| 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.2, RI.PK1, RI.PK.4
| The children will learn the following:
- Track print from left to right
- Identify sounds
- Handle book properly
- Track illustrations from left to right
- Listen and respond to stories read aloud
- Understand story vocabulary
- Follow oral directions
- Listen for a purpose
- Understand story structure
| What makes that environmental sound? | - The teacher will write morning message on the board.
- Point at the beginning of the first sentence, then sweep hand from left to right under each word I read.
- Have the children close their eyes and listen to the familiar sounds I will make, such as ringing a bell, clapping , and stomping.
- Have the children identify the sounds.
- Teach the children to make Storybooks.
- Write children’s names on their Storybooks.
- Have the children discuss the cover.
- Have the children practice turning pages.
- Play CD1, Track 2.
- Have the children follow along in their Storybooks as they listen to the story on the CD.
- Observe the children as they are following along the correct pages.
- Distribute red crayons.
- Have the children look for the back page.
- Help the children complete comprehension page 8.
| - Can you identify the following environmental sounds?
- Can you model reading from left to right?
- Can you explain the beginning, middle, and the end the story?
|
Tues | RF.PK.1 RI.PK.3
| The children will learn:
- Recognize word boundaries
- Repeat sounds
- Learn concept of letter
- Identify capital A,B and lowercase a,b
- Distinguish between letters
- Match letters
- Follow oral directions
- Use crayon
- Draw lines under
| Can you identify the letters A, a; B, b? | - Write morning message.
- Read the sentences aloud.
- Point to the space s between before and after words.
- Explain that words always have spaces before and after each word.
- Have the children close their eyes and listen to the sounds I make.
- Continue with several more sounds.
- Then make two sounds and have the children imitate them in order.
- Alter the sounds and have the children repeat them.
- Teach recognition and names of A, a: B, b.
- Prepare envelopes with Letter Cards for Capital A and lowercase a.
- Teach letter concept
- Teach recognizing A,a; B,b
- Distribute envelopes to each child.
- Have one child identify capital A or lowercase a.
- Continue until every child has had a chance to open his envelop.
- introduce capital B and lowercase b following the same steps used for A,a.
- Have the children match letters in a bag to the letters on the wall.
- Distribute Activity p. 3 and 4
- Have the children match the underline letters.
| - Can you identify the letters A, a; B, b?
- What line do yo use to construct the following letters A, a; B, b?
- Can you prove it?
|
Wed | RL.PK.1, RL.PK 2, RL.PK3 | The children will learn: - Recognize sentences
- Repeat parts of a song
- Match pictures
- Trace a line under a picture
- Draw a line across
- Use a crayon
- Draw a picture
- Color in
- Follow oral directions
- Recall story elements
- Draw conclusions
- Identify shapes: dot, line
- Understand position words: under, across
| What would you do if a stranger comes to speak to you? | - Help the children recognize sentences.
- Have the children repeat parts of a song.
- Distribute activity page 1.
- Review Little Red Riding Hood.
- Have the children trace lines to answer questions.
- Have the children draw lines across the page to identify character who went to grandmother’s house.
- Have the children draw grandmother.
- Have the children answer riddles.
- Distribute activity p. 2.
- Have the children draw a line to match pictures; color in pictures
| - What are the names of characters in the story?
- Would you talk to a stranger?
- What would you do if a stranger comes to talk to you?
|
Thurs | RF.PK.2,SL.PK.2, L.PK.6 | The children will learn: - Recognize that words are made out of letters
- Repeat sounds
- Identify same and different sounds
- Match pictures
- Understand descriptive words: same, different
- Draw lines across and under
- Use crayons
| What two sounds are the same? | - The teacher will discuss that words are made up of letters.
- Have the children repeat sound, such as stamping their feet or rapping on their desk.
- Distribute Activity Page 3.
- Discuss pictures on Activity Page 3.
- Have the children draw lines to match pictures.
- Explain the listening procedure.
- Make same and different sounds such as fire trucks sirens, ambulance, and police.
- distribute Activity P. 4.
- Discuss pictures in Activity Page 4.
- Play CD1, Track 3.
- Have the children will trace red line on sounds to sounds that are the same on Activity Page 4.
| - What sounds are warning sounds?
- What can you say about safety sounds?
- Which two sounds are the same/different?
|
Fri |
| Conference Day School Closed | Conference Day School Closed | Conference Day School Closed | Conference Day School Closed |
| | 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. letters 6.across 2. pictures 7.under 3. same 8. 4. different 9. 5. 10. | Use of Technology:
____ Smartboard
____ Student Response System
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