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

RF.PK.2

L.PK.1

Children will be assessed on identifying uppercase and lowercase Mm, Rr, Ss, and Tt.  

Children will be assessed on writing uppercase and lowercase letters Mm, Rr, Ss, and Tt

Teacher-Made Test

- Use pictures to identify beginning sounds in words.

- Use writing paper to write uppercase and lowercase letters.

Tues

RI.PK.1

RI.PK.2

RI.PK.4

Auditory Discrimination: Children will identify rhyming words.

Vocabulary: Children will identify story words: big, large, medium, little, small.

Conceptual Development:

Children will identify categories.

Comprehension: Children will follow oral directions.

Describe something that is big, medium and small.

- Morning Message

- Whole Group: Play “Rhyming Game”

- Independent Practice: Complete Activity Page 3, listen for oral directions on CD to identify sounds.

- Independent Practice: Complete Activity Page 4, listen for oral directions to categorize pictures and identify vocabulary words.

- Which sounds are alike and different?

- Name and describe the different sizes.

- How can you categorize the objects the Three Bears used?

Wed

RI.PK.1

RI.PK.2

RI.PK.10

Auditory Discrimination: Children will identify beginning sounds.

Visual Development: Children will match pictures.

Children will compare and contrast pictures.

Comprehension: Children will follow oral directions

High-Frequency Words: Children will identify and read the words “can.”

Tell how the pictures are the same and different.

- Morning Message - Sight word “can”

- Whole Group: Play “Beginning Sound Game”

- Independent Practice: Complete Activity Page 5, compare and contrast pictures.

- Independent Practice: Complete Activity Page 6, listen for oral directions and match pictures.

- Independent Practice: Draw a picture of your “can” sentence.

- Who is in the picture and tell what the character is doing?

- Tell how the pictures are the same/different.

- Use the word “can” in a sentence.

Thurs

RL.PK.1

RL.PK.2

RL.PK.4

RL.PK.7

RL.PK.10

Phonological Awareness: Children will discriminate between words.

Print and Book Awareness: Children will handle a book properly.

Comprehension: Children will follow oral directions.

Visual Development: Children will locate pictures on a page and match pictures.

 What is the story mainly about?

- Morning Message

- Whole Group: Sing “Wheels on the Bus” and change words.

- Whole Group: Identify parts of the book.

- Guided Reading: Children will follow along to read “The Three Bears”

- Independent Practice: Complete comprehension sheet.  

- Who are the characters in the story?

- Where did the story take place?

- What happened at the beginning, middle and end of story?

Fri

Halloween Party

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. bear
2. cottage
3. porridge
4. bowl
5. frightened
6. big
7. large
8. medium
9. little
10. small
11. over
12. under
13.  blue

Use of Technology:

   __*__ Smartboard

   ____ Student Response System