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Reading: 5/4/2015 to 5/8/2015
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OUR LADY QUEEN OF MARTYRS SCHOOL WEEKLY LESSON PLAN

 

Teacher’s Name Mrs. Fundora           Subject _Reading                       Grade Pre-K1      Week of _5/4/2015 to 5/8/2015     ____                            

Unit                                                   Unit Title                               Essential Question                                                                 

 

 

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 HOT QUESTIONS

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

Mon 

RI.PK.1

RI.PK.3

RI.PK.7

RF.PK.1

RF.PK.2

SL.PK.2

SL.PK.5

Associating letters S s with the sound /s/.

Does this picture begins with the /s/s sound?

  1. Introduce the lesson with “Watch your Step.”
  2. Have the children listen to the poem a the second time.
  3. Have the children identify letters S and s in the poem.
  4. Review initial /s/.
  5. Introduce the letter/sound correspondence S s /s/.
  6. Have the children answer the following questions: What sound does the letters S s make? What word begin with the /s/ sound? Can you use it in a sentence?
  7. Have the children use Activity P. 130.
  8. Have the children circle pictures that begins with the /s/ sound.
  1. What sound does the letters S s make?
  2. What word begin with the /s/ sound?
  3. Can you use it in a sentence?
  4. Does this picture begins with the /s/s sound?

Tues

RI.PK.1

RI.PK.3

RI.PK.7

RF.PK.1

RF.PK.2

SL.PK.2

SL.PK.5

Recognizing the sound /t/ in initial position.

What sound does /t/ makes at the beginning?

  1. Introduce the lesson with “Two Tug Boats.”
  2. Have the children echo-read.
  3. Introduce initial /t/ as in tiger.
  4. Have the children identify words with initial  /t/ in the poem.
  5. Have the children suggest names that begins with /t/.
  6. Have the children use word with initial /t/ in sentences.
  7. Summarize listening for initial /t/.
  8. Ask: What sound does the letters T t makes? What words from the poem begins with initial /t/? Can you sue them in a sentence?
  1. What sound does /t/ makes at the beginning?
  2. What words from the poem begin with /t/ sound?
  3. Can you use a word from the story in a sentence?

Wed

RI.PK.1

RI.PK.3

RI.PK.7

RF.PK.1

RF.PK.2

SL.PK.2

SL.PK.5

Associate the letters T t with the sound /t/.

  1. Introduce the lesson with “The Top and the Tip.”
  2. Have the children listen to the poem a the second time.
  3. Have the children identify letters S and s in the poem.
  4. Review initial /t/.
  5. Introduce the letter/sound correspondence T t /t/.
  6. Have the children answer the following questions: What sound does the letters T t make? What word begin with the /t/ sound? Can you use it in a sentence?
  7. Have the children use Activity P.134.
  8. Have the children circle pictures that begins with the /t/ sound.

Thurs

RF.PK.1

RF.PK.2

SL.PK.2

RI.PK.1

W.PK.5

Name and write uppercase T and lowercase t.

How is the letters T and t same/different?

  1. Introduce initial /t/ as in violin.
  2. Identify children’s names that begin with /t/.
  3. Have the children listen for and identify words with initial /t/.
  4. Ask: What sound does the letters T and t make? What words begin with initial /t/?
  5. Model forming the letters  T t in the black board.
  6. Ask: How is the letters T and t same/different?
  7. Have the children practice forming T t in their Little Blackboards.
  8. Distribute Activity P. 143.
  1. What sound does the letters T and t make?
  2. What words begin with initial /t/?
  3. How is the letters T and t same/different?

Fri

RI.PK.1

RI.PK.2

RI.PK.4

SL.PK.3

SL.PK.4

Recognizing words meaning from sentence context.

What special things we will need for the party?

  1. Introduce the lesson by having children listen for information about a class party.
  2. Have the children listen to information about a party the class will celebrate together.
  3. The teacher will give information about the party.
  4. Ask: On what day will the party be? At what time will we have the party? What will the party celebrate? What special things we will need for the party?
  5. Have the children practice listening for information.
  6. Read aloud “One Bright Monday.”
  7. Review with the children that the line tells what day it is (Monday), and where the children are going. (school)Have the children listen information.
  8. Reread the story One Bright Monday Morning.
  9. Ask: What did the child discovered on the last day of the story?
  1. On what day will the party be?
  2. At what time will we have the party?
  3. What will the party celebrate?
  4. What special things we will need for the 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. tiger                         6. tomato

2. tub                           7. turtle

3. top                           8. toes

4. taxi                           9. telephone

5. tie                           10.

Use of Technology:

   __*__ Smartboard

   ___*_ Student Response System