Lisa Brown Kindergarten Lesson Plan
Lisa Brown Kindergarten Lesson Plan
February 2 — February 6
Letter Qq and Yy
*8:00 Pledge of Allegiance in Hallway
| |Monday |Tuesday |Wednesday |Thursday |Friday |
| |Review /w/, /j/ cut and glue |Journals and highlight page. |Complete review letter [Qq] |Read Yodeling Yak and make book |Centers |
|8:03—9:00 |page. | |phonics and handwriting packet. |and [Yy] highlight page. | |
|Calendar | |Treasures small group phonics | | | |
| |Treasures small group phonics | |Treasures small group phonics | | |
| | | | |Treasures small group phonics | |
| | | |Calendar | |Treasures small group phonics |
| | |Calendar | |Calendar | |
| |Calendar | | | |Calendar |
|9:00—10:30 |Introduce letter [Qq] phonics |Review Letter [Qq] and sound. |[Yy] phonics cards. Read poem |Review Letter [Yy] and sound. |Review letter [Qq] and [Yy] |
|Phonics/Letter |cards. Read poem “Quentin |Read book: “The Quiet Quail.” |“The Yak.” Skill: Identify and |Read book: “My “y” sound box.” |(recognition and sound)Skill: |
|Recognition/Reading |Quiggly.” Skill: Identify and |Skill: initial sound. Activity:|make rhymes, initial sound. Read|Skill: initial sound. Activity:|Initial sound. Read “Yodeling |
| |make rhymes, |Find pictures on the last page |book “The Yak Who Yelled Yuck.”|initial sound, onset and rhyme. |Yak.” Read “Quacky Quacker.” |
| |Read book “My “q” Book.” |of story that begin with letter |Skill: initial sound, matching |Practice writing upper case [Y] |Complete phonics pages and make |
| |Skill: initial sound, matching |[Qq]. Practice writing upper |sounds, syllables Write [Yy] |on marker boards for correct |Yodeling Yak and Quacky Quacker.|
| |sounds. Write [Qq] words on |case [Q] on marker board for |words on marker board. Practice|formation. Complete upper case |Complete handwriting and phonics|
| |marker board. Practice writing |correct formation. Complete |writing lower case [y] on marker|[Y] handwriting page and initial|packet. |
| |lower case [q] on marker board |upper case [Q] handwriting page|board for correct formation. |[Yy Questions]: | |
| |for correct formation. Complete|and make My First Letter Qq |Complete lower case [y] |*Who can formulate words that |Questions: |
| |lower case [q] handwriting page |Book. |handwriting page and [y] |begin with /y/? |*Who can formulate a sentence |
| |and [q] phonics cut and glue |Questions: |addition/color word page. | |including our sight words ? |
| |page. |*Who can formulate a word that |Questions: | | |
| |Questions: |rhymes with the /q/ word I say |*Who can formulate a rhyming | | |
| |*Who can formulate a word that |? |word that has beginning sound | | |
| |has the beginning/sound | |/y/ that rhymes with the words I| | |
| |/q/ ? | |say? | | |
|Objective |*Identify and match the letter |*Identify and match the letter[ |*Identify and match the letter |*Identify and match the letter[ |*Demonstrate knowledge of sight |
| |[q] to the sound /q/ |q] to the sound /q/ |[y] to the sound /y/ |y] to the sound /y/ |words/ creating sentences. |
| |*Recognize the difference |*Recognize the difference |*Recognize the difference |*Recognize the difference | |
| |between a letter and a printed |between a letter and a printed |between a letter and a printed |between a letter and a printed | |
| |word |word |word |word | |
| |*Handwriting: Write [Qq] |*Handwriting: Write [Qq] |*Handwriting: Write [Yy] |*Handwriting: Write [Yy] | |
| | |*Identify rhyme | |*Identify rhyme | |
|Lesson Set |Strategies: |Strategies: |Strategies: |Strategies: |Strategies: |
| |*Modeling |*Modeling |*Modeling |*Modeling |*Modeling |
| |*Scaffolding |*Scaffolding |*Scaffolding |*Scaffolding |*Independent practice |
| |*Independent practice |*Independent practice |*Independent practice |*Independent practice |Blooms Taxonomy: |
| |Blooms Taxonomy: |Blooms Taxonomy: |Blooms Taxonomy: |Blooms Taxonomy: |*Identify |
| |*Formulate |*Formulate |*Formulate |*Formulate |*Formulate |
| |Assessment: |Assessment: |Assessment: |Assessment: |Assessment: |
| |*Marker boards |*Marker boards |*Thumbs up-Thumbs down |*Thumbs up- Thumbs down |*Observation |
| |*Work sheet |*Thumbs up-Thumbs down |*Observation |*Work sheet | |
| | |*Work sheet |*Work sheet | | |
|Standards |RF.K.2d; RF.K.3a; L.K.2c; |RF.K.2d; RF.K.3a; RF.K.3; |RF.K.2d; RF.K.3a; RF.K.3c: |RF.K.2; RF.K.3a; RF.K.3c; SL.K.2|L.K.5a;RF.K.2; L.K.2d; RF.K.3c; |
| |RF.K.3c; RI.K.3; RI.K.1 |RF.K.3c;; RI.K.3; RI.K.1; RI.K.2|RL.K.5; | |RI.K.3, RL.K.3; RI.K.1; RL.K.1; |
| | | | | |RF.K.3c |
|10:30—10:40 | Daily |Daily |Daily |Daily |Daily |
|Interactive Writing |News (modeled writing). The |News (modeled writing). The |News (modeled writing). The |News (modeled writing). The |News (modeled writing). The |
| |helper of the day tells the |helper of the day tells the |helper of the day tells the |helper of the day tells the |helper of the day tells the |
| |class something they want them |class something they want them |class something they want them |class something they want them |class something they want them |
| |to know. The teacher writes it |to know. The teacher writes it |to know. The teacher writes it |to know. The teacher writes it |to know. The teacher writes it |
| |on chart paper. Modeling |on chart paper. Modeling |on chart paper. Modeling |on chart paper. Modeling |on chart paper. Modeling |
| |letters, letter sounds, writing |letters, letter sounds, writing |letters, letter sounds, writing |letters, letter sounds, writing |letters, letter sounds, writing |
| |on lines, emphasizing proper |on lines, emphasizing proper |on lines, emphasizing proper |on lines, emphasizing proper |on lines, emphasizing proper |
| |spacing and punctuation. |spacing and punctuation. |spacing and punctuation. |spacing and punctuation. |spacing and punctuation. |
|Standards |W.K.5 |W.K.5 |W.K.5 |W.K.5 |W.K.5 |
|10:40—11:20 |Lunch/Recess |Lunch/Recess |Lunch/Recess |Lunch/Recess |Lunch/Recess |
|11:20—12:15 |Review shapes. Read shape book.|Review ways to make 6. Use mats|Review shapes. Read “What is a |Use mats and manipulatives to |Assess ways to make 6 and review|
|Math |Use manipulatives to make |and manipulatives to make 6. |Square.” Use manipulatives to |show ways to make 6. Complete |subtraction. |
| |shapes. Complete subtraction |Complete subtraction review. |make shapes. Complete review |review subtraction. |Question: Who can name the seven|
| |review. |Question: There are 9 frogs on |subtraction. |Question: Colby had some cars |ways to make 6? |
| |Question: There were 10 cars in |the lily pad and 3 jump in the |Question: Who can name some |and he gave 5 to Tucker and now | |
| |the parking lot and 4 drove |water. How many are still on the|things in the world that are in |he has 7 left. How many cars | |
| |away. How many are left in the |lily pad? |the shape of a square? |did Colby have to start with? | |
| |parking lot? | | | | |
|Objective |*Represent addition and |*Represent addition and |*Represent addition and |*Represent addition and |*Represent addition and |
| |subtraction with objects, |subtraction with objects, |subtraction with objects, |subtraction with objects, |subtraction with objects, |
| |fingers, mental images, |fingers, mental images, |fingers, mental images, |fingers, mental images, |fingers, mental images, |
| |drawings1, sounds |drawings1, sounds |drawings1, sounds |drawings1, sounds |drawings1, sounds |
| |*Solve addition and subtraction |*Solve addition and subtraction |*Solve addition and subtraction |*Solve addition and subtraction |*Solve addition and subtraction |
| |word problems, and add and |word problems, and add and |word problems, and add and |word problems, and add and |word problems, and add and |
| |subtract within 10 |subtract within 10 |subtract within 10 |subtract within 10 |subtract within 10 |
| |*Fluently add and subtract |*Fluently add and subtract |*Fluently add and subtract |*Fluently add and subtract |*Fluently add and subtract |
| |within 5. |within 5. |within 5. |within 5. |within 5. |
|Lesson Set |Strategies: |Strategies: |Strategies: |Strategies: |Strategies: |
| |*Modeling, |*Modeling, |*Modeling, |*Modeling, |*Modeling, |
| |*Independent Work |*Independent Work |*Independent Work |*Independent Work |*Independent Work |
| |Blooms Taxonomy: |Blooms Taxonomy: |Blooms Taxonomy: |Blooms Taxonomy: |Blooms Taxonomy: |
| |*Explain |*Explain |*Explain |*Explain |*Explain |
| |Assessment: |Assessment: |Assessment: |Assessment: |Assessment: |
| |*Observation |*Observation |*Observation |*Observation |*Observation |
| |*Marker Boards |*Marker Boards | | |*Marker Boards |
|Standards |K.MD.A.2 |K.OA.A.1; |K.OA.A.1; |K.OA.A.1; |K.OA.A.1; |
| | |K.OA.A.2 |K.OA.A.2; |K.OA.A.2; |K.OA.A.2; |
| | |K.OA.A.5 |K.OA.A.5 |K.OA.A.5 |K.OA.A.5 |
|12:15—12:40 |Rest |Rest |Rest |Rest |Rest |
|12:40—1:05 |Review Arkansas flag. Start |Review Arkansas symbols: flag, |Introduce and discuss what |Review the state symbols of |Review Arkansas History |
|Social Studies/ |making Arkansas flag. |bird, flower, tree, beverage, |natural resources are. Discuss |Arkansas. Review everything |Question: Who can name someone |
|Science |Question: How many white stars |gem and vegetable. Introduce |and identify the natural |discusses and learned throughout|famous from Arkansas? |
| |are on the Arkansas flag? |the state Mammal, insect, |resources of Arkansas. |the last two weeks about | |
| | |instrument, dance, mineral, and |Question: Who can name some |Arkansas. | |
| | |rock. |natural resources of Arkansas? |Question: Who can tell me the | |
| | |Question: Why is our state gem | |state tree, insect and beverage?| |
| | |the diamond? | | | |
|Objective |* Identify home address |* Identify home address |* Identify home address |* Identify home address |* Identify home address |
| |* Identify the school attended |* Identify the school attended |* Identify the school attended |* Identify the school attended |* Identify the school attended |
| |and the city in which the school|and the city in which the school|and the city in which the school|and the city in which the school|and the city in which the school|
| |is located. |is located. |is located. |is located. |is located. |
| |* Identify the state of Arkansas|* Identify the state of Arkansas|* Identify the state of Arkansas|* Identify the state of Arkansas|* Identify the state of Arkansas|
| |on a map of the United States |on a map of the United States |on a map of the United States |on a map of the United States |on a map of the United States |
| |* Recognize the United States on|* Recognize the United States on|* Recognize the United States on|* Recognize the United States on|* Recognize the United States on|
| |a world map or globe |a world map or globe |a world map or globe |a world map or globe |a world map or globe |
| |* Identify land on maps and |* Identify land on maps and |* Identify land on maps and |* Identify land on maps and |* Identify land on maps and |
| |globes |globes |globes |globes |globes |
| |* Identify water on maps and |* Identify water on maps and |* Identify water on maps and |* Identify water on maps and |* Identify water on maps and |
| |globes |globes |globes |globes |globes |
| |* Recognize the difference |* Recognize the difference |* Recognize the difference |* Recognize the difference |* Recognize the difference |
| |between maps and globes |between maps and globes |between maps and globes |between maps and globes |between maps and globes |
| |* Recognize that maps and globes|* Recognize that maps and globes|* Recognize that maps and globes|* Recognize that maps and globes|* Recognize that maps and globes|
| |represent models of the Earth |represent models of the Earth |represent models of the Earth |represent models of the Earth |represent models of the Earth |
| |* Identify state symbols of |* Identify state symbols of |* Identify state symbols of |* Identify state symbols of |* Identify state symbols of |
| |Arkansas: ? flag ? tree ? insect|Arkansas: ? flag ? tree ? insect|Arkansas: ? flag ? tree ? insect|Arkansas: ? flag ? tree ? insect|Arkansas: ? flag ? tree ? insect|
| |? beverage |? beverage |? beverage |? beverage |? beverage |
| |* Identify famous Arkansans |* Identify famous Arkansans |* Identify famous Arkansans |* Identify famous Arkansans |* Identify famous Arkansans |
| |* Discuss natural resources |* Discuss natural resources |* Discuss natural resources |* Discuss natural resources |* Discuss natural resources |
|Lesson Set |Strategies: |Strategies: |Strategies: |Strategies: |Strategies: |
| |*Questioning |*Questioning |*Questioning |*Questioning |*Questioning |
| |*Discussing |*Discussing |*Discussing |*Discussing |*Discussing |
| |Blooms Taxonomy: |Blooms Taxonomy: |Blooms Taxonomy: |Blooms Taxonomy: |Blooms Taxonomy: |
| |*Compare |*Tell |*Tell |*Tell |*Tell |
| |Assessment: |Assessment |Assessment: |Assessment: |Assessment: |
| |*Observation |*Observation |*Observation |*Observation |*Observation |
|Standards |G1.K.1; G1.K.2, G.1.K.; G.1.K.4;|G1.K.1; G1.K.2, G.1.K.; G.1.K.4;|G1.K.1; G1.K.2, G.1.K.; G.1.K.4;|G1.K.1; G1.K.2, G.1.K.; G.1.K.4;|G1.K.1; G1.K.2, G.1.K.; G.1.K.4;|
| |G.1.K.5; G.1.K.6; |G.1.K.5; G.1.K.6; |G.1.K.5; G.1.K.6; |G.1.K.5; G.1.K.6; |G.1.K.5; G.1.K.6; |
| |G.1.K.8; G.1.K.9; H.6.K.2; |G.1.K.8; G.1.K.9; H.6.K.2; |G.1.K.8; G.1.K.9; H.6.K.2; |G.1.K.8; G.1.K.9; H.6.K.2; |G.1.K.8; G.1.K.9; H.6.K.2; |
| |H.6.K.3; E.8.K.4 |H.6.K.3; E.8.K.4 |H.6.K.3; E.8.K.4 |H.6.K.3; E.8.K.4 |H.6.K.3; E.8.K.4 |
|1:05—1:20 |Recess |Recess |Recess |Recess |Recess |
|1:20—2:00 |1:18—1:58 |1:18—1:58 |1:20—2:00 |1:20—2:00 |1:20—2:00 |
|Prep. Time |Art |Music |Library |P.E. 1 |P.E. 2 |
| |Mrs. Busack |Mrs. Carr |Mrs. Trafford |Coach Setzer |Coach Setzer |
|2:00—2:50 |Complete flag. |Color the rest of the Arkansas |Conduct natural resources of |Complete Arkansas state symbols |Complete Arkansas book. |
|Continue | |Symbols book. |Arkansas activity. |cut and glue page. | |
|Social Studies/ | | | | | |
|Science | | | | | |
|2:50—3:10 |Snack |Snack |Snack |Snack |Snack |
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