Charles R Drew Elementary Magnet School

Charles R Drew Elementary Magnet School

2015-2016

Extended Lesson Plan Format

Teacher Miss Killinger Date Week of 11-30-15

Subject/Topic Literacy Block Grade Level K Length of Lesson 90 minutes – 8:10 – 9:40

Subject Matter Content: Indicate what you intend to teach and identify which forms of knowledge (concept, academic rule, skill, law and law-like principles, and/or value knowledge) will be included in the lesson.

The following lessons are geared towards teaching initial primary beginning letter sounds,

New vocabulary words and their definitions:

Compare: same
Contrast: different
Characters: the people or animals in a story
Demonstrate: to show

Instructional Objective(s)/Outcomes: Indicate what is to be learned. Include the following objectives and goals: Ask yourself “What do I want my students to know and be able to do at the end of the lesson and how will I measure that this was achieved?”

LAFS.K.RF.3.3.A

Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.

LAFS.K.SL.1.2

Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

LAFS.K.RF.1.1

Demonstrate understanding of the organization and basic features of print.

a. Follow words from left to right, top to bottom, and page by page.

b. Recognize that spoken words are represented in written language by specific sequences of letters.

c. Understand that words are separated by spaces in print.

d. Recognize and name all upper and lowercase letters of the alphabet.

Instructional Procedures: Indicate how you intend to sequence the activities in the lesson from initiation to closure,estimating the time necessary to complete each major component of the lesson. Include these three major components:

Monday:

8:10 – 8:40:

Phonemic Awareness: Blend phonemes (ph), rhyme, alliteration, and word/syllable awareness

HFW: with, my, you, what (spelling cheers!)

Letter/Phonics: Pp Words. Students identify the beginning and ending sounds in different words.

Read Aloud Book:Introduce‘The Mitten’

Skill/Strategy: Author’s Purpose, Identify Characters

Vocabulary:

Small Groups: 8:40 – 9:40

Work with the teacher rotation: 15 minutes each group – 4 groups:

Struggling reader:
Level Reader:
The Classroom
Comprehension:Classify Information
Phonics: Identify initial consonant BbPhonological Awareness: Discriminate initial /b/ sound
Grammar:
Identifying naming words (nouns)
HWF: the / On Level:
Level Reader:
The Big Cat
Comprehension: Main Idea and Details
Phonics: Initial consonant Cc
Phonological Awareness: Initial consonant /k/ sound
Grammar: Verbs
HFW: the / Advanced:
Level Reader:
Mash the Potatoes
Comprehension: Retelling/Sequence
Phonics: Initial consonant Pp
Phonological Awareness: Initial consonant /p/ sound
Grammar:
Complete Sentences
HFW: we

Centers: 60 minutes

Writing
Phonics
Literacy
Work with the Teacher

Students on computers, students working on independent levels.

Tuesday

8:10 – 8:40:

Phonemic Awareness: Blend phonemes, rhyme, alliteration, and word/syllable awareness

HFW: with, my, you, what (spelling cheers!)

Letter/Phonics: Pp Words. Students identify the beginning and ending sounds in different words.

Read Aloud Book: Companion Rhyme: Mittens, reread ‘The Mitten’

Skill/Strategy: Main Idea, Sequence (The Mitten in the Snow song)

Vocabulary:

Small Groups: 8:40 – 9:40

Work with the teacher rotation: 15 minutes each group – 4 groups:

Struggling reader:
Level Reader:
The Classroom
Comprehension:Classify Information
Phonics: Identify initial consonant BbPhonological Awareness: Discriminate initial /b/ sound
Grammar:
Identifying naming words (nouns)
HWF: the / On Level:
Level Reader:
The Big Cat
Comprehension: Main Idea and Details
Phonics: Initial consonant Cc
Phonological Awareness: Initial consonant /k/ sound
Grammar: Verbs
HFW: the / Advanced:
Level Reader:
Mash the Potatoes
Comprehension: Retelling/Sequence
Phonics: Initial consonant Pp
Phonological Awareness: Initial consonant /p/ sound
Grammar:
Complete Sentences
HFW: we

Centers: 60 minutes

Writing
Phonics
Literacy
Work with the Teacher

Students on computers, students working on independent levels.

Wednesday

8:10 – 8:40:

Phonemic Awareness: Blend phonemes, rhyme, alliteration, and word/syllable awareness

Letter/Phonics:‘The Mitten’ phoneme substitution song:

Themoleis in the mitten.
Themoleis in the mitten.
Mi-mo themerry-o
Themoleis in the mitten.

Read Aloud Book: Reread ‘Mittens’ (students echo read, listen and locate rhyming words), Review ‘The Mitten’ by performing and acting it out by letting students wear animal masksof the character they are to be. As each animal enters the mitten(a large white sheet), sing the phoneme substitution song.

Skill/Strategy: Identify characters, sequence

Small Groups: 8:40 – 9:40

Work with the teacher rotation: 15 minutes each group – 4 groups:

Struggling reader:
Level Reader:
The Classroom
Comprehension:Classify Information
Phonics: Identify initial consonant BbPhonological Awareness: Discriminate initial /b/ sound
Grammar:
Identifying naming words (nouns)
HWF: the / On Level:
Level Reader:
The Big Cat
Comprehension: Main Idea and Details
Phonics: Initial consonant Cc
Phonological Awareness: Initial consonant /k/ sound
Grammar: Verbs
HFW: the / Advanced:
Level Reader:
Mash the Potatoes
Comprehension: Retelling/Sequence
Phonics: Initial consonant Pp
Phonological Awareness: Initial consonant /p/ sound
Grammar:
Complete Sentences
HFW: we

Centers: 60 minutes

Writing
Phonics
Literacy
Work with the Teacher

Students on computers, students working on independent levels.

Thursday

8:10 – 9:40:

Phonemic Awareness: Blend phonemes, rhyme, alliteration, and word/syllable awareness

HFW: with, my, you, what (spelling cheers!)

Letter/Phonics: Pp Words. Students identify the beginning and ending sounds in different words.

Read Aloud Book: Companion Story: Three Little Kittens

Skill/Strategy: Compare and Contrast, Identify Characters

Vocabulary:

Small Groups: 8:40 – 9:40

Work with the teacher rotation: 15 minutes each group – 4 groups:

Centers: 60 minutes

Writing
Phonics
Literacy
Work with the Teacher

Students on computers, students working on independent levels.

Friday

8:10 – 8:40:

Phonemic Awareness: Blend phonemes, rhyme, alliteration, and word/syllable awareness

HFW: with, my, you, what (spelling cheers!)

Letter/Phonics: Pp Words. Students identify the beginning and ending sounds in different words.

Read Aloud Book: Reread ‘Three Little Kittens', Review ‘The Mitten’

Skill/Strategy: Identify Characters, Compare and Contrast, Author’s Purpose, Sequence, Main Idea

Vocabulary:

Small Groups: 8:40 – 9:40

Work with the teacher rotation: 15 minutes each group – 4 groups:

Centers: 60 minutes

Writing
Phonics
Literacy
Work with the Teacher

Students on computers, students working on independent levels.

ESOL/ESE Strategies

A13 Use of Illustrations/DiagramsC1 ChartsC6 LabelingC8 Pictures

D4 Music/Songs/Jazz Chants/RapsD5Realia/ManipulativeE3 GamesE7 Peer Pair

F1 Activate and/ or build prior knowledgeF3 DemonstrationsF7 Read Aloud

F9 Reciprocal TeachingF11 SummarizingF12 Think AloudF14 Visualization

G6 ObservationG8 RetellingG9 RubricsH1 Culture Sharing

Classroom Management: Students move from seats to carpet at the start of the lesson based upon which carpet color they are seated on. Scale and learning goals are addressed and discussed, center chart is discussed in detail as well as computer rotation. Whole group is carried out and students “Blast Off” to centers. Every 15 minutes, teacher rings bell 1 time for cleanup, 2 times for lineup and 3 times to signal it’s time to rotate.

Follow-up Activities:

-Integrated Literacy

-Writing

-Homework

-“I’m Done!”

-Computer Time (I-Ready, StarFall)

Self-Reflection: