Trousdale County Schools Focused Lesson Plan

Teacher: Kindergarten / Unit Name: Social Relationships
Theme: Helping
Unit #: 1 / Unit Length: 8 weeks
Week: 9-21-15 / Week 8 of 8
Subject: ELA
Tennessee State Standard(s) to be taught: (Write the entire standard)
RL.K.2 With prompting and support, retell familiar stories, including key details.
RF.K.2.A Recognize and produce rhyming words.
RF.K.2.D Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)
SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
L.K.1.F Produce and expand complete sentences in shared language activities.
L.K.5.D Distinguish shades of meaning among verbs describing the same general action (e.g., walk , march, strut, prance ) by acting out the meanings.
L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Embedded Set 1
*RF.K.3c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
*SL.K.1a: Follow agreed-upon rules for discussions (listening to others and taking turns speaking about the topics and texts under discussion).
*SL.K.1b: Continue a conversation through multiple exchanges]
Embedded Set 2
*SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
*SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly.
*L.K.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful).
I Can Statements :
I can retell a story and include all of the important parts.
I can tell when words rhyme and I can name words that rhyme
I can say the beginning sound in a CVC word, the middle sound in a CVC word and the ending sound in a CVC word.
I can draw pictures to show details.
I can act out words that show movement in different ways.
I can help to write sentences during group activities.
I can use words and phrases that I learn through reading and talking.
Set 1
I can read sight words.
I can follow classroom rules for speaking and listening.
I can talk with my classmates and teachers about a topic.
Set 2
I can describe and give details about people, places, things, and events that I know.
I can speak clearly and express my thoughts.
I can identify connections between words.
Accommodations for students, both regular and special populations : Preferential seating, peer assistance, extra time
Unit Vocabulary:
Vocabulary- Admired • Delicious • Delight • Doubt • Fable
Daily Agenda / Resources, Technology, Formative and/or Summative Assessments, Assignments, and a Daily Activity for citing text based evidence in conversations and/or writing
Monday
Whole Group
Day 1 (T388)
Vocabulary and Oral Language:
Begin with a Song
This is the Way We Help at Home (Flip Chart p.28) (T388)
Daily Vocabulary Boost
Building oral vocabulary through questioning (T389)
Phonemic Awareness:
·  Use Flip Chart p. 29. Students determine beginning sounds of pictures on each kite.
·  Beginning sounds (on chart) sun, log, rose, leaf TE 389
Phonics and Fluency:
·  Letter Ss (T400-T401)
·  Teacher uses Alphafriend Card for Sammy Seal to introduce the letter Ss making the /s/ sound. Use Letter Cards m and s to review sounds. Use Picture Cards sandwich, seal, salt, map, mix, mule to identify beginning sound and letter.
High Frequency Words:
·  I, and, the, like
·  Review words on Flip Chart p. 30./ TE 402-403
•  Use: Vocabulary Context Cards
Comprehension:
·  Shared Reading
·  Read Aloud Book:The Little Red Hen
·  *Introduce the Book (T390)
·  *Read the Text (T390-T397)
·  *Discuss Oral Vocabulary (T398)
·  *Digging Deeper: Details and Cause/Effect (T399)
·  Skill: Listening comprehension
Small Groups
SR: With prompting, students name things that begin with the /s/ sound. Students practice writing the letter Ss.
OL: With prompting, students name things that begin with the /s/ sound. Students practice writing the letter Ss.
A: Students name things that begin with the /s/ sound. Students practice writing the letter Ss.
Grammar and writing:
Grammar
·  Action Verbs. Students act out action verbs given by the teacher. Teacher writes words on an anchor chart. (T404)
Writing
·  Teacher and students use Projectable 5.1 to begin planning a class story about a class experience. (T405)
·  Narrative Writing: Class Story / Cause and Effect, Song, Vocabulary Context Cards, Skill: Listening comprehension, book: The Handiest Things In The World, The Little Red Hen ; Stone Soup; Teacher Observation, Student Assessments ( brigance, pre skills test, journeys weekly assessment, unit tests & enrichment tests) Grab & Go Centers, Center Activities, thumbs up/down, white boards, www.Starfall.com , www.Brainpopjr.com , www.schooltube.com
www.Discoveryeducation.com , www.Professorgarfield.org
www.Pbskids.org , singing walrus, brainzy games, Vevo,
Handwriting. Orchard
Tuesday
Whole Group
Day 2 (T406)
Vocabulary and Oral Language:
Warm Up with Wordplay
Students make up sentences using I, like, the, and (T406)
Daily Vocabulary Boost
Building oral vocabulary through questioning (T407)
·  Oral Vocabulary
Phonemic Awareness:
Beginning Sounds (T407)
·  Beginning Sounds: wish, gas, gift; top, yet, yell; send, rich, sack; box, bill, king; fat, hen, fix
·  Students identify the beginning sound in the following words (teacher gives words orally) sand, sit, sell, so, cat, sing, dig.
Phonics and Fluency:
·  Letter Ss (T408-T409)
·  Use Alphafriend Card for Sammy Seal, Flip Chart p. 31, and Letter Cards s and m to review the /m/ sound for Mm and the /s/ sound for Ss.
·  Fluency: Pause for Punctuation
High Frequency Words:
I, and, the, like
·  Review Vocabulary in Context Cards.
Comprehension:
Shared Reading
Big Book The Handiest Things in the World
*Introduce the skill: Details (T410)
*Develop Background (T411)
*Read the Text (T412-T419)
·  Retelling: Flip Chart pg 32 TE 422
·  Details
·  Question
·  Concept of Print: Capitalization, Punctuation
Small Groups
SR: Students read letter name fluency chart. Read Vocabulary Reader Make a Kite for Struggling Readers. (T458)
OL: Students read letter name fluency chart. Read Vocabulary Reader Make a Kite for On Level Readers. (T458)
A: Students read letter name fluency chart. Read Vocabulary Reader Make a Kite for Advanced Readers. (T459)
Grammar and writing:
Grammar
Action Verbs. Use Projectable 5.2 to identify verbs in the present tense. (T422)
·  Grammar: Nouns for People
Writing
Teacher and students continue to use Projectable 5.1 to plan a class story. (T423)
·  Writing: Narrative: names
·  Focus: Ideas
·  Shared Writing TE 423
Writing
Teacher and students continue to use Projectable 5.1 to plan a class story. (T423) / Cause and Effect, Song, Vocabulary Context Cards, Skill: Listening comprehension, book: The Handiest Things In The World, The Little Red Hen ; Stone Soup; Teacher Observation, Student Assessments ( brigance, pre skills test, journeys weekly assessment, unit tests & enrichment tests) Grab & Go Centers, Center Activities, thumbs up/down, white boards, www.Starfall.com , www.Brainpopjr.com , www.schooltube.com
www.Discoveryeducation.com , www.Professorgarfield.org
www.Pbskids.org , singing walrus, brainzy games, Vevo,
Handwriting. Orchard
Wednesday
Whole Group
Day 3 (T424)
Vocabulary and Oral Language:
Warm Up with Wordplay
·  Students identify word pairs that rhyme (T424)
Daily Vocabulary Boost
·  Building oral vocabulary through questioning (T425)
Phonemic Awareness:
Beginning Sounds (T426)
·  Students have an m card and s card and show the card with the corresponding letter for each beginning sound: most, sat, music, sun, sick, mat.
Words in Oral Sentences:
·  A boy talks.
·  The clock ticks.
·  This ring is nice.
·  We go to school.
Phonics and Fluency:
·  Letters Mm and Ss (T427)
·  Use Alphafriend Cards for Mimi Mouse and Sammy Seal to review letters and sounds. Students identify beginning letter from Picture Cards seal, map, six, mule, salt, mix, sun, man.
·  Fluency: Pause for Punctuation
·  Read Student Book: “Ss” TE 429
High Frequency Words:
·  I, and, the, like
·  Review Vocabulary in Context Cards.
Comprehension:
Shared Reading
·  Second Read: Big Book: The Handiest Things in the World
·  *Discuss Details and Cause/Effect (T430)
·  *Re-read the Text (T431)
·  *Return to the Essential Question (T432)
Small Groups
SR: Students read letter name fluency chart. Students and teacher read Ss (pp. 50-53) from the Student Book. (T429)
OL: Students and teacher read Ss (pp. 50-53) from the Student Book. (T429) Students practice writing the letter Ss.
A: Students and teacher read Ss (pp. 50-53) from the Student Book. (T429) Students practice writing the letter Ss.
Grammar and writing:
Grammar
·  Action Verbs. Teacher and students continue list of verbs. Teacher writes on anchor chart, and students act out each verb. (T434)
Writing
·  Teacher and students begin shared writing to complete their class story. (T435)
·  Narrative Writing
·  Focus: Ideas
·  Shared Writing TE 435 / Cause and Effect, Song, Vocabulary Context Cards, Skill: Listening comprehension, book: The Handiest Things In The World, The Little Red Hen ; Stone Soup; Teacher Observation, Student Assessments ( brigance, pre skills test, journeys weekly assessment, unit tests & enrichment tests) Grab & Go Centers, Center Activities, thumbs up/down, white boards, www.Starfall.com , www.Brainpopjr.com , www.schooltube.com
www.Discoveryeducation.com , www.Professorgarfield.org
www.Pbskids.org , singing walrus, brainzy games, Vevo,
Handwriting. Orchard
Thursday
Whole Group
Day 4 (T436)
Vocabulary and Oral Language:
Warm Up with Wordplay
·  Students and teacher discuss things that don’t belong (T436)
Daily Vocabulary Boost
·  Building oral vocabulary through questioning (T437)
Phonemic Awareness:
·  Words in Oral Sentences : TE 437
·  The bus goes fast.
·  The bear is black.
·  The pen is mine.
·  I like plums.
Phonics and Fluency:
·  Letter Mm (T438)
·  Students and teacher read I Like Ss (pp. 54-57) in the Student Book. Students identify words that begin with /s/, and find the letter Ss on each page.
·  Fluency: Pause for Punctuation
Vocabulary Strategy
·  Synonyms (T439)
·  Teacher and students use the Big Book and Projectable 5.3 to find actions and name actions that mean the same thing. (Ex: grab/catch, scoop/dig)
High Frequency Words:
·  I, and, the, like
·  Review Vocabulary in Context Cards.
Comprehension:
·  Shared Reading
·  Connect to the Topic
Traditional Tale/Folktale: Stone Soup
·  *Read the Text: pp.40-44(T441-T442)
·  *Compare Texts (T443)
Small Groups
SR: Students and teacher read I Can Do It! (T464)
OL: Students and teacher read At The Playground. (T465)
A: Students and teacher read Fun with Friends. (T466)
Grammar and writing:
Grammar
·  Action Verbs. Students pick a word from the anchor chart to illustrate and label. (T444)
Writing
·  Teacher and students discuss making sentences more interesting. Use Flip Chart p. 33. (T445)
·  Writing: Narrative
·  Focus: Ideas / Cause and Effect, Song, Vocabulary Context Cards, Skill: Listening comprehension, book: The Handiest Things In The World, The Little Red Hen ; Stone Soup; Teacher Observation, Student Assessments ( brigance, pre skills test, journeys weekly assessment, unit tests & enrichment tests) Grab & Go Centers, Center Activities, thumbs up/down, white boards, www.Starfall.com , www.Brainpopjr.com , www.schooltube.com
www.Discoveryeducation.com , www.Professorgarfield.org
www.Pbskids.org , singing walrus, brainzy games, Vevo,
Handwriting. Orchard
Friday
Whole Group
Day 5 (T446)
Vocabulary and Oral Language:
Warm Up with Wordplay
·  Students identify words that begin with /s/ (T446)
Daily Vocabulary Boost
·  Building oral vocabulary through questioning (T447)
Phonemic Awareness:
·  Beginning Sounds: mug, mad, yes; ran, top, rug; jet, his, jug; fit, fall, bug; pot, wish, web TE 447
Phonics and Fluency:
Phonics
·  Letter Mm
·  Review Alphafriend Card, Flip Chart p. 24, Letter Card m, and assorted Picture Cards to review the letter Mm and the /m/ sound.
High Frequency Word:
·  I, and, the, like
·  Review Vocabulary in Context Cards.
Comprehension:
Respond to Reading
·  Students complete the Reading Log in response to a shared reading experience from the week. (Students may write a label, caption, or sentence, depending on their ability.)
·  Domain Specific Vocab.
·  Extend the topic TE 448-449
·  Independent Reading
·  Self-selected Reading
·  Speaking and Listening
Reteach
·  Reteach key skills
Small Groups
SR: Students and teacher re-read I Can Do It! Teacher assists students in completing Blackline Master 5.4 in response to reading. (T464)
OL: Students and teacher re-read At The Playground. Teacher assists students in completing Blackline Master 5.5 in response to reading. (T465)
A: Students and teacher re-read Fun with Friends. Students complete Blackline Master 5.6 in response to reading. (T466)
Grammar and writing:
Grammar
·  Action Verbs. Show Flip Chart p.34, students name use action verbs to tell about what the people are doing in the picture. (T450)
Writing
Teacher and students finish work on class story. (T451)
Writing: Narrative
·  Focus: Ideas / Cause and Effect, Song, Vocabulary Context Cards, Skill: Listening comprehension, book: The Handiest Things In The World, The Little Red Hen ; Stone Soup; Teacher Observation, Student Assessments ( brigance, pre skills test, journeys weekly assessment, unit tests & enrichment tests) ; Grab & Go Centers, Center Activities, thumbs up/down, white boards, www.Starfall.com , www.Brainpopjr.com , www.schooltube.com
www.Discoveryeducation.com , www.Professorgarfield.org
www.Pbskids.org , singing walrus, brainzy games, Vevo,
Handwriting, Orchard

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