describe what equal weight means.

I can create a sculpture that weighs the same as my clay.

I can identify different shapes. 

I can use different shapes to create a diagram.

I can explain what an attribute is.

I can use attributes to describe objects.

GSE

SKL1 a,b

SKL1 a,b

SKL1 a,b

SKL1 a,b

SKL1 a,b

SCI  Resources

Magazines

LT

I am learning to identify what is living and nonliving.

I am learning to identify what is living and nonliving.

I am learning to identify what is living and nonliving.

I am learning to identify what is living and nonliving.

I am learning to identify what is living and nonliving.

SC

I know the difference between something that is alive and not alive.

I know the difference between something that is alive and not alive.

I know the difference between something that is alive and not alive.

I know the difference between something that is alive and not alive.

I know the difference between something that is alive and not alive.

I DO

Video clip of Sesame Street Living/Nonliving:

Sesame Street: Who's Alive?

Video clip of Living and Nonliving:

Living Things and Nonliving Things (Science for Kids)

Living and Nonliving video clip:

Living Things | Science Song for Kids | Elementary Life Science | Jack Hartmann

Non-Living Things | Science Song for Kids | Elementary Life Science | Jack Hartmann

LIving Things Change

https://www.getepic.com/app/read/73471

Dr Binocs Show:

Living & Non Living Things | What Are Non Living Things? | The Dr Binocs Show | Peekaboo Kidz

WE DO

Teacher will sort pictures based on if they are living or nonliving on the class chart.

Teacher will discuss things in home that are living or nonliving.

Teacher and students will go around the school and draw/write the things they see that are living/non-living.

Teacher will review the circle maps from earlier in the week while discussing living and non-living.

Make a list of things in our classroom that are living.

Make a list of things in our classroom that are nonliving.

YOU DO

Students will sort and glue pictures of living and non-living.

Students will sort and glue pictures of living and non-living.

Students will sort and glue pictures of living and non-living.

Students will sort and glue pictures of living and non-living.

Students will sort and glue pictures of living and non-living.

WE CHECK

Share one thing you know about living and non-living things.

Share one thing you know about living and non-living things.

Share one thing you know about living and non-living things.

Share one thing you know about living and non-living things.

Share one thing you know about living and non-living things.