Theme Nature All Around Us-Seeds and Plants-Explore with Mx
Socorro I.S.D.
ESL Academy
Lesson Plan for Kindergarten
Teacher : Campus:
Date: Week 3 – June 18-21
Resources for lesson plans: Destination Reading, Destination Math, istation, Nursery Rhyme Flip Chart, Vocabulary Skill Builder Photo Cards, Alphatales, Photo Tiles Beginning and Final Sounds, Leveled Readers, Imagine It Pre-decodables, journals, Dr. Jean Better Bodies and Brains
| |Monday |Tuesday |Wednesday |Thursday |
|ISTATION |Have students work individually on istation. |
|8:30 – 9:00 | |
|MEET AND GREET |Greet students and take attendance. Have |Greet students and take attendance. Have |Greet students and take attendance. Have |Greet students and take attendance. Have |
| |children sign in. Shared writing (Daily |children sign in. Shared writing (Daily |children sign in. Shared writing (Daily |children sign in. Shared writing (Daily |
|9:00 – 9:30 |Message). |Message). |Message). |Message). |
| |The Big book of Alpha Tales- Poem Oo Cheer |The Big book of Alpha Tales- Poem Pp Cheer |The Big book of Alpha Tales- Poem Qq Cheer |The Big book of Alpha Tales- Poem Rr Cheer |
| |(teacher guide- follow read tips) |(teacher guide- follow read tips) |(teacher guide- follow read tips) |(teacher guide- follow read tips) |
|READ ALOUD |Title: In the Small, Small Pond |Title: : In the Small, Small Pond |Title: : In the Small, Small Pond |Title: : In the Small, Small Pond |
|9:30 – 9:45 |Before- |During Questions- |After Reading- |Response to literature |
| |Focus Question: | | | |
| | |What animals live in the pond? |Sort- animals by characteristics |Draw and label a picture of a pond |
| |Vocabulary: habitat, pond, animals | | |habitat. |
| | |What noises would you hear in a pond? |Revisit chart/predictions | |
| |KWL chart | | | |
| |Picture walk | | | |
|LEARNING CENTERS/SMALL GROUP INSTRUCTION | |
|9:45 – 10:45 | |
|WRITING |Computers |ABC |Creative Station |Read to Someone |
|Activity: Have students complete the |Destination Math |Word-Building Mini-Book Set |Students will create a goat using |LEVELED READERS |
|reproducible independently from the | |Model Activity |construction paper to make a puppet. | |
|First Little Readers Teaching Guide |Lesson: |Look at the picture | |Students will read to someone, using |
| | |Say the word and listen to the sounds | |First Little readers leveled books. |
| | |Read the word and look at the letters. | |*Teacher preparation- have book bag |
|Tiny Things P. 21 | |Use the marker the write the letters in the | |ready for this station. |
| | |boxes | | |
| | |Write the word on the lines. | |Title: |
| | |Mini books with short sounds | |What Jumps? |
| | | | |What do Monsters Eat? |
| | | | |Party Shapes |
| | | | |Bigger |
| | | | |What flies? |
|SMALL GROUP INSTRUCTION | |
|(Intentional cognitive instruction based on assessment data (15-20 minutes per group during Learning Centers) | |
|Monday |Tuesday |Wednesday |Thursday |
|Activity: |Activity: |Activity: |Activity: |
|Sight words poems flipchart- me |Sight words poems flipchart- is |Sight words poems flipchart- my |Sight words poems flipchart- see |
| | | | |
|Identify high frequency words |Identify high frequency words |Identify high frequency words |Identify high frequency words |
| | | | |
|First little readers leveled book- |First little readers leveled book- Sample |First little readers leveled book- Sample |First little readers leveled book- Sample lesson p. 9 |
|Sample lesson p. 9 |lesson p. 9 |lesson p. 9 |Come Over |
|The Wheels On The Bus |I Like Socks |In My Pocket | |
|Develop Fluency |Develop Fluency |Develop Fluency |Develop Fluency |
|Before, during, after reading |Before, during, after reading |Before, during, after reading |Before, during, after reading |
| | | | |
|Math |Recognize and compare lengths |Recognize and compare lengths |Recognize and compare lengths |Recognize and compare lengths |
|10:45 – 11:00 |Inch y Inch Part 1 |Inch y Inch Part 2 Procedure: Review book. |Inch y Inch Part 3 |Inch y Inch Part 4 |
| |Procedure: Introduce the book Inch by Inch |Give each student a worm pattern. Color and |Procedure: Pair students. Have each pair |Procedure: Pair students. Have each pair |
| |by Leo Lionni video on and tell |decorate. Cut out worm. |of students find 4 objects shorter then |of students find 4 objects longer then |
| |students to listen and watch carefully for | |their worm. |their worm. |
| |how the inchworm measures throughout the | |Discuss (Whole Group Discussion): 5-7 | |
| |story. Read the story, and afterward ask | |minutes |Discuss (Whole Group Discussion): 5-7 |
| |students to recall some of the objects that | |Gather the students back at the carpet. |minutes |
| |the inchworm measured. (Example: Discuss how | |Discuss with the students their findings. |Gather the students back at the carpet. |
| |the inchworm measured different parts of the | | |Discuss with the students their findings. |
| |birds.) | | | |
|Shared Reading |Readers Theater: The Three Billy Goats Gruff |Readers Theater: The Three Billy Goats Gruff|Readers Theater: The Three Billy Goats |Readers Theater: The Three Billy Goats |
|11:00 – 11:20 |read the storybook | |Gruff |Gruff |
| |discuss story, specifically characters, | | |students perform |
| |setting, and plot, |read the storybook |Read parts for students and have them echo |use character masks |
| |model reading with expression, paying close |have whole group echo parts |focus on volume, expression, phrasing, | |
| |attention to phrases and inflections |chose parts for students |have students read their parts aloud, | |
| | | |speaking slowly for understanding. | |
|Closing / Dismiss |Daily message that includes students’ |Daily message that includes students’ |Daily message that includes students’ |Daily message that includes students’ |
|11:20 – 11:30 |responses to what they learned today |responses to what they learned today |responses to what they learned today |responses to what they learned today |
-----------------------
[pic]
[pic]
................
................
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
- best all around small suv
- best all around cleaning product
- poverty all around the world
- mathematics all around ebook
- list of all 50 us states
- all of us synonym
- all of us study
- pain around rib cage and back
- best all around hunting caliber
- best all around handgun to own
- best all around revolver
- cultures all around the world