10 Day Comprehensive Lessons

Solo Lesson Plan (1)
Teacher: Christina Botello
Date: November 3, 2015
Class: A104
Level: K
Purpose: The purpose of teaching this lesson is for students to discover the
different sounds heard. Also, it is foreseen that students will be able to connect the
story Sounds Everywhere to their own lives. This lesson will also guide students to
writing complete sentences. Another purpose for this lesson is to get students
familiar with number pairs that have the sum of 9.
Objectives:
Students will be able to name different sounds.
Students will be able to identify different sounds they hear in their own
environments.
Students will be able to identify a complete sentence.
Students will be able to model and write addition sentences for number pairs
for sums of 9.
Common Core Standards:
L.K.5c Identify real-life connections between words and their use.
RL.K.2 With prompting and support, retell familiar stories, including key
details.
L.K.2a Capitalize the first word in a sentence and the pronoun I.
L.K.2b Recognize and name end punctuation.
CC.K.OA.3 Decompose numbers less than or equal to 10 into pairs in more
than one way, e.g., by using objects or drawings, and record each
decomposition by a drawing or equation (e.g., 5=2+3 and 5=4+1).
GLOs:
Self-directed Learner
Community Contributor
Complex Thinker
Quality Producer
Effective Communicator
Hawaii State Teacher Standards:
Standard #1: Learner Development

Standard #2: Learning Differences
Standard #3: Learning Environments
Standard #4: Content Knowledge
Standard #5: Application of Content
Standard #6: Assessment
Standard #7: Planning for Instruction
Standard #8: Instructional Strategies
Standard #9: Professional Learning and Ethical Practice
Standard #10: Leadership and Collaboration
Assessments:
LA Verbal Assessments: Students will be asked to name different sounds.
LA Written Assessments: Students will be given a prompt to draw sounds
that they hear in their neighborhood/city.
LA Exit pass: Students will be required to complete a sentence by filling in
the blanks (i.e. _e are in A104_) first blank is capital W, last blank is a
period.
Math Assessment: p.212 of student workbook. Students will come up with
their own number pairs that have a sum of 9 on their own.
Math Exit pass: Students will be required to show a number pair using their
hands that have a sum of 9 to the teacher.
LA Verbal
Assessment:
Sounds
MP
DP
Student is able to Student is able to
name one or
name one sound
more sounds
they hear.
they hear.
NY
Student cannot
name any sounds.
LA Written
Assessment:
Concept
connection
Student is able to
connect the
concept to their
own lives by
drawing sounds
Student cannot
connect the
concept to their
own life.
Student needs
assistance in
connecting the
concept to their
lives.
through drawings
LA Exit pass:
Completing a
sentence
Math Assessment:
Number pairs
Math Assessment:
Hand number
pairs
they hear in their

environment.
Student is able to
independently
complete the exit
pass correctly.
Student needs to
be reminded of at
least one of the
components in
completing a
sentence.
Student is able to Student needs
independently
some assistance in
complete p.212
how to complete
of their Go
p.212 of their Go
Math! student
Math! student
workbook.
workbook. One of
Students answer the students
is correct.
answers are
correct.
Student is able to Student is able to
show a number
show a number
pair with the
pair with the sum
sum of 9 on the of 9 on the second
first try.
try.
Materials/Set-Up:
Promethean board
MSL cards
Pencils
Blank composition books
Grammar books
Go Math! Student workbooks
Math counters
Procedures:
7:45-8:15 Bell work
8:15-8:20 Bathroom/hydrate
Student is unable
to complete the
sentence.
Student needs
one-on-one
assistance in
completing p.212
of their Go Math!
student workbook.
Student is able to
show a number
pair with the sum
of 9 with multiple
tries and/or
assistance.
8:20-8:40 Wonders Reading Program

a. Introduction:
Literature Big Book: Sounds Everywhere
8:40-9:15 Wonders Reading Program (continued)
b. Developmental
High frequency word: and
Shared Read: Nat and Tip
Blank composition books: Students are to connect the Literature Big
Book story, Sounds Everywhere, to their personal lives by drawing
sounds they hear in their environments.
9:15-9:25 Grammar booklets
c. Concluding
Grammar booklets: Students will follow as teacher models how to
complete a sentence.
Students will complete pages 22-24 in their grammar books
9:25-9:30 Bathroom/hydrate/Exit pass
As an exit pass, students are required to complete a given sentence.
9:30-9:45 Recess
10:30-11:00 Lunch
11:00-11:10 Return from lunch, bathroom/hydrate
11:10-11:55 Go Math! Math Program
a. Introduction
o Students will be given an example of a number pair with the sum of 9.
Students will model the number pair using given cubes.
b. Developmental
o Students will repeat the first example on the next page of their
workbook.
o Teacher will model another number pair with the sum of 9 using
counters.
o Teacher will call on multiple students to show different number pairs
with the sum of 9 using counters.
c. Concluding
o Students will complete page 212 of their math workbooks on their

own.
o After students show the teacher they have completed the assessment,
they will be excused to get ready for recess.
Exit pass: Students will be asked to show a number pair using their hands,
with the sum of 9.
12:00-12:10 Recess
Adaptations and Extensions:
-Wonders Reading Program: For students who struggle with the concept, further
one-on-one assistance will be given. For students who excel, they will be asked to
name sounds associated with a certain place.
-Go Math! Math Program: For students who struggle with the concept, further oneon-one assistance using math counters will be given. For students who excel, they
will be assigned to partner work. One partner will pick a number between 0-9
representing one component of a number pair with the sum of 9. The other partner
will be responsible for choosing a different number between 0-9 to complete the
number pair with the sum of 9.
Management Considerations: If the student(s) become disruptive, the teacher
will address the issue and give student(s) a warning. If the student(s) continue to be
disruptive, the teacher will move the student to the front of the classroom and
move their name down on the behavior chart. If the whole class begins to turn
away from the lesson, the teacher will use the Give me 5 strategy to regain
students attention.
Reflections: The students struggled with complete sentences. They had a difficult
time understanding that the first word of a complete sentence must begin with a
capital letter and also that the sentence ends with a period. A lot of modeling and
prompting were needed for students to get a grasp on it. Tomorrow I will need to
review complete sentences again. However, in math, the students were easily able
to add number pairs to make a sum of 9.

Class: A104
Level: K
Purpose: The purpose of teaching this lesson is for students to make connections
between texts that revolve around different sounds we hear in the community.
Secondly, this lesson will strengthen phonemic awareness by recognizing and
blending the /n/ sound. This lesson will also enhance student knowledge on the
different components of the /n/ sound: letter, keyword, and sound. This lesson will
also introduce the /n/ sound in the beginning of different words through sorting.
Students will also learn how to write a lowercase n. Another purpose of this lesson
is to introduce and familiarize students with number pairs that have a sum of 10.
Objectives:
Students will be able to make connections between texts.
Students will be able to blend the /n/ sound.
Students will be able to distinguish pictures that begin with the letter n.
Students will be able to name the different components of n.
Students will be able to write lowercase n correctly.
Students will be able to model and write addition sentences for number pairs
for sums of 10.
RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds in
three-phoneme words.
RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound
correspondences by producing the primary or many of the most frequent
sounds for each consonant.
L.K.2c Write a letter or letters for most consonant and short-vowel sounds.
CC.K.OA.3 Decompose numbers less than or equal to 10 into pairs in more

than one way, e.g., by using objects or drawings, and record each
decomposition by a drawing or equation (e.g., 5=2+3 and 5=4+1).
GLOs:
Complex Thinker
Quality Producer

Assessments:
LA Verbal Assessments: Students will be asked to distinguish pictures that
begin with n. Students will also be asked to blend words that have the /n/
sound.
LA Written Assessments: Students will be directed to identify two words
(other than the keyword), that begin with n. Students will be required to
write lowercase n repeatedly in their handwriting books, with proper finger
spacing and placement.
LA Exit pass: Students will identify the sound, letter, or the keyword of n to
the teacher.
Math Assessment: Students will be asked to complete p. 216 of their Go

Math! work books on their own. They need to create two addition sentences
that have a sum of 10.
Math Exit pass: Students will be required to bubble in the correct addition
sentence that matches the given cube train.
LA Verbal
Assessment:
Sorting and
Blending
LA Written
Assessment:
Handwriting
books
LA Exit pass:
Components of n
Math Assessment:
Go Math! p.216
MP
The student is
easily able to
distinguish
pictures that
begin with n.
The student can
blend words that
have the /n/
sound on their
own.
The student
writes legibly in
their handwriting
book. The
student uses
proper finger
spacing and
placement.
The student is
easily able to
state a
component of
the letter n:
letter, sound, and
keyword, on the
first attempt.
The student is
able to complete
an addition
sentence with a
sum of 10 on
their own,
DP
The student
somewhat
struggles with
distinguishing
pictures that begin
with n. The
student needs
assistance in
blending the /n/
sound.
The students
writing is
somewhat hard to
read. The student
uses some finger
space, and only
some letters are
placed properly.
The student is able
to state a
component of the
letter n: letter,
sound, and
keyword, on the
second attempt.
NY
The student
cannot distinguish
pictures that begin
with n and need
assistance to do
so. The student
needs assistance in
blending the /n/
sound.
The students
writing cannot be
read. The student
struggles with
finger space and
placement of
letters. Assistance
is needed.
The student is able
to state a
component of the
letter n: letter,
sound, and
keyword, on
multiple attempts
and guidance.
The student is able The student is
to complete and
unable to
addition sentence complete the
with a sum of 10
addition sentence
with minimum
on their own.
assistance. One
Assistance is
correctly.
Math Exit pass:

Completing an
addition sentence
The student gets

the answer
correct without
any assistance.
out of the two

problems are
incorrect.
The student needs
some assistance in
finding the correct
answer.
Materials/Set-Up:
Promethean board
MSL cards
Pencils
Scissors
Glue
Pencils, sharpies
Student handwriting booklets
Student Go Math! workbooks
Math counters
Crayons
Procedures:
7:45-8:15 Bell work
8:20-8:30 Morning calendar
a. Introduction:
Oral vocabulary
Interactive read aloud: The Turtle and the Flute
b. Developmental
Phoneme blending: words with n
Picture sort: sort words that begin with n
c. Concluding
needed in
completing the
assessment.
The student is
unable to find the
answer on their
own.
Nn activity
Exit pass: Components of n
9:30-9:45 Recess
9:45-10:00 Return from recess, bathroom/hydrate
Handwriting booklets: lowercase n
10:30-11:00 Lunch
11:00-11:10 Return from lunch, bathroom, hydrate
a. Introduction
o The teacher will use the Promethean board to model, while the
students use their crayons. Students will color the given number in the
cube train to match the addition sentence.
b. Developmental
o Students will repeat previous problem on the next page.
o Students will use counters to complete multiple addition sentences
with sums of 10. Each number pair must be different! No repetition!
o Students will be called to the board to show their work.
c. Concluding
o Students will create two number pairs on their own to complete the
addition sentence with a sum of 10.
o As a class, the student and teacher will complete a worksheet that
aligns with the lesson taught.
o Exit pass: Students will be required to bubble in the correct addition
sentence that matches the given cube train.
12:00-12:10 Recess
one-on-one assistance will be given. For students who exceed, will be required to
name or draw more things that begin with the letter n.
-Go Math! Math Program: For students who struggle with the concept, further oneon-one assistance using math counters will be given. For students who exceed,
they will be assigned to work with a partner. Each pair of partners will be given a
ten frame and counters. The partners must think of more number pairs that have a
sum of 10 and draw their findings.
students attention.
Reflections: The students were able to state the components of the letter n very
easily. The ELL students needed assistance with sorting and identifying the n
sound. All students enjoyed creating their nest, for the keyword for letter Nn. The
ELL teacher came in to help the ELL students with math. 70% of the students
(including ELL) had an easy time with adding number pairs to make 10. Three
students needed assistance.

Class: A104
Level: K
Purpose: The purpose of this lesson is to review the different sounds we hear in
our community. This lesson will also enhance word recognition, by students
categorizing sound words. Another purpose of this lesson is to review the high
frequency word of the week: and. Next, this lesson will also allow students to be
creative with creating a kazoo, and allow them to explore what kind of sound it
makes.
Objectives:
Students will be able to recognize sound words.
Students will be able to recognize the high frequency word: and.
Students will be able to create and customize an instrument that makes
sound: kazoo.
Students will be able to state what kind of sound their kazoo makes.
Students will be able to create number pairs with a sum of 10.
RI.K.7 With prompting and support, describe the relationship between illustrations
and the text in which they appear (e.g., what person, place, thing, or idea in the text
an illustration depicts).
RF.K.3c Read common high-frequency words by sight.
RF.K.4 Read emergent-reader texts with purpose and understanding.
SC.K.1.1 Use the senses to make observations.

SC.K.1.3 Collect data about living and non-living things.
GLOs:
Complex Thinker
Quality Producer

Assessments:
LA Verbal Assessments: Students will be asked to categorize sound words
on the Promethean board. As another assessment, students will be asked to
state the high frequency word of the week: and.
LA Exit pass: Students will circle the word that represents a sound.
Science Assessment: Students use proper sound words to describe their
observations.
Math Assessment: Chapter 5 test
LA Verbal
MP
The student is
easily able to
DP
NY
The student needs The student
some assistance in cannot categorize
Assessment:
Categorizing
sound & High
frequency word
LA Exit pass:
Sound word
recognition
Science
Assessment:
Sound word
usage
Math
Assessment:
Chapter 5 Test
categorize sound
words. The
student is easily
able to state the
high frequency
word: and.
The student circles
the correct word
that represents a
sound in one
attempt.
categorizing
sound words. The
student needs to
be reminded of the
high frequency
word: and.
The student
circles the correct
word that
represents a sound
on the second
attempt.
The student uses
The student does
proper sound
not use proper
words to describe sound words to
their observations. describe their
observations.
The student gets 8 The student gets
out of 8 questions 3-7 out of 8
correct.
questions correct.
Materials/Set-Up:
Promethean board
MSL cards
Pencils
Crayons
Kazoo materials
Kazoo observation worksheet
Go Math! Chapter 5 test
Procedures:
7:45-8:15 Bell work
sound words, and

also does not
know the high
frequency word:
and.
The student
cannot recognize
the sound word.
The student does

not know how to
use a sound word
for their
observations.
The student gets
0-2 out of 8
questions correct.
d. Introduction:
Literature Big Book: Sounds Are Everywhere
e. Developmental
Sound word categorization
High frequency word: and
Shared Read: Tim and Nan
8:55-9:25 Kazoo activity (start)
Students will follow as teacher models
Students will cover the end of their toilet paper or paper towel roll
with wax paper and a rubber band.
Teacher will poke holes in the side of the tube
Students will practice making kazoo sounds.
9:30-9:45 Recess
10:00-10:25 Kazoo activity (continued)
Students will design their kazoo using paint
f. Concluding
As the kazoo paint dries, students will log their observations down on
how the kazoo sounded when they blew into it. Students will also
draw their kazoo on their observation sheet.
10:25-10:30 Bathroom/hydrate/exit pass
Exit pass: Students will circle the word that represents a sound.
10:30-11:00 Lunch
11:10-11:55 Go Math! Chapter 5 test
12:00-12:10 Recess
one-on-one assistance and verbal cues will be given. For students who exceed, they
will name a sound that coincides with a certain place.
students attention.
Reflections: The students really enjoyed the kazoo activity. It was a great
extension of the Wonders Reading lesson. It surprised me that the students did not
become noisy or disruptive to other classes while doing this activity. Three
students received perfect scores on their math test. Fifteen students received
developing proficiency, and two students received below.
Class: A104
Level: K
Purpose: The purpose of this lesson is to show students a real life example of a
place in their community that someone may go to during the week. Another
purpose of this lesson is to tie in a story about the place we go to, and do an
activity to connect the story to their experiences.
Objectives:
Students will be able to connect a real life experience to a story.
RF.K.4 Read emergent-reader text with purpose and understanding.
GLOs:
Complex Thinker
Quality Producer

Assessments:
Verbal Assessments: During the read aloud of the short story, students will
be asked comprehension questions and to connect the story to their lives.
Comprehension
Questions
Connection
MP
The students is
easily able to
answer questions
about key details
in the text.
Student is also
able to make
inferences
throughout the
story.
The student is
able to connect
the concept to
their own life
with multiple
examples and
DP
The student is
somewhat able to
answer questions
about key details
in the text. Student
is somewhat able
to make inferences
throughout the
story.
NY
The student
cannot answer
questions about
key details in the
text. Student is
unable to make
inferences
throughout the
story.
The student is able

to connect the
concept to their
own life using one
example and little
detail.
The student is
unable to connect
the concept to
their own life.
detail.
Materials/Set-Up:
Promethean board
Pencils
Scissors
Glue
Story: Firefighters! Speeding! Spraying! Saving!
Procedures:
7:45-8:15 Bell work
8:20 Get ready to leave for field trip to Kapolei Fire Station
8:30-12:00 Field trip to Kapolei Fire Station
12:00-12:15 Bathroom/hydrate/have students get situated and focused
g. Introduction:
12:15-12:30 Language Arts: Firefighter read aloud Firefighters! Speeding!
Spraying! Saving! By Patricia Hubbell
h. Developmental
12:30-12:45 Discussion on story
Students will connect story read to their experience at the fire station.
i. Concluding
12:45-1:15 Firefighter art activity
Students will create their own firefighter using construction paper
On the back of the firefighter will be a prompt for students to write
their thoughts on how firefighters are important in our community.
Adaptations and Extensions: For students who struggle with the concept, further
one-on-one assistance will be given. For students who exceed, one-on-one
discussion on another important place in the community will be held between
student and teacher.

students attention.
Reflections: The students enjoyed themselves on their first field trip to the fire
station. It was a good experience for them to see an important place in our
neighborhood, and also to comprehend why firefighters are important workers in
our communities. This was a perfect tie into our Wonders Reading Program topic:
places we go to in our neighborhood. The students were well behaved and attentive
to the story when we returned. They also enjoyed making their own fireman, as I
made it alongside them as well.

Class: A104
Level: K
Purpose: The purpose of teaching this lesson is for students to strengthen their
phonemic awareness by recognizing the /c/ sound and to write lowercase c.
Students will also sight the word go. The purpose for the short story readings are
to enhance student comprehension and their ability to retell/connect to their own
lives. For math, the purpose of this lesson is to provide students and have them
practice using another strategy, the act it out strategy, to solve subtraction
problems.
Objectives:
Students will be able to write lowercase c.
Students will be able to sight the high-frequency word go.
Students will be able to answer comprehension questions.
Students will be able to connect the story to their own lives.
Students will be able to solve subtraction problems using the act it out
strategy.

RL.K.1 With prompting and support, ask and answer questions about key details
in a text.
RL.K.3 identify characters, settings, and major events in a story.
RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences
by producing the primary or many of the most frequent sounds for each consonant.
RF.K.4 Read emergent-reader text with purpose and understanding.
CC.K.OA.1 Represent addition and subtraction with objects, fingers, mental
images, drawings, sounds (e.g., claps), acting out situations, verbal explanations,
expressions, or equations.
GLOs:
Complex Thinker
Quality Producer

Assessments:
LA Verbal Assessments: Students will be asked to identify the sight word.

During the read aloud of the short story, students will be asked
comprehension questions and to connect the story to their lives.
LA Written Assessment: Students will be required to write lowercase c
multiple times in their handwriting booklet.
LA Exit pass: Students will identify the sound, letter, or the keyword of the
letter c to the teacher.
Math Assessment: Students will complete #1 on p. 236 of their Go Math!
workbooks as a class. Students will complete #2 on the same page in a small
group. Students will be required to share their thinking with the class.
LA Verbal
Assessment:
Comprehension
Questions
LA Verbal
Assessment:
Connection
LA Written
Assessment:
Handwriting
lowercase c
Exit Pass: Letter

Cc
MP
The students is
easily able to
answer questions
about key details
in the text.
Student is also
able to make
inferences
throughout the
story.
The student is
able to connect
the concept to
their own life
with multiple
examples and
detail.
The student uses
proper finger
space and
placement when
writing
lowercase c.
The student is
able to state the
components of
DP
The student is
somewhat able to
answer questions
about key details
in the text. Student
is somewhat able
to make inferences
throughout the
story.
NY
The student
cannot answer
questions about
key details in the
text. Student is
unable to make
inferences
throughout the
story.
The student is able

to connect the
concept to their
own life using one
example and little
detail.
The student is
unable to connect
the concept to
their own life.
The student makes

little mistakes
with finger
spacing and
placement when
writing lowercase
c.
The student
somewhat
struggles with
The student needs

assistance in
writing lowercase
c. Does not use
finger space or
proper placement.
The student
cannot state the
components of the
Math Assessment:
Go Math! p.236
letter Cc without
hesitation:
sound, letter, and
keyword.
The student
works well with
group and
completes work
correctly. The
student also
contributes many
ideas to their
group.
stating the
letter Cc.
components of the
letter Cc.
The student works
well with group,
but makes a
mistake in their
work. The student
somewhat
contributes their
ideas to the group.
The student does

not work well
with their group
and answers
incorrectly. The
student does not
contribute their
ideas to the group.
Materials/Set-Up:
Promethean board
MSL cards
Pencils, sharpies
Construction paper
Scissors
Glue
Handwriting booklet
Go Math! Math workbooks
Procedures:
7:45-815 Bell work
j. Introduction:
Cc song and dance
k. Developmental
Reread Literature Big Book: Please Take Me for a Walk
(comprehension questions will be asked throughout the story)
Turn and talk tell a partner about your favorite place to go during
the week
Shared Read (sight word): We Go to See Nan
9:00-9:25 Cc Art Activity
Students will be given materials to complete activity
Students will design the letter c as the keyword cat
Students will write: Cc is for cat on their papers
Exit pass: Students will state one of the components of the letter c to
the teacher (letter, keyword, sound).
9:30-9:45 Recess
10:00-10:25 Handwriting booklet lowercase c
l. Concluding
Students will name three things, one of them being the keyword, that
begin with the letter c.
Students will practice writing lowercase c.
10:30-11:00 Lunch
a. Introduction
Teacher will explain the subtraction problem given.
Students will trace the subtraction sentence.
b. Developmental
Teacher will model for students how to complete a subtraction
sentence.
Students will complete subtraction sentences as a class.
c. Concluding
Students will complete the first problem on p.236 of their Go Math!
workbooks as a class.
Students will then be grouped in 3s to complete the second problem
on their own.
Groups will take turns presenting to the class.
one-on-one assistance will be given. For students who exceed, students will be
required to name more things that begin with the letter c.
-Go Math! Math Program: For students who struggle with the concept, further oneon-one assistance using unifix cubes will be given. For students who exceed,
students will be required to write and verbally explain their own subtraction
sentence using pictures and numbers.
students attention.
Reflections: Again, the students did well in the phonics lesson for the letter Cc.
Their art projects of the keyword of the week was very creative! The handwriting
booklets are part of our weekly routine, so students had an easy time completing
the task. For math, the students needed prompting in completing the lesson on
subtraction. This is something that will require practice from them.

Class: A104
Level: K
Purpose: The purpose of teaching this lesson is to develop students oral

vocabulary. Another purpose for teaching this lesson is to enhance students ability
to connect text to their own experiences. Also, this lesson will guide students to
blending words with the /c/ sound and distinguish pictures that begin with the letter
c. The language arts lesson will also show students the importance of community,
working together, and creativity. For math, this lesson will develop students use of
using objects and/or drawings to solve subtraction word problems within 5.
Objectives:
Students will be able to connect text to their own experiences.
Students will be able to blend words with the /c/ sound.

Students will be able to distinguish pictures that begin with c.
Students will be able to work together in building a classroom community
out of Legos.
Students will be able to use objects and/or drawings to solve subtraction
word problems within 5.
RI.K.10 Actively engage in group reading activities with purpose and
understanding.
RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds in three
phoneme words.
SS.K.5.2 Demonstrate ways to improve the quality of life in own school or
community.
CC.K.OA.5 Fluently add and subtract within 5.
GLOs:
Complex Thinker
Quality Producer


Assessments:
LA Verbal Assessments: Students will connect their personal experiences
with the text Field Trips. Students will blend words with the /c/ sound and
distinguish pictures that begin with c.
LA/SS Written Assessment: Students will work with partners to create a part
of a whole class community using Legos. Students will draw their creations.
Math Assessment: Students will complete the mid-chapter checkpoint in
their Go Math! workbooks on their own.
LA Verbal
Assessment:
Connection
LA Verbal
Assessment:
Blending and
Sorting
LA/SS Written
Assessment: Lego
community &
drawing
MP
The student is
able to connect
the concept to
their own life
with multiple
examples and
detail.
The student is
able to blend
words with the
/c/ sound easily.
The student sorts
pictures that
begin with c
correctly on the
first attempt.
The student
works well with
their partner in
building a part of
the community.
The student
legibly draws
and writes their
thinking.
DP
The student is able
to connect the
concept to their
own life using one
example and little
detail.
NY
The student is
unable to connect
the concept to
their own life.
The student needs

some guidance in
blending words
with the /c/ sound.
The student sorts
pictures that begin
with c correctly,
on the second
attempt.
The student
somewhat works
well and
contributes with
their partner in
building a part of
the community.
The students
drawings and
writings need
some
The student needs

guidance in
blending words
with the /c/ sound.
The student needs
assistance in
sorting pictures
that begin with c.
The student does
not work well
with their partner
in building a part
of the community.
The students
drawings and
writings are
illegible.
Math Assessment:
Mid-Chapter
checkpoint
The student is
able to
independently
complete p.240
correctly.
improvement.
The student is able
to independently
complete p.240.
However, student
gets one answer
incorrect.
The student needs

assistance in
completing p.240
because they
cannot complete it
on their own.
Materials/Set-Up:
Promethean board
Legos
Blank composition books
Go Math! Math workbook
Pencils
Crayons
Unifix cubes
Procedures:
7:45-8:15 Bell work
m. Introduction:
Oral vocabulary
Interactive read aloud: Field Trips
n. Developmental
Phoneme blending
Picture sort
9:00-9:25 Partner building activity
Partner building with Legos: Each partner is responsible for building
one aspect that is included in a community. At the end, partners will
put their parts together to make one big community.
o. Concluding
Students will draw their building and write a sentence about it.
9:30-9:45 Recess
10:00-10:25 Lexia
10:30-11:00 Lunch
a. Introduction
Students will be given unifix cubes to use during the lesson.
Teacher will model 5-2=3 (p.237) using the cubes and separated by
color.
b. Developmental
Students will use unifix cubes to solve the next two subtraction
problems as a class.
Students will try the following two problems on their own. Teacher
will call up students to display their thought process.
c. Concluding
Students will complete p.240 independently, using the unifix cubes.
Teacher will model first problem to the students.
This is a mid-chapter checkpoint, therefore the teacher will give
minimum assistance unless needed.
one-on-one assistance will be given. Flash cards with words that begin with c will
be used. For students who exceed, they will be given flashcards with pictures and
asked to name the ending sound of that picture.
-Go Math! Math Program: For students who struggle with the concept, further oneon-one assistance will be given using the unifix cubes. For students who exceed,
they will be grouped in partners. Each partner will get a bag with 5 cubes in it. One
bag is full of yellow cubes, and the other is full of blue cubes. One partner takes
out a certain amount of cubes, while the other takes out the amount that will make
5 in their bag. The students then have to come up with a subtraction sentence using
their findings.

students attention.
Reflections: For the Wonders portion, the students really had a good time with
building their class neighborhood. Grouping students into pairs and then coming
together as a whole class to put their ideas together enhances student interaction
and creates a positive learning environment. The students were really creative with
their building. I allowed students to have free play with the Legos for one minute
before proceeding with the task. The ELL students and my RTI (Response to
Intervention) students struggled with creating their own sentences. I assisted these
students. The noise level did get a little too high at one point, but the students only
needed one warning. The students are slowly grasping the concept and getting
better at subtraction. Four students could complete the Go Math! assignments
individually at 100%.

Class: A104
Level: K
Purpose: The purpose of teaching this lesson is to familiarize the students with the
relationship between illustrations of a book and the text of a book. This lesson will
also help students recognize the high frequency word: go. The social studies aspect
of this lesson will be having the students create a personalized place that could be a
part of a community (i.e. a house, gym, grocery store, etc.). This will teach
students the importance of these places and why we need them in our communities.
The math portion of this lesson will enhance student understanding of solving
subtraction word problems and completing equations.
Objectives:
Students will be able to describe the relationship between the illustrations
and text of a book.
Students will be able to site the high frequency word: go.
Students will be able to understand and explain the importance of certain
places in our community.
Students will be able to solve subtraction word problems and complete the
equation.
RI.K.7 With prompting and support, describe the relationship between illustrations
and the text in which they appear (what the illustration depicts).
SS.K.5.2 Demonstrate ways to improve the quality of life in own school or
community.
CC.K.OA.5 Fluently add and subtract within 5.
GLOs:
Complex Thinker
Quality Producer


Assessments:
LA Verbal Assessment: Students will be asked to relate the illustrations to
the text of the story. Students will also be asked to name the setting in the
story.
LA/SS Exit pass: The teacher will name a certain place in the community.
The students will explain why that place is important in the community.
Math Assessment: Students will complete p.244 with a partner. Some
examples will be shared.
Math Exit pass: The teacher will tell the student to hold up a certain number
between 1 and 5 using their hands. The teacher will tell the student to take
away a different number between 1 and 5. The student will tell the teacher
the answer using their fingers.
MP
The student is
easily able to
recognize the
LA Verbal
relationship
Assessment:
between the
Illustration to text illustrations and
connection and
the text. The
naming the setting student also
names every
setting in the
story correctly.
The student
explains
LA/SS Exit pass: thoroughly why
Community
the given place
in a community
is important.
The student
works well with
their partner in
completing the
Math Assessment: task. The student
DP
The student needs
little assistance in
recognizing the
relationship
between the
illustrations and
the text. The
student names one
setting incorrectly.
NY
The student needs
assistance in
recognizing the
relationship
between the
illustrations and
the text. The
student cannot
name the settings
in the story.
The student needs

little guidance in
explaining why
the given place in
a community is
important.
The student works
somewhat well
with their partner
in completing the
task. The student
The student does

not know why the
given place in a
community is
important.
The student does
not work well
with their partner.
The student
cannot create or
Go Math! p.244
Math Exit pass:

Hand subtraction
solves their
created word
problem
correctly.
The student gets
the answer
correct on the
first attempt.
needs little
guidance in
creating a word
problem and
solving it
correctly.
The student gets
the answer correct
on the second
attempt.
solve a word
problem on their
own.
The student gets

the answer correct
after multiple
attempts.
Materials/Set-Up:
Promethean board
MSL cards
Pencils
Scissors
Glue
Procedures:
7:45-8:15 Bell work
a. Introduction
Literature Big Book read aloud: A Neighborhood
Shared Read (high frequency word): Can We Go?
8:55-9:25 Neighborhood activity
b. Developmental
The teacher and students will create a circle map on different places in
the community.
The students will then choose a place to create and personalize using
different art supplies.
9:30-9:45 Recess
10:00-10:15 Neighborhood activity (continued)
c. Concluding
Students will finish creating their place in a community.
10:15-10:25 Exit pass
Students will be called individually by the teacher.
Students will be asked to describe their place they created, and their
importance in the community.
The teacher will then name a different place and ask students to
explain the importance of the given place in the community.
10:30-11:00 Lunch
a. Introduction
Teacher will model the first problem with the class on the Promethean
board.
Students will trace the subtraction sentence.
b. Developmental
Students will complete the next three problems as a class.
Students will then complete the last three problems individually. The
teacher will call students to show the class their thought process.
c. Concluding
Students will solve the first problem on p.244 as a class.
Then, students will create their own subtraction word problem with a
partner. Students will be asked to show their thought processes.
Students will be asked to hold up a number between 1 and 5 using
their fingers.
The teacher will ask the students to take away a number between 1
and 5.
Students must show the correct answer using their hands.
one-on-one assistance with illustration to text connection will be given. For
students who exceed, students will be challenged to read a different story and name
the setting of that story.
students will be challenged to name all the possible ways to subtract from 5 using
counters.
students attention.
Reflections: The neighborhood art activity was successful for the high-level
students, however, the mid/low-level students had misconceptions. For example,
some students explained their post-office as a place where you can buy mail. I
had to correct a few students and tell them that it is a place we go to send or pick
up mail. One of my ELL students was off task during the entire activity. He was
cutting off his crayon wrappers with his scissors. He did not complete the activity,
so I had him stay in for recess to do so. For math, 17 out of 20 students could
complete the assignment on their own. I was really proud of the students during the
exit pass because only 3 students struggled with the assessment.

Class: A104
Level: K
Purpose: The purpose of this lesson is to introduce the concept of the types of
tools community workers use to get their job done. Also, this lesson strengthens
students phonemic awareness and recognition of the /o/ sound. This lesson will
also improve students handwriting in writing uppercase O. Another purpose this

lesson has is to introduce students to solving word problems using addition and
subtraction, and getting them comfortable with using this strategy.
Objectives:
Students will be able to identify different tools community workers use to
get their jobs done.
Students will be able to dictate words that have the /o/ sound.
Students will be able to write uppercase O correctly, using proper finger
spacing and placement.
Students will be able to solve word problems using addition and subtraction.
SL.K.2 Confirm understanding of a text read aloud or information presented orally
or through other media by asking and answering questions about key details and
requesting clarification if something is not understood.
RI.K.10 Actively engage in group reading activities with purpose and
understanding.
RF.K.3b Associate the long and short sounds with common spellings for the five
major vowels.
L.K.2c Write a letter or letters for most consonant and short-vowel sounds.
CC.K.OA.2 Solve addition and subtraction word problems, and add and subtract
within 10, e.g., by using objects or drawings to represent the problem.
GLOs:
Complex Thinker
Quality Producer


Assessments:
LA Verbal Assessment: Students will be asked to define the word tool.
Students will then be asked to name the tools that are relevant to a particular
job of a community worker.
LA Written Assessment: Students will write capital O, using proper finger
spacing and placement in their handwriting booklets.
LA Exit pass: Students will name the sound, letter, or keyword of the letter
O.
Math Assessment: Students will work in partners to complete an assessment
worksheet that requires them to write related subtraction problems to a given
problem. Students will be given colored counters to complete the worksheet.
LA Verbal
Assessment: Tools
for Community
Workers
LA Written
Assessment:
Handwriting O
MP
The student is
able to define
what a tool is.
The students
statement of a
tool used in the
job of a worker
is correct. The
student gives
multiple
examples.
The student
independently
completes the
task. The student
uses correct
finger spacing
DP
The student is able
to define what a
tool is. The
students
statement of a tool
used in the job of
a worker is
correct, however
only gives one
example.
NY
The student
cannot define
what a tool is. The
students
statement of a tool
used in the job of
a worker is
incorrect.
The student
independently
completes the
task. The student
makes a few
mistakes in finger
The student needs

assistance in
completing the
task. The student
does not
understand finger
and placement
for capital O.
The student is
easily able to
state one of the
LA Exit pass:
components
Components of /O/ of /o/ - letter,
keyword, or
sound, correctly
on the first
attempt.
The student
works diligently
with their
Math Assessment: partner. The
Partner worksheet students
subtraction
sentences are
correct.
spacing and
placement for
capital O.
The student states
one of the
components of /o/
- letter, keyword,
or sound, correctly
on the second
attempt.
spacing and
placement for
capital O.
The student
cannot state any of
the components of
/o/ - letter,
keyword, or
sound, correctly.
The student works

somewhat
diligently with
their partner. The
students
subtraction
sentences are
incorrect.
The student does

not work
diligently with
their partner. The
student is unable
to create a
subtraction
sentence.
Materials/Set-Up:
Promethean board
MSL cards
Pencils
Handwriting booklets
Scissors
Glue
Math worksheet subtraction sentences
Math counters
Procedures:
7:45-8:15 Bell work
p. Introduction
Unit opener: On the Job! discussion

Oral vocabulary
q. Developmental
Literature Big Book: Whose Shoes?
Oo song and dance
Skywrite: capital O.
Introduce the components of O: letter, sound, and keyword
9:05-9:25 Handwriting
Name 3 words that begin with O.
Draw pictures to match.
Write capital O multiple times using proper finger space and
placement.
Exit pass: name the keyword, sound, letter O.
9:30-9:45 Recess
10:00-10:25 Oo activity
r. Concluding
Students will create a paper ox, to represent the keyword.
Students will write Oo is for ox on their papers.
10:30-11:00 Lunch
d. Introduction
Teacher will model the first problem with the class on the Promethean
board.
Students trace the numbers to get familiar with writing an addition
and subtraction sentence.
e. Developmental
Students will complete the next two problems as a class.
Students will then complete the last two problems individually. The
teacher will call students to show the class their thought process.
Students will complete p.252 of their texts with the teacher to ensure
the understanding of addition and subtraction sentences.
f. Concluding
The students will be put into partners and given counters.
The partners will work together to complete a math worksheet that
requires them to complete the subtraction sentences of a given
addition sentence.
12:00-12:10 Recess
one-on-one assistance will be given. For students who exceed, they will be
challenged to name something that has the middle sound as /o/.
students will be challenged to create their own addition problem to make their own
subtraction sentences.
students attention.
Reflections: The students were engaged during the Wonders lesson, however, I
feel it was too easy of a lesson for them because they knew exactly what tools
different workers used. If I ever teach this lesson again, I think I need to make it
more challenging. The students handwriting skills are improving tremendously.
Im so proud of them. For math, I tried to pair my high level students with my
low/mid. I came to find that most of the high leveled students did it by themselves
and their partners just copied. I think next time I will try keep all the levels
together, and work in a small group with my low leveled students for
differentiation.

Class: A104
Level: K
Purpose: The purpose of teaching this lesson is to introduce a different type of

genre of literature called a fable. Also, this lesson will reinforce the /o/ sound by
having students distinguish pictures that have the /o/ sound. The language arts
lesson will also introduce students to a new high frequency word, you, and help
guide them to using this in a sentence. This lesson will also show students how to
connect text to real-life situations. Finally, the language arts lesson will enhance
student understanding of adjectives. For math, this lesson will introduce the
concept of bundling ones into tens. The main focus is for students to know that 10
ones equal 1 ten.
Objectives:
Students will be able to determine what a fable is.
Students will be able to distinguish pictures that have the /o/ sound.
Students will be able to site the high frequency word: you in a sentence.
Students will be able to connect text to real-life situations.
Students will be able to bundle 10 ones into 1 ten.
Students will be able to use objects to show 11 and 12 through bundling.
RL.K.1 With prompting and support, ask and answer questions about key details
in a text.
RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds in threephoneme words.
CC.K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and
some further ones, e.g., by using objects or drawings, and record each composition
or decomposition by a drawing or equation (e.g., 18 = 10+8); understand that these
numbers are composed of ten ones and one, two, three, four, five, six, seven, eight,
or nine ones.
GLOs:
Complex Thinker
Quality Producer

Assessments:
LA Verbal Assessment: Students will be asked to dictate the /o/ sound in
different words. Students will be asked to sight the high frequency word:
you.
LA Written Assessment: Students will complete a worksheet on adjectives.
The students will be required to draw a picture of what they aspire to be
when they grow up.
LA Exit pass: Students will say a sentence that includes an adjective.
Math Assessment: Students will complete problem 3 on p.264 of their math
workbooks on their own.
LA Verbal
Assessment:
Dictation & High
frequency word
LA Written
Assessment #1:
Grammar
MP
The student is
able to dictate
the /o/ sound.
The student is
able to spell and
sight the high
frequency word:
you.
DP
The student
somewhat
struggles to dictate
the /o/ sound. The
student is able to
sight the high
frequency word:
you, but cannot
spell it.
The student is
The student is not
able to identify
able to identify an
an adjective. The adjective. The
student gets 5
student gets 3-4
NY
The student is
unable to dictate
the /o/ sound and
needs assistance.
The student does
not know the high
frequency word:
you, or how to
spell it.
The student is not
able to identify an
adjective. The
student gets 0-2
LA Written
Assessment #2:
When I Grow
Up
LA Exit pass:
Adjectives
Math Assessment:
Go Math! p.264
out of 5 on the
assessment
worksheet.
The students
drawings and
coloring are
neat. The student
is able to write
most of their
sentence on their
own.
out of 5 on the
assessment
worksheet.
The students
drawings and
coloring are
somewhat
illegible. The
student needs
assistance in
writing most of
their sentence.
The student is
The student is able
easily able to
to create a
create a sentence sentence including
including an
an adjective on the
adjective on the second attempt.
first attempt.
The student is
The student needs
able to complete little assistance in
the task
completing the
independently.
task. The students
The students
answer is partially
answer is correct correct, but their
and explains
explanation is not
their answer
thorough.
thoroughly
through
drawings.
Materials/Set-Up:
Promethean board
MSL cards
Pencils
Grammar worksheet
When I Grow Up template
Crayons
Unifix cubes
out of 5 on the
assessment
worksheet.
The students
drawings and
coloring are
illegible. The
student cannot
write any part of
their sentence.
The student needs
assistance in
creating a
sentence including
an adjective.
The student needs
assistance in
completing the
task. The students
initial answer is
incorrect and
cannot explain
their answer.
Procedures:
7:45-8:15 Bell work
s. Introduction
Oral vocabulary
Interactive Read Aloud: Little Juan and the Cooking Pot
t. Developmental
Picture sort - /o/ sound
Literature Big Book: Workers and Their Tools
High frequency word work: you
9:00-9:15 Grammar Adjective worksheet
Students will be guided to use a word box to define an adjective.
Students will then write an adjective from another word box to
complete the sentence.
9:15-9:25 Exit pass
Students will be called one by one and asked to create a sentence
including an adjective.
9:30-9:45 Recess
10:00-10:25 When I Grow Up activity
u. Concluding
Students will be given a template to complete the task.
Students will draw what they aspire to be when they become adults,
followed by a pre-written sentence (ex. When I grow up will be in
dotted letters for students to trace) that students must complete.
10:30-11:00 Lunch
g. Introduction
Students will be given unifix cubes to work with for this chapter.
h. Developmental
Students will complete the chapter as a class, except for the very last
problem on p.264 (assessment)
This is a new concept for many of the students, therefore the teacher
will do a lot of modeling for them in this chapter.
i. Concluding
Students will solve the first two problems on p.264 as a class.
Students will individually solve problem 3 on the same page as an
assessment.
12:00-12:10 Recess
-Wonders Reading Program: For students who struggle with the concept of
adjectives, further one-on-one assistance will be given using flashcards. For
students that struggle with the concept of community workers, further one-on-one
discussion will be given. For students who exceed in both areas, they will be
challenged to state a sentence including both an adjective and community worker.
-Go Math! Math Program: For students who struggle with the concept, further oneon-one assistance using the unifix cubes will be given. For students who exceed,
students will be challenged to try and make an addition sentence for 13 using the
unifix cubes.
students attention.
Reflections: The students were able to independently complete their narrative
writing after completing a circle map of occupations as a class. They were really
excited to tell me about their aspirations through their writing and drawings. I was
really astonished at how much their writing has improved. Besides my ELL
students who needed help the entire time, along with my RTI students, the rest of
the class had legible handwriting and drawings.

Class: A104
Level: K
Purpose: The purpose of teaching this lesson is to let students work individually
on reviews of what they had learned so far through centers. Another thing students
will gain from this language arts lesson is knowledge on the history of
Thanksgiving. This is an important historical event that students need to
understand. For math, this lesson will reinforce bundling, as well as enhance
students understanding of counting and writing 10 and 11 with words and
numbers.
Objectives:
Students will be able to work individually to complete each task.
Students will be able to retell the history of Thanksgiving.
Students will be able to count and write 11 and 12 with words and numbers.
K.RI.1 With prompting and support, ask and answer questions about key details in
a text.
K.RI.2 With prompting and support, identify the main topic and retell key details
of a text.
K.RL.3 With prompting and support, identify characters, settings, and major
events in a story.
SS.K.3.1 Describe historically significant events and observances in American
history.
CC.K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a
written numeral 0-20 (with 0 representing a count of no objects).
GLOs:
Complex Thinker
Quality Producer


Assessments:
LA Verbal Assessment: Students will be asked comprehension questions as
the text is read.
LA/SS Assessment: Students will use a prompt to write about what they
have learned from the Thanksgiving story.
LA Exit pass: Students will draw a picture of one thing they are thankful for.
Math Assessment: Students will complete p. 268 individually as part of their
assessment.
LA Verbal
Assessment:
Comprehension
LA/SS
Assessment:
Thanksgiving
MP
The student
actively
participates in
the group
discussion and
shows clear
understanding of
the text.
The students
drawing,
coloring, and
writing are
legible. The
student follows
the prompt
correctly and is
able to explain
their thinking.
The students
DP
The student
somewhat
participates in the
group discussion.
However, the
students
understanding of
the text seems to
still be unclear.
The students
drawing, coloring,
and writing are
somewhat legible.
The student
follows the
prompt correctly,
however does not
explain their
thinking.
The students
NY
The student does
not participate in
the group
discussion and
does not show
they understand
the text.
The students
drawing, coloring,
and writing are
illegible. The
student does not
follow the prompt,
nor can the
student explain
their thinking.
The students
LA Exit pass:
One thing I am
thankful for is
Math Assessment:
Go Math! p.268
drawings and
coloring are
neat. The student
explains drawing
thoroughly.
drawings and
coloring are neat.
The student
struggles to
explain their
drawing.
The student is
The student needs
able to complete little assistance in
the task
completing the
independently.
task. The students
The students
answer is partially
answer is correct correct, but their
and explains
explanation is not
their answer
thorough.
thoroughly
through
drawings.
drawings and
coloring are
illegible. The
student cannot
explain their
drawing.
The student needs
assistance in
completing the
task. The students
initial answer is
incorrect and
cannot explain
their answer.
Materials/Set-Up:
Promethean board
Pencils
Crayons
Centers: Leveled books, Ipads, learning center games, Wonders Unit 4 Week
1 review worksheet
Go Math! math workbooks
Unifix cubes
Thanksgiving story: Thanksgiving Long Ago
Thanksgiving template: In this story, I learned
Procedures:
7:45-8:15 Bell work
8:30-9:25 Centers
a. Introduction
Students will break into their small groups.
The teacher will explain each center.
b. Developmental
3 rotations will be done:

- Station 1: Read with the teacher students will read leveled
books with their teacher and will use various comprehension
strategies while reading.
- Station 2: LexiaCore5 this center is done on the Ipads. Students
use this program for one-on-one teaching specifically for their
needs in language arts.
- Station 3: Learning center game Rhyming sounds
- Station 4: Learning center game Creating sentences
- Station 5: Unit 4 Week 1 Review worksheet
9:30-9:45 Recess
10:00-10:25 Centers
c. Concluding
Students will go through their last 2 rotations.
10:30-11:00 Lunch
d. Introduction
Students will be given unifix cubes to work with for this chapter.
e. Developmental
Students will complete the chapter as a class, except for the very last
problem on p.268 (assessment)
This is a new concept for many of the students, therefore the teacher
will do a lot of modeling for them in this chapter.
f. Concluding
Students will individually solve p.268 for their assessment.
12:00-12:10 Recess
12:20-1:30 Thanksgiving lesson
a. Introduction
Teacher will read aloud a story on the history of Thanksgiving:

Thanksgiving Long Ago
Students will use comprehension strategies throughout the story.
b. Developmental
After the story, students will be given a prompt to follow for their
assessment task.
Students will draw a picture of something they learned from the story,
followed by a pre-written sentence (ex. In this story, I learned will
be in dotted letters for students to trace).
c. Concluding
Students will create an Indian headband in honor of Thanksgiving.
1:30-1:40 One thing I am thankful for is
When finished, students will complete an exit pass before being able
to do Zumba.
Exit pass: One thing I am thankful for is students are to draw
something they are thankful for.
1:40-1:55 Zumba
1:55-2:00 Pack up, prepare to go home
2:00 Schools out
-Wonders Reading Program: For students who struggle with comprehension,
further one-on-one assistance will be given using visual cues.
-Go Math! Math Program: For students who struggle with the concept, further oneon-one assistance using the unifix cubes will be given. For students who exceed,
students will be challenged to try and make an addition sentence for 20.
students attention.
Reflections: The students worked efficiently during center time and completed
each task. My low students who struggle with comprehension, really improved
from when they first came. It helps for me to keep a log of the students progress
when I do small group reading with them. For math, I still needed to assist majority
of the students. The students were very interested in learning about the meaning of
Thanksgiving. For all of them, this was something they had no background
knowledge on. Im surprised at how quickly some of the students understood the
lesson. They were able to tell me about the Pilgrims and Indians. They also put
deep thoughts into their writing about what they are thankful for. Personally, I feel
it is so important for young students to understand the meaning of the holidays.
When I asked the students what they think Thanksgiving was about, they said
eating turkey and left it at that. Theres so much more meaning to special days
like Thanksgiving, which makes it essential for me as a teacher to enlighten them
about the subject. We had a nice class discussion about why we need to be
thankful. I talked to the students about different children in other countries,
sometimes in America too, struggle to get food, water, clothes, and a home. The
students were in such awe during the discussion because majority of them didnt
know about it. I think I was able to reach through to them on how fortunate they
are that they are not those children. Thats what helped them to write their thankful
writing piece.

10 Day Comprehensive Lessons

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Solo Lesson Plan (1)

Teacher: Christina Botello

Date: November 3, 2015

Hawaii State Teacher Standards:

Standard #1: Learner Development

they hear in their

8:20-8:40 Wonders Reading Program

o Students will complete page 212 of their math workbooks on their

Solo Lesson Plan (2)

Date: November 4, 2015

CC.K.OA.3 Decompose numbers less than or equal to 10 into pairs in more

Hawaii State Teacher Standards:

Standard #1: Learner Development

Math Assessment: Students will be asked to complete p. 216 of their Go

Math Exit pass:

The student gets

out of the two

Solo Lesson Plan (3)

Date: November 5, 2015

SC.K.1.1 Use the senses to make observations.

Hawaii State Teacher Standards:

Standard #1: Learner Development

sound words, and

The student does

Date: November 12, 2015

Standard #1: Learner Development

The student is able

Management Considerations: If the student(s) become disruptive, the teacher

Solo Lesson Plan (5)

Date: November 13, 2015

Common Core Standards:

Hawaii State Teacher Standards:

Standard #1: Learner Development

LA Verbal Assessments: Students will be asked to identify the sight word.

Exit Pass: Letter

The student is able

The student makes

The student needs

The student does

Solo Lesson Plan (6)

Date: November 16, 2015

Purpose: The purpose of teaching this lesson is to develop students oral

Students will be able to blend words with the /c/ sound.

Hawaii State Teacher Standards:

Standard #1: Learner Development

Standard #10: Leadership and Collaboration

The student needs

The student needs

The student needs

Management Considerations: If the student(s) become disruptive, the teacher

Solo Lesson Plan (7)

Date: November 17, 2015

Hawaii State Teacher Standards:

Standard #1: Learner Development

Standard #9: Professional Learning and Ethical Practice

The student needs

The student does

Math Exit pass:

The student gets

Solo Lesson Plan (8)

Date: November 19, 2015

also improve students handwriting in writing uppercase O. Another purpose this