Common Core Standards and Optimal Learning Model SAMPLE Lesson Plans
Unit: 1 Week: 1 Teacher: Mr. Mohip Grade: Kindergarten
Theme: Kindergarten, Here We Come Enduring Understanding: Reading non-fiction books is an active process; it is the key to knowledge and to understanding our world. Narrative non-fictions provide readers with specific information. Conversations and collaboration with diverse partners clarifies thinking and builds upon the ideas of others. Essential Questioning: How does understanding about a topic happen? How do students tell/write non-fiction narratives? Why does conversing and collaborating enhance comprehension and learning?
Modified by jpl8/2014
This Weeks Focus Monday Tuesday Wednesday Thursday Friday Common Core Standards: RL.K.3,RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, RI.K.5, RF.K.1, RF.K.2, RF.K.3, RF.K.4, W.K.3, SL.K.1, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6, L.K.1, L.K.2, L.K. 4, L.K.5, L.K.6 Literacy Framework Word Study Oral Language Words in the sentence and a rap.
I Do: Begin with a Rap The Rules by Dr. Jean
We Do: Students repeat the rhyme after me.
I Do/We Do/You Do: Students say the rap on their own with teacher guidance.
Phonics Introduce Mm to /m/
Phonemic Awareness Recognize words in a sentence
Michael Heggerty Week 1
Sight Words a, can, I, go, the Oral Language Words in the sentence and a poem.
I Do: Begin with a Poem Smart from the Start
We Do: Students repeat the poem after me.
You Do: Students say the poem on their own with teacher guidance.
I Do/We Do/You Do: Students say the rhyme on their own with teacher guidance.
Phonics Relate Mm to /m/
Phonemic Awareness Recognize words in a sentence
Michael Heggerty Week 1
Oral Language Words in the sentence and a poem.
I Do: Begin with a Poem Im See Me by Vickie Witcher
We Do: Students repeat the poem after me.
You Do: Students say the poem on their own with teacher guidance.
I Do/We Do/You Do: Students say the rhyme on their own with teacher guidance.
Phonics Introduce Ss to /s/
Phonemic Awareness Recognize words in a sentence
Michael Heggerty Week 1
Oral Language Words in the sentence and a song.
I Do: Begin with a Song I am Special
We Do: Students repeat the song after me.
You Do: Students say the song on their own with teacher guidance.
I Do/We Do/You Do: Students say the rhyme on their own with teacher guidance.
Phonics Relate Ss /s/
Phonemic Awareness Recognize words in a sentence
Michael Heggerty Week 1
Sight Words a, can, I, go, the Oral Language Words in the sentence and a song.
I Do: Begin with a Song NAME-O
We Do: Students repeat the rhyme after me.
You Do: Students say the rhyme on their own with teacher guidance.
I Do/We Do/You Do: Students say the rhyme on their own with teacher guidance.
Phonics Review Mm and Ss
Phonemic Awareness Recognize words in a sentence
Michael Heggerty Week 1
Sight Words a, can, I, go, the Common Core Standards and Optimal Learning Model SAMPLE Lesson Plans Unit: 1 Week: 1 Teacher: Mr. Mohip Grade: Kindergarten Theme: Kindergarten, Here We Come Enduring Understanding: Reading non-fiction books is an active process; it is the key to knowledge and to understanding our world. Narrative non-fictions provide readers with specific information. Conversations and collaboration with diverse partners clarifies thinking and builds upon the ideas of others. Essential Questioning: How does understanding about a topic happen? How do students tell/write non-fiction narratives? Why does conversing and collaborating enhance comprehension and learning?
Modified by jpl8/2014 This Weeks Focus Monday Tuesday Wednesday Thursday Friday Common Core Standards: RL.K.3,RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, RI.K.5, RF.K.1, RF.K.2, RF.K.3, RF.K.4, W.K.3, SL.K.1, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6, L.K.1, L.K.2, L.K. 4, L.K.5, L.K.6 Sight Words a, can, I, go, the Sight Words a, can, I, go, the
Shared Reading Text: Look Out Kindergarten, Here I Come by Nancy Carlson
I Do: Preview of text using a picture walk. Show students the cover, front, and back of the book. Introduce the author and illustrator.
We Do/You Do: Think, Pair and Share: Describe some things you thought you might do in kindergarten. What are some thing s you would like to learn in kindergarten? Create a chart illustrating the thoughts developed by students.
Ask questions and use what the child already knows to add to the discussion, assisting the child in understanding and enjoying the book. For example: Shared Reading Text: Look Out Kindergarten, Here I Come by Nancy Carlson
I Do: Review the text using guided questions, which includes back and front cover, and author, illustrator.
We Do/You Do: Reread the shared reading text. During reading ask and answer questions about Henry getting ready, ask your child what she does to get ready for the day. Whats the same/different? What has Henry learned already to be ready for kindergarten? Help your child learn those things, too. Why did Henry want to go home? Why did he decide to stay? Will Henry like being a kindergartener? Close Reading Text: Chrysanthemum by Kevin Henkes
I Do/We Do/You Do: Preview of text using a picture walk. Show students the cover, front, and back of the book. Introduce the author and illustrator.
Tell students they will read a book about a mouse who loves her name, Chrysanthemum, which is a flower, until she goes to school.
Write the following sentences on chart paper, and read them aloud to your class: 1. Chrysanthemum loved the way that her name looked on an envelope. 2. Chrysanthemum loved the way her name sounded when her mother woke her up. Close Reading Text: Chrysanthemum by Kevin Henkes
I Do: Review the text using guided questions, which includes back and front cover, and author, illustrator.
Ask and answer questions, which begin with 5 ws and h. Use background knowledge to make predictions about the story.
We Do: With a graphic organizer the students write the 5 ws and h from the story. Teacher models with another student the role of interviewer and interviewee.
You Do: Students pair together as they will ask and answer 5 ws and h questions to each Close Reading Text: Chrysanthemum by Kevin Henkes
I Do: Review the texts, David Goes to School, and Chrysanthemum, using guided questions, which includes back and front cover, and author, illustrator.
We Do: Discuss with the class about the times when they made bad choices. Now, recall the texts from the week, and ask students to recall details about when David made poor choices, and when Chrysanthemums friends made poor choices. Discuss as a whole class, then pair and share.
You Do: Students draw or write Common Core Standards and Optimal Learning Model SAMPLE Lesson Plans Unit: 1 Week: 1 Teacher: Mr. Mohip Grade: Kindergarten Theme: Kindergarten, Here We Come Enduring Understanding: Reading non-fiction books is an active process; it is the key to knowledge and to understanding our world. Narrative non-fictions provide readers with specific information. Conversations and collaboration with diverse partners clarifies thinking and builds upon the ideas of others. Essential Questioning: How does understanding about a topic happen? How do students tell/write non-fiction narratives? Why does conversing and collaborating enhance comprehension and learning?
Modified by jpl8/2014 This Weeks Focus Monday Tuesday Wednesday Thursday Friday Common Core Standards: RL.K.3,RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, RI.K.5, RF.K.1, RF.K.2, RF.K.3, RF.K.4, W.K.3, SL.K.1, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6, L.K.1, L.K.2, L.K. 4, L.K.5, L.K.6 Looking at the cover, What do you think this story is about? What do you think happens in a kindergarten classroom? What do you find most exciting about kindergarten?
You Do: Students will draw/write what they want to learn in kindergarten. Use dictation to complete students responses. Assist students by modeling this response to the text. Read Aloud Text: David Goes to School by David Shannon Tell students that they will read a book about a boy named David and his first day of school. David has a lot to learn- especially about school rules. Draw a concept map on a whiteboard or chart paper and write the words Shared Agreements* in the middle. Have students assist in brainstorming what we need in our classroom to maximize our learning and help us to feel safe and Why or why not?
Read Aloud Text: David Goes to School by David Shannon
You Do: Students will draw/write a rule they believe will keep David safe at school.
I Do/We Do/You Do: Tell students that today we read David Goes to School and talked about behavior at school. Discuss with them about what David was doing wrong on each page and how he could have made better choices. Then tell them we are going to teach David how to make good choices in school. Complete a pocket chart picture sort and discussed which behaviors are good choices and poor choices. See http://mrsriccaskindergarten .blogspot.com/2012/08/beh avior-picture-sort- freebie.html for template.
3. Chrysanthemum loved the way her name sounded and looked.
other. The topics can be of the students choosing. about a character from either story that made a poor choice. Common Core Standards and Optimal Learning Model SAMPLE Lesson Plans Unit: 1 Week: 1 Teacher: Mr. Mohip Grade: Kindergarten Theme: Kindergarten, Here We Come Enduring Understanding: Reading non-fiction books is an active process; it is the key to knowledge and to understanding our world. Narrative non-fictions provide readers with specific information. Conversations and collaboration with diverse partners clarifies thinking and builds upon the ideas of others. Essential Questioning: How does understanding about a topic happen? How do students tell/write non-fiction narratives? Why does conversing and collaborating enhance comprehension and learning?
Modified by jpl8/2014 This Weeks Focus Monday Tuesday Wednesday Thursday Friday Common Core Standards: RL.K.3,RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, RI.K.5, RF.K.1, RF.K.2, RF.K.3, RF.K.4, W.K.3, SL.K.1, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6, L.K.1, L.K.2, L.K. 4, L.K.5, L.K.6 supported. Mini Lesson Foci Predictions Summarize Predictions Summarize Review Literacy Framework Mini Lesson
I Do/We Do/ You Do: Good readers use clues in the words and pictures to make a prediction about what will happen next in the story. I Do/We Do/ You Do: Good readers can summarize a story by telling the important things that happen in it. I Do/We Do/ You Do: Good readers use clues in the words and pictures to make a prediction about what will happen next in the story. I Do/We Do/ You Do: Good readers can summarize a story by telling the important things that happen in it. You Do: Good readers use clues in the words and pictures to make a prediction about what will happen next in the story.
Good readers can summarize a story by telling the important things that happen in it. Literacy Framework Writing
I Do: Modeled Writing: Draw a picture of yourself and label the drawing with your name.
We Do: Shared Writing: Draw a picture of yourself and label the drawing with your name.
We Do: Shared Writing: Draw a picture of yourself or a classmate and label the picture with a name.
You Do: Independent Writing: Draw a picture of a member of your family and write the family members name. I Do/We Do/You Do: Create an All About Me book. (See Template)
Common Core Standards and Optimal Learning Model SAMPLE Lesson Plans Unit: 1 Week: 1 Teacher: Mr. Mohip Grade: Kindergarten Theme: Kindergarten, Here We Come Enduring Understanding: Reading non-fiction books is an active process; it is the key to knowledge and to understanding our world. Narrative non-fictions provide readers with specific information. Conversations and collaboration with diverse partners clarifies thinking and builds upon the ideas of others. Essential Questioning: How does understanding about a topic happen? How do students tell/write non-fiction narratives? Why does conversing and collaborating enhance comprehension and learning?
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Modified by jpl8/2014 Additional Notes/Comments: Shared agreements are agreements that we can make about how we will be together that will maximize our learning and help us to feel safe and supported. ! A safe and caring learning environment creates relaxed alertness that maximizes learning. ! Agreements about how we are going to learn together over time create habits of respectful behaviors among group members. ! Respectful norms are critical to reducing negative behaviors that inhibit learning and promoting positive behaviors that encourage it.
Questioning Strategies Suggested to assist in teaching the reading strategies to help students to begin to dig deep through text: Before Reading Can you look at the pictures and predict what you think will happen in this book? What makes you think that? What characters do you think might be in our story? Do you think there will be a problem in this story? Why or why not? Does the topic/story relate to you or your family? How?
During Reading What do you think will happen next? What can you tell me about the story so far? Can you predict how the story will end? Why do you think the character did __________? What would you have done if you were the character? How would you have felt if you were the character? (Use different characters) As I read ___________, it made me picture ____________ in my head. What pictures do you see in your head? As you read, what are you wondering about? Can you put what youve just read in your own words?
After Reading Can you remember the title? In your opinion, was it a good title for this book? Why or why not? Were your predictions about the story correct? If there was a problem, did it get solved? What happened because of the problem? Why do you think the author wrote this book? What is the most important point the author is trying to make in his writing? What was your favorite part of the story? If you could change one thing in the story, what would it be? Can you retell the story in order? Common Core Standards and Optimal Learning Model SAMPLE Lesson Plans Unit: 1 Week: 1 Teacher: Mr. Mohip Grade: Kindergarten Theme: Kindergarten, Here We Come Enduring Understanding: Reading non-fiction books is an active process; it is the key to knowledge and to understanding our world. Narrative non-fictions provide readers with specific information. Conversations and collaboration with diverse partners clarifies thinking and builds upon the ideas of others. Essential Questioning: How does understanding about a topic happen? How do students tell/write non-fiction narratives? Why does conversing and collaborating enhance comprehension and learning?
Modified by jpl8/2014 If you were ____________, how would you have felt? What is the most interesting situation in the story? Is there a character in the story like you? How are you alike? Why did you like this book?
Some Suggested Informal Assessments: http://www.education.com/reference/article/informal-methods-assessment/ http://www.readingrockets.org/oldmedia/assessments_overview.pdf