Kindergarten RLA 90 Minute Block Day 1 ONE LITTLE MOUSE

Materials: Big Book- ONE LITTLE MOUSE Decodable Reader #21, Student Readers, Leveled Readers, Talk With Me, Sing With Me Chart, Phonics Songs and Rhyme Chart, Phonics Cards
CSO’s: RLA.O.K.1.1, RLA.O.K.1.4, RLA.O.K.1.6, RLA.O.K.1.10, RLA. O. K.2.2
Technology: Document Camera, Laptop Computer, (Waltke’s Web)
Activating Strategy: Build Background: Talk With Me Chart 21A Sing With Me Chart 21B
Display Chart 21A Read picture questions with students. Discuss- What adventures could an animal have in these places? (discuss meaning of adventure if needed) What books have we read with an animal that goes on an adventure? What happened? What are the other characters in the story?
Amazing Words: woodland, nest, vale, hollow, comfortable, and shadows
Phonemic Awareness: Isolate and listen for initial blends- cl, pl, fl TM 142
Review letter names.
WVDE Phonemic Awareness
Phonics:
Lesson Essential Question: How does connecting sounds to letters help me blend words when I read? Introduce initial blends- cl, pl, sl, fl TM 143
Jennifer Ashlock Model Practice book p. 23 consonant blends
Review letters and sounds: Ll, SS, Pp, CC. Ff
Blend decodable words: flap, flip, plan, plot, clap, slap, slip, on, did, lit, it, bat, sat, in, can, lid, Lil, lap, Kit, doll,
Tab, not, fit, had
Fluency: Student Reader: A Home For Flap the Cat Decodable Reader: One to Five
Vocabulary: High Frequency Words: one, two, three, four, five, the, a, that, are, you, they Review all introduced words on word wall
Comprehension:
1. Display BB ONE LITTLE MOUSE. Preview and predict what the story will be about.
2. Read the story. AP- check predictions. TM 141.
3. Introduce sequence- Remind students that the order in which things happen is sequence. Show students book -MY LUCKY DAY. Help students identify sequence of the story. TM 141.
4. Relate sequence to everyday life- Students tell sequence of what happens when they get ready for school.
Lesson Essential Question: How do I determine the sequence of a story?
Summarizing Strategy: Students sit in a circle and pass a beanbag, ball, or other small object to each other, When you say stop, student holding the objects tell the first event in the story (Little Mouse). Continue until the whole story is retold.
Small Group Instruction: Based on Assessment
Intensive:
Letter/Sound Association
High frequency words / Strategic:
Reread A Home For Flap the Cat and One to Five / Benchmark:
Reread A Home for
Flap the Cat and One to Five
Process Writing Block (30 to 45 minutes according to schedule):
Daily Fix-It – do they slap the bat Lincoln Co. Process Writing Model
Introduce and identify complete sentences. TM 145. Discuss something the students do for fun. Model writing complete sentences. Revise and edit- Check for capital letters and punctuation at the end.
Journal Writing: write/draw about something they do for fun.