CCSS

Code

e.g.

RL.K.5

OUTCOMES

(Lesson Focus)

What will the students know or be able to do at the end of the lesson?

ASSESSMENT

How will the students demonstrate that they have accomplished the desired outcome? Please state the question that will be asked during your formative assessment.

STRATEGIES

In what activities will the students be engaged to accomplish the desired outcome? Please list in the order that you will implement.

3 HOTS QUESTIONS

e.g. one should be on knowledge, one on application, and one on synthesis or evaluation.

Mon

School Closed

Tues

RI.PK.4

SL.PK.3

L.PK.1

RF.PK.1

Phonemic Awareness: Children will recognize words in sentences.

High-Frequency Words: Children will learn to read the word “you.”

Vocabulary: Children will understand position words: next to, between.

Visual Development: Children will identify picture details.

Comprehension: Children will follow oral directions.  

Use the word “you” in a sentence.

- Morning Message - Introduce Sight word “you”

- Whole Group: Count the words in sentences.

- Guided Practice: Use vocabulary words to complete the game board.

- Independent Practice: Follow oral directions to identify pictures from Jingles, Poems and Rhymes.

- Describe the picture next to the empty square.

- Describe the picture that is between the two empty squares.

- Which pictures are from “Hickory, Dickory, Dock” and “Mary Had a Little Lamb?”

Wed

RI.PK.4

SL.PK.2

SL.PK.3

RF.PK.1

Phonemic Awareness: Children will recognize words in sentences.

Auditory Discrimination: Children will identify a sequence of sounds.

Comprehension: Children will follow oral directions to identify position words.

What is a sentence made of?

- Morning Message

- Whole Group: Count the words in sentences.

- Guided Practice: Review Position words and Complete Activity p. 3

- Pair Share: Have your partner imitate the sounds you make in the sequence they hear them.  

- Independent Practice: Identify sequence of sounds and complete activity p. 4

- Describe the object that is next to the clock from Hickory, Dickory, Dock.

- Describe the animal that is between Mary and the teacher.

- Identify in sequence order the sounds you heard.

Thurs

 Gym

Fri

SL.PK.3

L.PK.1

RF.PK.1

Phonemic Awareness: Children will recognize words in sentences.

High-Frequency Words: Children will learn to read the word “for.”

Visual Development: Children will recognize patterns.

Vocabulary: Children will understnad parts of a whole.  

Use the word “for” in a sentence.

- Morning Message - Introduce sight word “for.”

- Whole Group: Use squares to represent every word you hear in a sentence.

- Guided Practice: model how to recognize patterns, complete activity sheet p. 6.

- Independent Practice: Identify parts of a whole, complete activity sheet p. 5

- Which is the missing part of the shape?

- What is a pattern?

- Make your own pattern using the pictures.  

Bloom’s Taxonomy

 (HOTS Questions)

-Knowledge

-Comprehension

-Application

-Analysis

-Synthesis

-Evaluation

School Grade Weighting Scale:

Tests (40%):

Quizzes (20%):

Classwork/ Participation (15%):

Homework (5%):

Projects/ Portfolios (20%):

Vocabulary words for week:

1. jingle
2. fiddle
3. clock
4. fleece
5. fowl
6. tarried
7. papoose
8. slumber
9. next to
10. between
11. pattern

Use of Technology:

   __*__ Smartboard

   ____ Student Response System