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

RL.PK.1

RL.PK.4

RL.PK.7

RL.PK.10

RI.PK.5

RF.PK.1

Print and Book Awareness:

Children will observe teacher’s book handling skills.

Children will track print and illustrations from left to right.

Visual Development:

Children will locate pictures on a page.

Listening and Speaking:

Children will describe personal experiences.

Children will listen and respond to story.

Vocabulary: 

Children will discuss story words.

Comprehension:

Children will listen for a purpose.

Children will answer questions about a story.

Children will understand characters.

What happens to Little Red Riding Hood?

- Morning Message: Model left to right directionality and

- Whole Group: Introduce the book, activate prior knowledge and set a purpose for listening through Q&A.

- Read Aloud

- Whole Group: Use pictures to understand vocabulary.

- Whole Group: Discuss the story with Q&A.

- Independent Practice: Draw a picture of your favorite part of the story?

- Who is Little Red Riding Hood?

- Why do you think that is her name?

- Who tried to trick her and her grandmother? Did the trick work?

- How do you think LRRH felt walking through the woods by herself?  How would you feel if you were LRRH?

Tues

RF.PK.1

RI.PK.3

Phonemic Awareness:

Children will repeat a sequence of words.

Letter Recognition:

Children will learn concepts of letters.

Children will identify capital A,B and lowercase a, b.

Children will match letters.

High-Frequency Word: Children will learn to identify and read the word “a.”

Match the uppercase and lowercase letters.

- Morning Message- Introduce the word “a.”

- Whole Group: Have three children say their names, then have volunteers repeat the names in the same order.

- Whole Group: Write the names of children on the board and explain that the letters in the names are the letters in the alphabet.

- Sing a Song

- Whole Group: Model how to write Aa, Bb.

- Independent Practice: Write letters on individual blackboards.

- Small Group: Play letter game

- Independent Practice: Listen for oral directions to identify and underline matching letters.

- What are words made of?

- Where in the alphabet will you find letters A and B.

- Think of words that begin with letters A and B.

Wed

RF.PK.2

RI.PK.1

RI.PK.4

Phonemic Awareness:

Children will repeat a sequence of words.

Visual Development:

Children will match pictures.

Fine Motor Skills:

Children will trace a line.

Listening and Speaking:

Childen will discuss pictures.

Vocabulary:  

Children will identify shapes, position words, descriptive words and colors.

Comprehension:

Children will follow oral directions.

How do you know which pictures are under and across the apple?

- Morning Message

- Whole Group: Have three children say their names, then have volunteers repeat the names in the same order.

- Small Group: Play “Red Dot Race” to introduce vocabulary words; red, under, across.

- Whole Group: Use the concept board to have children identify and answer questions about basic concepts such as: under, dot, line, across, same, different.

- Independent Practice: Have children match the pictures that are the same.

- What color was the girls cape from the story?

- How do you know if the pictures are different?

- Show how to make a line across the page from picture to picture.

Thurs

Math

Fri

RL.PK.1

RL.PK.3

RL.PK.4

RI.PK.10

W.PK.3

Phonemic Awareness:

Children will repeat a sequence of words.

Listening and Speaking:

Children will respond to a story read aloud.

Vocabulary: 

Children will understand story vocabulary.

Comprehension: 

Children will follow oral directions.

Children will understand story structure.

 Listen for directions and tell which part of the story happened at the beginning, middle and end.

- Morning Message

- Whole Group: Have three children say their names, then have volunteers repeat the names in the same order.

- Read Aloud

- Whole Group: Listen for oral directions to complete a comprehension and story vocabulary page by using a red crayon to color the pictures of the correct answer.

- Whole Group: Retell parts of the story and have volunteers tell if it happened in the beginning, middle or end of the story.

- What things did LRRH notice about the wolf when he was pretending to be the grandmother?

- What do you think a woodcutter does? What tool does he use?

- Tell the parts of the story that happened at the beginning, middle and end of story.

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. grandmother         6. line

2. wolf                         7. under

3. woodcutter           8. across

4. ax                            9. same

5. dot                          10. different

                                     11. red

Use of Technology:

   __*__ Smartboard

   ____ Student Response System