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 |

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