Lisa Brown Kindergarten Lesson Plan s2
Lisa Brown Kindergarten Lesson Plan
March 2nd- March 6th
L-blends, -an word family
*8:00 Pledge of Allegiance in Hallway
Monday / Tuesday / Wednesday / Thursday / Friday8:03—9:00
Calendar / Complete review blends cut and glue page,
Small Group Reading
Calendar / Journals
Review L- blends page.
Small Group Reading
Calendar / L-blends cut and glue review page.
Small Group Reading
Calendar / Complete What’s it worth? Cut and glue. Color book Jan and Dan.
Small Group Reading
Calendar / Centers
Small Group Reading
Calendar
9:00—10:30
Phonics/Letter Recognition/Reading / Introduce –an word family. Play jumping game to make -an words. Read “Jan and Stan.” Write –an words on board. Write sentences on marker boards using –an words from the board. Complete
-an cut and glue and spell and write.
Question:
How many –an words can you come up with? / Introduce blends: gl, pl, and sl. Chant out the l-blends on the blends chart. Use chart paper to write words that begin with gl, and pl. Complete [l] blends cut and glue pages.
Question: Who can come up with words that begin with an l-blend? (gl,pl,sl) / Review –an word family. Review ABC order put –an words on board in ABC order. Review the dictionary and how it works. Have students write words in personal dictionary. Make –a rhyming slide.
Question: Which word comes first in ABC order, Jellybean or Popcorn?
Counselor 10:00-10:30 / Review blends gl, pl, and sl. Chant out the l-blends on the blends chart. Use chart paper to write words that begin with sl-. Use marker boards to write sentence using sl- words on char paper. Complete l- blends page and configuration station.
Question: Who can make a sentence with a sl- word? / *Spelling Test
Question: Who can make a sentence with a spelling word?
Computer Lab 10:00—10:30 Activity: Starfall.com (letter recognition) Success Maker: math and reading skills
Objective / * Blend and segment onsets and rimes of single-syllable spoken words.
* solate 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/.)
* Recognize and produce rhyming words.
* Distinguish between similarly spelled words by identifying the sounds of the letters that differ. / * Blend and segment onsets and rimes of single-syllable spoken words.
* solate 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/.)
* Recognize and produce rhyming words.
* Distinguish between similarly spelled words by identifying the sounds of the letters that differ. / * Blend and segment onsets and rimes of single-syllable spoken words.
* solate 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/.)
* Recognize and produce rhyming words.
* Distinguish between similarly spelled words by identifying the sounds of the letters that differ. / * Blend and segment onsets and rimes of single-syllable spoken words.
* solate 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/.)
* Recognize and produce rhyming words.
* Distinguish between similarly spelled words by identifying the sounds of the letters that differ. / * Blend and segment onsets and rimes of single-syllable spoken words.
* solate 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/.)
* Recognize and produce rhyming words.
* Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Lesson Set / Strategies:
*Modeling
*Scaffolding
*Independent practice
Blooms Taxonomy:
*Formulate
Assessment:
*Marker boards
*Work sheet / Strategies:
*Modeling
*Scaffolding
*Independent practice
Blooms Taxonomy:
*Formulate
Assessment:
*Marker boards
*Thumbs up-Thumbs down
*Work sheet / Strategies:
*Modeling
*Scaffolding
*Independent practice
Blooms Taxonomy:
*Tell
Assessment:
*Thumbs up-Thumbs down
*Observation
*Work sheet / Strategies:
*Modeling
*Scaffolding
*Independent practice
Blooms Taxonomy:
*Formulate
Assessment:
*Thumbs up- Thumbs down
*Work sheet / Strategies:
*Modeling
*Independent practice
Blooms Taxonomy:
*Identify
*Formulate
Assessment:
*Observation
*Spelling Test
Standards / RF.K.3.D;RF.K.2.D;
RF.KF2.C; RF.K.2.A / RF.K.3.D;RF.K.2.D;
RF.KF2.C; RF.K.2.A / RF.K.3.D;RF.K.2.D;
RF.KF2.C; RF.K.2.A / RF.K.3.D;RF.K.2.D;
RF.KF2.C; RF.K.2.A / RF.K.3.D;RF.K.2.D;
RF.KF2.C; RF.K.2.A
10:30—10:40
Interactive Writing / Daily
News (modeled writing). The helper of the day tells the class something they want them to know. The teacher writes it on chart paper. Modeling letters, letter sounds, writing on lines, emphasizing proper spacing and punctuation. / Daily
News (modeled writing). The helper of the day tells the class something they want them to know. The teacher writes it on chart paper. Modeling letters, letter sounds, writing on lines, emphasizing proper spacing and punctuation. / Daily
News (modeled writing). The helper of the day tells the class something they want them to know. The teacher writes it on chart paper. Modeling letters, letter sounds, writing on lines, emphasizing proper spacing and punctuation. / Daily
News (modeled writing). The helper of the day tells the class something they want them to know. The teacher writes it on chart paper. Modeling letters, letter sounds, writing on lines, emphasizing proper spacing and punctuation. / Daily
News (modeled writing). The helper of the day tells the class something they want them to know. The teacher writes it on chart paper. Modeling letters, letter sounds, writing on lines, emphasizing proper spacing and punctuation.
Standards / W.K.5 / W.K.5 / W.K.5 / W.K.5 / W.K.5
10:40—11:20 / Lunch/Recess / Lunch/Recess / Lunch/Recess / Lunch/Recess / Lunch/Recess
11:20—12:15
Math / Review ways to make 2—8.
Review shapes, solids.
Review numbers and what a number represents. Compare numbers using words less than or greater than.
Complete a greater than, less than page.
Question: Which number is greater than 16? / Review ways to make 8. Students model ways to make 8 using mats. Review numbers and what a number represents. Compare numbers using words less than or greater than. Complete a greater than, less than page.
Question: Which number is less than 12? / Review ways to make 8. Review what a number represents. Review the signs <, >, and =. Complete greater than less than assessment.
Question: Which number is greater than 17? / Review ways to make 8. Review what a number represents. Review <, >, and = to. Play alligator game with cards. Complete alligator assessment.
Question: Mrs. Smith has 19 candy bars and Mrs. Brown has 16 candy bars. Who has more? / Review ways to make 8. Use mats and manipulatives to show ways to make 8. Review <, >, and = to. Complete less than greater than assessment.
Question:
Eden had some toys. Paisley took 6 toys away. Now Eden has 3 toys. How many toys did Eden have to start with?
Objective / *Compare two numbers between 1 and 10 presented as written numerals.
*Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. / *Compare two numbers between 1 and 10 presented as written numerals.
*Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies / *Compare two numbers between 1 and 10 presented as written numerals.
*Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies / *Compare two numbers between 1 and 10 presented as written numerals.
*Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies / *Compare two numbers between 1 and 10 presented as written numerals.
*Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies
Lesson Set / Strategies:
Blooms Taxonomy:
Assessment: / Strategies:
Blooms Taxonomy:
Assessment: / Strategies:
Blooms Taxonomy:
Assessment: / Strategies:
Blooms Taxonomy:
Assessment: / Strategies:
Blooms Taxonomy:
Assessment:
Standards / Strategies:
*Modeling,
*Independent Work
Blooms Taxonomy:
*Explain
Assessment:
*Observation
*Marker Boards / Strategies:
*Modeling,
*Independent Work
Blooms Taxonomy:
*Explain
Assessment:
*Observation
*Marker Boards / Strategies:
*Modeling,
*Independent Work
Blooms Taxonomy:
*Explain
Assessment:
*Observation / Strategies:
*Modeling,
*Independent Work
Blooms Taxonomy:
*Explain
Assessment:
*Observation / Strategies:
*Modeling,
*Independent Work
Blooms Taxonomy:
*Explain
Assessment:
*Observation
*Marker Boards
12:15—12:40 / Rest / Rest / Rest / Rest / Rest
12:40—1:05
Social Studies/
Science / Introduce the Five Senses: Discuss what they are and why they are all important. Discuss sense of hearing.
Question: Can someone explain to me what the five senses are? / Review the 5 senses. Introduce “sense of taste.” Read “Yum A book about Taste.” Discuss
Question: How many different tastes do our taste buds taste? / Review the 5 senses. Introduce “sense of touch.” Read “Soft and Smooth, Rough and Bumpy.” Discuss
Question: Does our sense of touch only have to do with our hands? / Review the 5 senses. Introduce “sense of smell.” Read “Sniff, Sniff, book about Smell.” Discuss.
Question: How does our sense of smell work? / Review the 5 senses. Introduce sense of sight. Read “Look, A Book About Sight.” Discuss
Question: How many senses can we use at one time?
Objective / *Name and describe the five senses. *Discuss the functions of the five senses. / *Name and describe the five senses. *Discuss the functions of the five senses. / *Name and describe the five senses. *Discuss the functions of the five senses. / *Name and describe the five senses. *Discuss the functions of the five senses. / *Name and describe the five senses. *Discuss the functions of the five senses.
Lesson Set / Strategies:
*Questioning
*Discussing
Blooms Taxonomy:
*Explain
Assessment:
*Observation / Strategies:
*Questioning
*Discussing
Blooms Taxonomy:
*Tell
Assessment
*Observation / Strategies:
*Questioning
*Discussing
Blooms Taxonomy:
*Tell
Assessment:
*Observation / Strategies:
*Questioning
*Discussing
Blooms Taxonomy:
*Tell
Assessment:
*Observation / Strategies:
*Questioning
*Discussing
Blooms Taxonomy:
*Explain
Assessment:
*Observation
Standards / LS.2.K.5, LS.2.K.6 / LS.2.K.5, LS.2.K.6 / LS.2.K.5, LS.2.K.6 / LS.2.K.5, LS.2.K.6 / LS.2.K.5, LS.2.K.6
1:05—1:20 / Recess / Recess / Recess / Recess / Recess
1:20—2:00
Prep. Time / 1:18—1:58
Art
Mrs. Busack / 1:18—1:58
Music
Mrs. Carr / 1:20—2:00
Library
Mrs. Trafford / 1:20—2:00
P.E. 1
Coach Setzer / 1:20—2:00
P.E. 2
Coach Setzer
2:00—2:50
Continue
Social Studies/
Science / Read “Shhhhh A Book About Hearing. Color the first two pages of Senses Book. / Conduct tasting activity. Complete taste page in book. / Conduct sense of touch activity. Complete touch page in book. / Conduct sense of smell activity. Complete smell page in book. / Conduct sense of sight activity. Complete sight page in book.
2:50—3:10 / Snack / Snack / Snack / Snack / Snack