Lisa Brown Kindergarten Lesson Plan
Lisa Brown Kindergarten Lesson Plan
March 2nd- March 6th
L-blends, -an word family
*8:00 Pledge of Allegiance in Hallway
| |Monday |Tuesday |Wednesday |Thursday |Friday |
| |Complete review blends cut and | Journals |L-blends cut and glue review |Complete What’s it worth? Cut |Centers |
|8:03—9:00 |glue page, |Review L- blends page. |page. |and glue. Color book Jan and | |
|Calendar |Small Group Reading |Small Group Reading | |Dan. | |
| | | |Small Group Reading |Small Group Reading | |
| |Calendar |Calendar | |Calendar |Small Group Reading |
| | | |Calendar | |Calendar |
|9:00—10:30 |Introduce –an word family. Play|Introduce blends: gl, pl, and |Review –an word family. Review |Review blends gl, pl, and sl. |*Spelling Test |
|Phonics/Letter |jumping game to make -an words. |sl. Chant out the l-blends on |ABC order put –an words on board|Chant out the l-blends on the | |
|Recognition/Reading |Read “Jan and Stan.” Write –an|the blends chart. Use chart |in ABC order. Review the |blends chart. Use chart paper |Question: Who can make a |
| |words on board. Write sentences|paper to write words that begin |dictionary and how it works. |to write words that begin with |sentence with a spelling word? |
| |on marker boards using –an words|with gl, and pl. Complete [l] |Have students write words in |sl-. Use marker boards to write| |
| |from the board. Complete |blends cut and glue pages. |personal dictionary. Make –a |sentence using sl- words on char|Computer Lab 10:00—10:30 |
| |-an cut and glue and spell and |Question: Who can come up with |rhyming slide. |paper. Complete l- blends page |Activity: (letter |
| |write. |words that begin with an |Question: Which word comes first|and configuration station. |recognition) Success Maker: |
| |Question: |l-blend? (gl,pl,sl) |in ABC order, Jellybean or |Question: Who can make a |math and reading skills |
| |How many –an words can you come | |Popcorn? |sentence with a sl- word? | |
| |up with? | |Counselor 10:00-10:30 | | |
|Objective |* Blend and segment onsets and |* Blend and segment onsets and |* Blend and segment onsets and |* Blend and segment onsets and |* Blend and segment onsets and |
| |rimes of single-syllable spoken |rimes of single-syllable spoken |rimes of single-syllable spoken |rimes of single-syllable spoken |rimes of single-syllable spoken |
| |words. |words. |words. |words. |words. |
| |* solate and pronounce the |* solate and pronounce the |* solate and pronounce the |* solate and pronounce the |* solate and pronounce the |
| |initial, medial vowel, and final|initial, medial vowel, and final|initial, medial vowel, and final|initial, medial vowel, and final|initial, medial vowel, and final|
| |sounds (phonemes) in |sounds (phonemes) in |sounds (phonemes) in |sounds (phonemes) in |sounds (phonemes) in |
| |three-phoneme |three-phoneme |three-phoneme |three-phoneme |three-phoneme |
| |(consonant-vowel-consonant, or |(consonant-vowel-consonant, or |(consonant-vowel-consonant, or |(consonant-vowel-consonant, or |(consonant-vowel-consonant, or |
| |CVC) words.1 (This does not |CVC) words.1 (This does not |CVC) words.1 (This does not |CVC) words.1 (This does not |CVC) words.1 (This does not |
| |include CVCs ending with /l/, |include CVCs ending with /l/, |include CVCs ending with /l/, |include CVCs ending with /l/, |include CVCs ending with /l/, |
| |/r/, or /x/.) |/r/, or /x/.) |/r/, or /x/.) |/r/, or /x/.) |/r/, or /x/.) |
| |* Recognize and produce rhyming |* Recognize and produce rhyming |* Recognize and produce rhyming |* Recognize and produce rhyming |* Recognize and produce rhyming |
| |words. |words. |words. |words. |words. |
| |* Distinguish between similarly |* Distinguish between similarly |* Distinguish between similarly |* Distinguish between similarly |* Distinguish between similarly |
| |spelled words by identifying the|spelled words by identifying the|spelled words by identifying the|spelled words by identifying the|spelled words by identifying the|
| |sounds of the letters that |sounds of the letters that |sounds of the letters that |sounds of the letters that |sounds of the letters that |
| |differ. |differ. |differ. |differ. |differ. |
|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 |*Tell |*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 |*Spelling Test |
| | |*Work sheet |*Work sheet | | |
|Standards |RF.K.3.D;RF.K.2.D; |RF.K.3.D;RF.K.2.D; |RF.K.3.D;RF.K.2.D; |RF.K.3.D;RF.K.2.D; |RF.K.3.D;RF.K.2.D; |
| |RF.KF2.C; RF.K.2.A |RF.KF2.C; RF.K.2.A |RF.KF2.C; RF.K.2.A |RF.KF2.C; RF.K.2.A |RF.KF2.C; RF.K.2.A |
|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 ways to make 2—8. |Review ways to make 8. Students|Review ways to make 8. Review |Review ways to make 8. Review |Review ways to make 8. Use mats|
|Math |Review shapes, solids. |model ways to make 8 using mats.|what a number represents. Review|what a number represents. |and manipulatives to show ways |
| |Review numbers and what a number|Review numbers and what a number|the signs , and =. Complete|Review , and = to. Play |to make 8. Review , and = |
| |represents. Compare numbers |represents. Compare numbers |greater than less than |alligator game with cards. |to. Complete less than greater |
| |using words less than or greater|using words less than or greater|assessment. |Complete alligator assessment. |than assessment. |
| |than. |than. Complete a greater than, |Question: Which number is | | |
| |Complete a greater than, less |less than page. |greater than 17? |Question: Mrs. Smith has 19 |Question: |
| |than page. |Question: Which number is less | |candy bars and Mrs. Brown has 16|Eden had some toys. Paisley |
| | |than 12? | |candy bars. Who has more? |took 6 toys away. Now Eden has 3|
| |Question: Which number is | | | |toys. How many toys did Eden |
| |greater than 16? | | | |have to start with? |
|Objective |*Compare two numbers between 1 |*Compare two numbers between 1 |*Compare two numbers between 1 |*Compare two numbers between 1 |*Compare two numbers between 1 |
| |and 10 presented as written |and 10 presented as written |and 10 presented as written |and 10 presented as written |and 10 presented as written |
| |numerals. |numerals. |numerals. |numerals. |numerals. |
| |*Identify whether the number of |*Identify whether the number of |*Identify whether the number of |*Identify whether the number of |*Identify whether the number of |
| |objects in one group is greater |objects in one group is greater |objects in one group is greater |objects in one group is greater |objects in one group is greater |
| |than, less than, or equal to the|than, less than, or equal to the|than, less than, or equal to the|than, less than, or equal to the|than, less than, or equal to the|
| |number of objects in another |number of objects in another |number of objects in another |number of objects in another |number of objects in another |
| |group, e.g., by using matching |group, e.g., by using matching |group, e.g., by using matching |group, e.g., by using matching |group, e.g., by using matching |
| |and counting strategies. |and counting strategies |and counting strategies |and counting strategies |and counting strategies |
|Lesson Set |Strategies: |Strategies: |Strategies: |Strategies: |Strategies: |
| |Blooms Taxonomy: |Blooms Taxonomy: |Blooms Taxonomy: |Blooms Taxonomy: |Blooms Taxonomy: |
| |Assessment: |Assessment: |Assessment: |Assessment: |Assessment: |
|Standards |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 |
|12:15—12:40 |Rest |Rest |Rest |Rest |Rest |
|12:40—1:05 |Introduce the Five Senses: |Review the 5 senses. Introduce |Review the 5 senses. Introduce |Review the 5 senses. Introduce | Review the 5 senses. |
|Social Studies/ |Discuss what they are and why |“sense of taste.” Read “Yum A |“sense of touch.” Read “Soft |“sense of smell.” Read “Sniff, |Introduce sense of sight. Read |
|Science |they are all important. Discuss|book about Taste.” Discuss |and Smooth, Rough and Bumpy.” |Sniff, book about Smell.” |“Look, A Book About Sight.” |
| |sense of hearing. |Question: How many different |Discuss |Discuss. |Discuss |
| |Question: Can someone explain to|tastes do our taste buds taste? |Question: Does our sense of |Question: How does our sense of |Question: How many senses can we|
| |me what the five senses are? | |touch only have to do with our |smell work? |use at one time? |
| | | |hands? | | |
|Objective |*Name and describe the five |*Name and describe the five |*Name and describe the five |*Name and describe the five |*Name and describe the five |
| |senses. *Discuss the functions |senses. *Discuss the functions |senses. *Discuss the functions |senses. *Discuss the functions |senses. *Discuss the functions |
| |of the five senses. |of the five senses. |of the five senses. |of the five senses. |of the five senses. |
|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: |
| |*Explain |*Tell |*Tell |*Tell |*Explain |
| |Assessment: |Assessment |Assessment: |Assessment: |Assessment: |
| |*Observation |*Observation |*Observation |*Observation |*Observation |
|Standards |LS.2.K.5, LS.2.K.6 |LS.2.K.5, LS.2.K.6 |LS.2.K.5, LS.2.K.6 |LS.2.K.5, LS.2.K.6 |LS.2.K.5, LS.2.K.6 |
|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 | Read “Shhhhh A Book About |Conduct tasting activity. |Conduct sense of touch activity.|Conduct sense of smell activity.|Conduct sense of sight activity.|
|Continue |Hearing. Color the first two |Complete taste page in book. |Complete touch page in book. |Complete smell page in book. |Complete sight page in book. |
|Social Studies/ |pages of Senses Book. | | | | |
|Science | | | | | |
|2:50—3:10 |Snack |Snack |Snack |Snack |Snack |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- kindergarten lesson plans
- kindergarten lesson plans with standards
- free kindergarten lesson plans for teachers
- free kindergarten lesson plan template
- free pre kindergarten lesson plans
- sample kindergarten lesson plans
- kindergarten lesson plan template
- free kindergarten lesson plans
- lesson plan for kindergarten reading
- pre kindergarten lesson plans free
- kindergarten lesson plan on language and literacy
- kindergarten lesson plans pdf