| 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 | RF.PK.1 RF.PK.2RL.PK.1 RL.PK.2 RL.PK.5 RL.PK.7 RLPK.11 | The children will: - Track print from left to right
- Recognize syllables words
- Observe book handling skills
- Understand relationship between print and pictures
- Locate and identify pictures
- Participate in discussions
- Describe personal experiences
- Listen and respond to stories read aloud
- Understand story vocabulary
- Listen for a purpose
- Use pictures and prior knowledge
- Determine important ideas
- Connect text to experience
- Respond to literature
| Did the mouse like the Country Mouse’s house? | - Daily Routines
- Introduce the book “City Mouse Country Mouse.”
- Activate prior knowledge by discussing children’s experiences living or visiting houses in the country or in the city.
- Help the children set a purpose for listening.
- Play the story.
- Model using pictures to understand vocabulary.
- Discuss the story.
- Ask: Did the mouse like the Country Mouse’s house? How do you know? Look at page 4 and 5. How did the mice get into the dining room? How did they get out of it? Did Country Mouse like the City Mouse’s house? How do you know? Would you rather be in the City Mouse or Country Mouse? Why?
- Review story vocabulary: mouse, city, country, cozy.
- Use printed sentences to retell the story.
- Teach about the relationship between print and pictures.
- Remind the children that the pictures in the books shows what is happening in a story.
| - Did the mouse like the Country Mouse’s house?
- How do you know?
- Look at page 4 and 5. How did the mice get into the dining room?
- How did they get out of it?
- Did Country Mouse like the City Mouse’s house?
- How do you know?
- Would you rather be in the City Mouse or Country Mouse house? Why?
- How would you compare the houses?
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Tues | RF.PK.1 RF.PK.2RL.PK.1 RL.PK.2 RL.PK.5 RL.PK.7 RLPK.11 W.PK.5 | The children will: - Recognize word boundaries
- Recognize syllables in words
- Draw a line under
- Make a circle
- Mark X
- Listen and respond to stories read aloud
- Listen for purpose
- Follow oral directions
- Make predictions
- Dictate reasons characters might give each other
| What makes you happy at home?
| - Daily Routines.
- Distribute story book.
- Teach book handling Play CD 4, Track 2.
- Help the children complete comprehension book.
- Check comprehension and following directions.
- Help the children predict what will happen next in the story.
- Have the children look at each as I ask the following questions: Pages 4-5: How do you think the Country Mouse would feel about City Mouse’s house? Why did you think so? How did she feel about City mouse’s house in the end? Pages 6-7: What did you think the mice would do when the cat, dog, and angry woman came after them? Why did you think so? Where you right? How did Country Mouse felt when she was back at the house? What makes you happy at home?
| - Pages 4-5: How do you think the Country Mouse would feel about City Mouse’s house?
- Why did you think so?
- How did she feel about City mouse’s house in the end?
- Pages 6-7: What did you think the mice would do when the cat, dog, and angry woman came after them?
- Why did you think so? Where you right?
- How did Country Mouse felt when she was back at the house?
- What makes you happy at home?
|
Wed | RI.PK.1 RI.PK.3 RI.PK.7 W.PK.3 SL.PK.5 | Recognize the sound /s/ in initial position. | What sound did you learn to listen to? | - Introduce the the lesson with “Sally, Go ’Round the Sun.”
- Have the join hands in a circle and skip around to the left to sing as they sing the song.
- Have the children echo the song.
- Introduce initial /s/ as in seal.
- Identify children’s names that begin with /s/.
- Have the children listen for and identify words with initial /s/.
- Have the children use with with initial /s/s in a sentence.
- Summarize listening for /s/ by answering the following question: What words begin with initial /s/? Can you use the words in a sentence? Can you compare the words Sophia and soap?
| - What sound did you learn to listen to?
- What words begin with initial /s/?
- Can you use the words in a sentence?
- Can you compare the words Sophia and soap?
|
Thurs | RF.PK.1 RF.PK.2L.PK.2 RI.PK.1 | The children will learn to associate the letters S s with the sound /s/. | What sound are we listening for? | - Introduce the lesson with “Watch Your Step.”
- Review identification of the letters S and s.
- Ask the children to identify words that begin with the letters S and s.
- Review initial /s/.
- Introduce the letter/sound correspondence S s /s/.
- Have the children tell items they will pack on a suitcase, such as socks, scarf, sneakers, soap, skirt, skates, slippers, snowsuit, sweater.
- Have the children use Activity p. 130 to associate S s with the sound /s/
- Ask: What sound are we listening for? What pictures begin with the /s/ sound? Can you use the name of the picture in a sentence? Would you pack this item in a suitcase if you are going on a trip?
| - What sound are we listening for?
- What pictures begin with the /s/ sound?
- Can you use the name of the picture in a sentence?
- Would you pack this item in a suitcase if you are going on a trip?
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Fri |
| Early Dismissal @ 12:00 | Early Dismissal @ 12:00 | Early Dismissal @ 12:00 | Early Dismissal @ 12:00 |
| | 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. soap 6.seal 2.socks 7.sun 3. slippers 8.sink 4. sandbox 9. sneakers 5. snake 10.scarf | Use of Technology:
____ Smartboard
____ Student Response System
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