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Why was this made?

We understand that you've just come out of Institute and will take time to settle into your role as the teacher of so many k
we learned how to plan and execute excellent lesson plans. But your day is made of many lessons and your students will n
most effective way if they learn on a day to day basis. You as a teacher and they as students both need a big picture goal o
time. And from that you need to backwards plan so that every day your students are learning purposefully, using knowled
before to aid their understanding for the future.
You will
be given training and support in how to plan for longer duration, but in the meanwhile you need to make the best
What
is this?
This is a Unit Plan that will help you in your first few weeks of teaching. As you learn the ropes of lesson planning and daily
plan will guide you and give you direction on how to proceed.
Who can use it?
This Unit Plan can be used by Fellows who have students at Pre-emergent to Emergent level.

How to use it?

1. Read the Vision and Goals. This will tell you what your students will be able to do at the end of this Unit. It will describe
and skills they would acquire and how they would use that understanding. It will show what goals they need to meet to be
vision set.
2. Have a look at the Unit Assessment. It will show you what students need to be able to do show mastery and evidence of
the unit.
3. Think if this is ambitious and feasible for your students in your class. Think of what you'd like to change. Think about you
school management, co-teacher dynamics, your teaching style and think critically about the feasibility of your students ma
assessent. Based on this, make changes to the assessment.
4. Next, have a look at the sequence of standards. This is drawn from Unit Assessment and the skills one requires to maste
This sheet will help you better understand the skills your students require so that you can think of the best way to teach th
students. It gives a sequence so that you understand what skills your students need to learn before they can master a new
5. Have a look at the calendar- this show a break up of different objectives under different content areas spread across the
week must have a holistic balance where students learn and practice different skills in many ways from different content a
your school timings, you can adjust the calendar to best suit you.
6. As and when you are going through the Standards and Calendar, you'll come across some resources. These resources are
Resource Links.

ole as the teacher of so many kids. At Institute


essons and your students will not learn in the
s both need a big picture goal over a period of
ng purposefully, using knowledge they learned

while you need to make the best use of your time.


pes of lesson planning and daily planning, this

l.

end of this Unit. It will describe what knowledge


t goals they need to meet to be able to reach the
show mastery and evidence of learning through

like to change. Think about your school timings,


e feasibility of your students mastering this

the skills one requires to master the assessment.


ink of the best way to teach them to your
n before they can master a new skill.
ontent areas spread across the week. A day and
y ways from different content areas. Based on

e resources. These resources are all listed in

No. of days in the Unit: 7 weeks X 6 days= 42 days


Vision

By the end of this Unit, students will see success in their attempts and celebrate it. They would learn the value of hardwork
learn more about themselves and their friends and feel invested in coming to school. They will learn to care for themselves
They will be exposed to many stories and learn that stories can teach them something and can also be fun. They will begin
themselves through writing and speech and will want to own their own growth and success.
Unit Goals
Academic Achievement

Students will make 0.5 levels of growth in Language- Reading Fluency, Reading Comprehensio

Values & Mindsets

They will learn the value of hardwork and how learning can be fun!

Exposure & Access

They will explore the world around them and learn more about themselves, their school, their
Key Understandings

Students will understand that They will learn to identify, recognize and match - letters, sounds.
: (What concepts will they
They will learn to listen attentively and retain information for future recall.
learn?)
They will learn to express themselves using pictures and basic vocabulary for writing and spee

Students will know that:


(What content will they
learn?)

They will learn that letters have sounds and sounds make up words. They will learn that pictur
meaning.
They will learn the basic literary elements of character, setting and events in a story and that t
to the story and its elements.
They will learn how to think and organize information about themselves and immediate surrou
speech.

They will be able to recognize letters and sounds of the English Alphabet, read pre-primer sigh
Students will be able to do:
pictures to guess new words and increase their vocabulary.
(What will they do with the
They will be able to answer questions orally/ written (with support) about a story read aloud t
content and concept learned?
They will be able to express themselves through writing and speech.
)
They will be able to repeat and follow instructions and information.

ld learn the value of hardwork and joy of learning. They will


ill learn to care for themselves and their friends and family.
an also be fun. They will begin to feel confident in expressing

uency, Reading Comprehension, Writing and S&L.

un!

themselves, their school, their friends and family.

s.
ture recall.
ocabulary for writing and speech.

ords. They will learn that pictures and words in a book have

and events in a story and that they can make personal connections

emselves and immediate surroundings and express it in writing and

Alphabet, read pre-primer sight words, known words and use

ort) about a story read aloud to them.


eech.
ion.

Guiding Questions:
What should the student be able to do after this Unit Plan is executed efficiently and effectively?
What performance tasks/assessments would they give to show evidence of learning?
What other evidence can we collect to show evidence of learning?
What kind of self-assessments can students use to assess their own learning and growth?

Component
(S&L/Fluency/Comprehension/
Grammar/Writing/Vocabulary)

Listening

Assessment Items

Teacher checks students are listening by:


Students tracking
Raising hands to answer/ask questions
Following instructions
Students answering correctly to questions asked.
Sits quietly and looks at the person when talking in a conversation
1. Prepared Show and Tell
2. Read Aloud after teacher modelling
3. Retelling main parts of story
4. Responding to relevant questions asked.
5. Recitation of a known poem
6. Repeating and Following instructions
7. Share personal feelings and preferences

Speaking & Listening

1. Generic conversations
2. Discussion in groups of 3-4
3. Share personal feelings and preferences

Speaking & Listening

Students play a pre-scripted role.

Identifies all the Letters


Identifies all the Letter Sounds
Identifies initial and ending sounds of words said to them
Identifies all vowel sounds in words said to them

Reading Fluency

Reading Fluency

Reading Fluency

Can segment CVC words into initial, middle and ending sounds.
Can blend initial, middle and end sounds to form CVC words

Uses pictures to guess meaning of new words


Reads pre-primer sight words.
Reads 15-20 known vocabulary words.
Reads a text of 40-60 words with all known sight words and
vocabulary words accurately.

Reading Comprehension

On a story read aloud,


SWBAT identify character, settings and events.
SWBAT describe character, settings and events.
SWBAT make connections to the story, its characters and settings
and events.
SWBAT visualize the story and describe it/draw it
SWBAT make predictions about what will happen next in the story.

Writing

SWBAT draw about a give topic and label it

Assessments

The assessment items below are a list of assessments that can be conducted daily, weekly or even at Unit End.
In week 4, please administer a 0.0 BOY/EOY paper to your students to assess growth.
You can use a 0.2 and 0.5 BOY or EOY paper to assess students growth.

Skill & Knowledge being Content - Text


assessed
being used

Aligns to
Question typeStandard Factual/ Inferential/CT

ESR+ Output in form of

Listening skills

Can be in every
lesson

SL. EmergentTalking to
Others &
Talking with
Others

Speaking and Listening skills.


Knowledge of immediate
surrounding and objects.

Can be in every
lesson, for any
story read aloud or
any information
shared.

SL. EmergentTalking to
Others &
Talking with
Others

Student behavior will be noted for


the Assessment items

Speaking skills.
Using actions, gestures and
some voices to play the part.

Can be followed
after a Read Aloud
story where
students play
different
SL. Emergent characters.
Drama

Student behavior will be noted for


the Assessment items

PPA and Phonics

Daily and Weekly


Assessment

E.1 E.2. E.3

Matching, circling, orally, fill in the


blanks, selecting right option

Word Attack Strategies

Daily and Weekly


Assessment

E5

Matching, circling, orally, fill in the


blanks, selecting right option

Sight words

Daily and Weekly


Assessment

E4

Matching, circling, orally, fill in the


blanks, selecting right option

Student behavior will be noted for


the Assessment items

Comprehension

Daily and Weekly


Assessment

Writing

Daily and Weekly


Assessment after a
story.

E7, E9, E10,


E11

Matching, circling, orally, fill in the


blanks, selecting right option ,
drawing

Drawing and labeling.

en at Unit End.

Self-assessment by
students(if any)

Students can give 0-5 fist to five


rating for everyone's performance.

Students can check in groups with


a check-list.
Matching, circling, orally, fill in the
blanks, selecting right option

Students can check in groups with


a check-list.

Guiding Questions:
To master the assessments, what knowledge and skills would students need?
Looking at the skills and knowledge required, what standards do you think you must
What standards must you revise/remediate/re-teach to supplement learning in this unit?
Based on student learning and rigor of standards, what sequence would best support
purposeful learning, building on skills students attain in each passing day?
Note: Each standard is broken down into smaller objectives to meet students at their level, to suit teaching methodologies
Content
Literacy Component
Learning Outcomes
What text will be Fluency/Vocab/Compr What would students be able to do after
used? What
ehension/
this? This would be the standard that you
chapters from
Grammar/Writing/
want to teach.
subjects would be S&L
used?
All of these can be
done using
Authentic texts,
school textbooks,
any other reading
texts you find at your
students' level.

Prepared Show and Tell


Read Aloud after teacher modelling (During
Shared/Guided Reading)
Retelling main parts of story (During
Shared/Guided Reading)
SL Talking to Others

Responding to relevant questions asked


(During general lessons)

Recitation of a known poem

Repeating and Following instructions

Generic conversations

SL Talking with Others Discussion in groups of 3-4

Share personal feelings and preferences

SL Drama
Playing a pre-scripted role
E1 Identify front cover, back cover, and title of
the book, name of author, page number
Follow words from left to right and top to
bottom of a page
E2 Read, write and identify letter names,
sounds
E3 Identify initial and ending sounds

E4. Read and identify preprimer sight words


and targeted vocabulary words.
1-1 correspondance with known words

Reading
Fluency

E.5 Use pictures to understand words.

E6. Using Reading Strategies


On a story read aloud Make text to self connections
Make predictions based on illustrations
Visualise a story

E.9. Identify characters, setting and main


events in a story read aloud to them

E.7. Retell a story with major events in


sequence

E.10.Describe characters, setting and events

Reading
Comprehe
nsion

Writing

E.11 State simple connections to characters


and events in the story and their own life

Ideas : a) Use pictures and phrases to tell a


story of a personal event
Ideas: Name a topic and supply some
information about the topic or state personal
opinion and perspective
Word Choice: Use a combination of drawing,
dictating, and writing

Sentence Fluency: a) Use words as labels for


pictures

At this stage, students are mostly being read stories out loud. They are listening and
understanding. The focus is on building speaking skills and imparting basic Fluency
skills. Emphasis should be on picture and oral comprehension. At this stage, students
primarily repeat and read and re-read. Their functional capacity is directed heavily at
the skill and strategy and how to use and practice it.

at their level, to suit teaching methodologies, time constraints so that students get the best understanding and knowledge of each sub
Objectives
Suggested Time
This would give how
What knowledge do you want students What skills would students get?
much time students will
to get?
take to master when
taught. But then they
should be revised
everyday.

Information about different objects.


Knowing how teacher reads with
expression and tone.
Main parts of the story are those that are
important or something that change the
story.
Knowing how questions sound when asked
Question words meaning- who, what,
where, when, how How to respond to question words

Content of the instructions.


Why of the instructions.

Simple sentence frames and questions.


Rules of discussing in a group
Content of the topic
Topics: Myself, my school, my family
Feelings are how we feel when something
happens.
Preferences mean what we like or don't
like.

SWBAT talk about an object :


using simple sentences
with basic vocabulary
with actions and gestures
for 1-2 minutes.
SWBAT repeat teacher read-aloud.
SWBAT retell main parts of a story :
in simple sentences
using words from the story.
SWBAT respond to relevant questions:
using yes/no
using basic vocabulary
using simple sentences
SWBAT recite a poem:
with actions and gestures
of 6-10 lines
for 1-2 minutes
speaking clearly and fluently
SWBAT repeat instructions exactly.
SWBAT repeat instructions in their words
with meaning intact.
SWBAT follow instructions immediately.
SWBAT talk to friends in simple sentences.
SWBAT ask basic questions to friends.
SWBAT discuss about a topic in their
groups.
SWBAT share their feelings and
preferences:
using simple sentences
using basic vocabulary
attempting to use expressions

3
3

Information about the role.


Words, pages and stories follow from left to
right- Idea of forward progression
Covers and Titles tell us more about the
book. Author is the person who writes the
book.

Letters have sounds. Words are made up


of letters and their sounds. This is true for
all languages.

Letters have sounds. Words are made up


of letters and their sounds. This is true for
all languages.
Sight words are most common words that
dont necessarily follow rules of phonics
and are to be memorized.
Vocabulary words.
Eagle Eye is a word attack strategy that
helps us guess the meaning of words by
looking at the picture next to it.

SWBAT play a pre-scripted role:


with actions and gestures
with perfect recall of the lines
attemping to use expressions
Follow words from left to right and top to
bottom of a page
Identify front cover, back cover, and title of
the book, name of author, page number
SWBAT identify letter names
SWBAT identify letter sounds
(Follow progression and teach 4-5 sounds
each day- 10-12 sounds in a week)
SWBAT match letter names and letter
sounds
SWBAT identify vowel letters
SWBAT identify vowel sounds
SWBAT matter vowel sounds to vowel
letters

SWBAT write letters after looking at them


SWBAT write letters for their sounds spoken
SWBAT write letters in Upper Case by
looking and listening
SWBAT write letters in Lower Case by
looking and listening
SWBAT find initial sounds to spoken words
SWBAT identiy initial sounds to written
words by looking at the letters / pictures
SWBAT find middle sounds to spoken
words
SWBAT identiy middle sounds to written
words by looking at the letters
SWBAT find ending sounds to spoken
words
SWBAT identify ending sounds to written
words by looking at the letters/ pictures
SWBAT segment spoken CVC words into
initial, middle and end sounds.
SWBAT blend initial, middle and end sounds
to form CVC words.
SWBAT read and recall all pre-primer sight
words
SWBAT read and recall all primer sight
words
SWBAT read and recall known vocabulary
words
SWBAT use Eage eye to understand
meaning of new words

6
40
2

10

10

10

5
40

SWBAT know there are reading strategies


we use to understand better.
SWBAT know we can ask questions to
check if we understand what we listen and
read.
SWBAT know we can ask what will happen
next to understand better.

SWBAT know which strategies to apply and


how to understand a story better.
SWBAT ask who, what, where, when, how
and why questions.
SWBAT guess what will happen next in the
story.

SWBAT know we can make connections to SWBAT make connections to the characters
the characters in the story
in the story.
SWBAT visualize the characters
SWBAT visualize the setting
SWBAT know we picture/imagine what is SWBAT visualize the events
happening to enjoy the story.
in the story, by drawing or desrcibing orally.
SWABT predict events/character actions in
Based on what we know, we can guess
the story
what will happen or what a character will do by visualizing and making predictions
Characters are people, animals in a text.
SWBAT identify characters
Character do different things that are
character actions.
SWBAT identify character actions
Setting is the place where the story is
SWBAT identify the setting
happening.
by visualizing
SWBAT identify events in the story
Events are different things that happen in SWBAT describe events in the story
the story. Events have characters doing
by asking questions
different things or different things
by visualizing
happening to them.
by making predictions
There are important things that happen in
the story which change the story. These
are major events.
SWBAT identify the major events in the
story
Stories have a sequence- things happen in SWBAT retell the story with major events in
an order. That order is important.
right sequence
SWBAT identify character feelings
Characters feel happy, sad or angry etc like SWBAT describe character feelings
we do when different things happen.
by making connections
Some characters are good, bad, nice,
naughty, rude etc. Traits are how we
SWBAT identify character traits.
behave all the time.
By making connections
Main idea is what the story is about.
SWBAT identify main idea
There are some common things between
us and the characters.
SWBAT make connections with characters
Some events that happen in the story can SWBAT make connections to events in the
happen to us too.
story

Narrative : Using your personal


connections to express

SWBAT use pictures to tell a story of a


personal event
SWBAT use phrases to tell a story of a
personal event
SWBAT draw something about a topic
SWBAT write if they like or don't like
something

Non-fiction : Expressing what you think


about a real thing and giving information
Using right words/pictures makes the piece
better
SWBAT use pictures and words to express

3
2

2
2
2
2

3
3
3
2
40

10

10
10

Using labels helps the reader understand


what the writer means
Vocabulary

SWBAT label pictures in their work

10
40

and knowledge of each sub-skill to be able to


Suggested Resources Points To Note

Strand

SL

Week1

SWBAT listen to instructions


SWBAT repeat content of the instructions.

SWBAT say the why of the instructions. "

"SWBAT repeat instructions exactly.

SWBAT repeat instructions in their words with


meaning intact.

SWBAT follow instructions immediately. "

SWBAT know how questions sound when asked


SWBAT know question words meaning- who,
what, where, when, how -

SWBAT know how to respond to question words "


SWBAT respond to relevant questions: using
yes/no
SWBAT respond to relevant questions: using basic
vocabulary
SWBAT respond to relevant questions: using
simple sentences"
Extra: Learn days of the week

Week2

SWBAT gather information about different objects.


SWBAT talk about an object : using simple
sentences
SWBAT talk about an object : with basic
vocabulary

SWBAT talk about an object : with actions and


gestures

SWBAT talk about an object : for 1-2 minutes. "


SWBAT learn 5 simple sentence frames and
questions.
SWBAT talk to friends in simple sentences.
SWBAT ask basic questions to friends. "
Extra: Learn 5 colors and 5 shapes

Week3

SWBAT learn Rules of discussing in a group

SWBAT gather content of the topic - Topics:


Myself, my school, my family "

SWBAT discuss about a topic in their groups.

SWBAT know that feelings are how we feel when


something happens.

SWBAT know that preferences mean what we like


or don't like. "
SWBAT share their feelings and preferences: using
simple sentences
SWBAT share their feelings and preferences: using
basic vocabulary
SWBAT share their feelings and preferences:
attempting to use expressions"
Extra: Learn 5 emotions

Week4

SWBAT note how teacher reads with expression


and tone.

SWBAT repeat teacher read-aloud.

SWBAT know main parts of the story are those


that are important or something that change the
story.

SWBAT retell main parts of a story :in simple


sentences

SWBAT retell main parts of a story :using words


from the story. "

Extra: Learn 5 animal names

Week5

SWBAT recite a poem: with actions and gestures


SWBAT recite a poem: of 6-10 lines

SWBAT recite a poem: for 1-2 minutes


SWBAT recite a poem: speaking clearly and
fluently "
Extra: Learn 5 flower and 5 fruit names

SWBAT gather Information about the role.


Week6
SWBAT play a pre-scripted role: with actions and
gestures

SWBAT play a pre-scripted role: with perfect recall


of the lines
SWBAT play a pre-scripted role: attemping to use
expressions "
Extra: Learn 4 seasons

Week 7

During this week, students will revise and practice. No new content should be taught in Wee
SWBAT:
Prepared Show and Tell
Read Aloud after teacher modelling (During
Shared/Guided Reading)
Retelling main parts of story (During Shared/Guided
Reading)
Responding to relevant questions asked (During
general lessons)

Recitation of a known poem


Repeating and Following instructions
Generic conversations
Discussion in groups of 3-4
Share personal feelings and preferences
Playing a pre-scripted role

RF

RC

SWBAT know Words, pages and stories follow


from left to right- Idea of forward progression
SWBAT Follow words from left to right and top to
bottom of a page

SWBAT know we can ask questions to check if we


understand what we listen and read.
SWBAT ask who, what, where, when, how and
why questions.

SWBAT know Covers and Titles tell us more about


the book. Author is the person who writes the
book.
SWBAT Identify front cover, back cover, and title
of the book, name of author, page number

SWBAT know that characters are people, animals


in a text.
SWBAT identify characters by looking at text and
pictures.

SWBAT know Letters have sounds. Words are


made up of letters and their sounds. This is true
for all languages.
SWBAT identify letter names
SWBAT identify letter sounds
(m, t, p, n, c, d, s, g, h, )

SWBAT know that character do different things


that are character actions.
SWBAT identify character actions by looking at
text and pictures.

SWBAT match letter names and letter sounds


"SWBAT write letters after looking at them
SWBAT write letters for their sounds spoken

SWBAT know that setting is the place where the


story is happening.
SWBAT identify setting by looking at the picture.

SWBAT write letters in Upper Case by looking and


listening
SWBAT write letters in Lower Case by looking and
listening
SWBAT learn 5-6 vocabulary words
SWBAT know sight words are most common
words that dont necessarily follow rules of
phonics and are to be memorized.
SWBAT learn 10-12 sight words
SWBAT read and recall known vocabulary words
SWBAT read and recall all primer sight words
taught
SWBAT read 3-4 sentences with known words.

SWBAT identify letter names


SWBAT identify letter sounds
(f, b, l, r, w, k, x, v, y, z, j, q)

SWBAT know we picture/imagine what is


happening to enjoy the story.
SWBAT learn how to visualize.

SWBAT identify vowel letters (a, i, o)


SWBAT identify vowel sounds

"SWBAT visualize the characters in the story, by


drawing or desrcibing orally.

SWBAT visualize the setting in the story, by


drawing or desrcibing orally.

SWBAT write letters in Upper Case by looking and


listening
SWBAT visualize the events in the story, by
SWBAT write letters in Lower Case by looking and drawing or desrcibing orally.
listening
SWBAT learn 5-6 vocabulary words
SWBAT learn 10-12 new sight words

SWBAT read and recall known vocabulary words


SWBAT read and recall all primer sight words
taught
SWBAT find initial sounds to spoken words
SWBAT identiy initial sounds to written words by
SWBAT read 3-4 sentences with known words.

SWBAT identify vowel letters (u, e)


SWBAT identify vowel sounds
SWBAT match letter names and letter sounds
"SWBAT write letters after looking at them
SWBAT write letters for their sounds spoken

SWBAT know there are reading strategies we use


to understand better.
SWBAT know which strategies to apply and how to
understand a story better.
SWBAT know we can make connections to the
characters in the story
SWBAT make connections to the characters in the
story.

SWBAT write letters in Upper Case by looking and


SWBAT know that characters feel happy, sad or
listening
SWBAT write letters in Lower Case by looking and angry etc like we do when different things happen.
SWBAT identify character feelings by looking at
listening
pictures in text.

SWBAT find middle sounds to spoken words


SWBAT describe character feelings by making
connections "

SWBAT Know that some characters are good, bad,


nice, naughty, rude etc. Traits are how we behave
SWBAT identiy middle sounds to written words by
all the time.
looking at the letters
SWBAT guess character traits by looking at the
text/pictures
"SWBAT identify character traits by making
SWBAT find ending sounds to spoken words
connections
SWBAT identify ending sounds to written words by
looking at the letters/ pictures
SWBAT identify character traits by visualizing
SWBAT read and recall known vocabulary words
SWBAT read and recall all primer sight words
taught
SWBAT read 4-5 sentences with known words.

SWBAT blend initial, middle and end sounds to


form CVC words. "

SWBAT know that events are different things that


happen in the story. Events have characters doing
different things or different things happening to
them.
"SWBAT identify events in the story
SWBAT describe events in the story by asking
questions.

SWBAT learn 5-6 vocabulary words

SWBAT describe events by visualizing

SWBAT segment spoken CVC words into initial,


middle and end sounds. (A, E, I)

SWBAT learn 10-12 new sight words

SWBAT know that there are important things that


happen in the story which change the story. These
are major events.
"SWBAT identify the major events in the story

SWBAT read and recall known vocabulary words


SWBAT read and recall all primer sight words
taught

SWBAT know that stories have a sequence- things


happen in an order. That order is important. "

SWBAT learn Eagle Eye is a word attack strategy


that helps us guess the meaning of words by
looking at the picture next to it.
SWBAT use Eage eye to understand meaning of
new words

SWBAT retell the story with major events in right


sequence "

SWBAT read a short passage of 20-30 words with


known words.

SWBAT use Eage eye to understand meaning of


new words
SWBAT segment spoken CVC words into initial,
middle and end sounds. (O, U)

SWBAT know we can ask what will happen next to


understand better.
SWBAT guess what will happen next in the story.

SWBAT blend initial, middle and end sounds to


form CVC words. "
SWBAT learn 5-6 vocabulary words

SWBAT learn 10-12 new sight words

SWBAT describe events by making predictions


SWBAT describe character actions by making
predictions
SWBAT make connections and predictions to
describe what they would do if they were the
character

SWBAT read and recall known vocabulary words


SWBAT read and recall all primer sight words
taught
SWBAT read a short passage of 30 words with
know words.
SWBAT match letter names and letter sounds
"SWBAT write letters after looking at them
SWBAT write letters for their sounds spoken

SWBAT know there are reading strategies we use


to understand better.
SWBAT know which strategies to apply and how to
understand a story better.

SWBAT write letters in Upper Case by looking and


SWBAT know that main idea is what the story is
listening
about.
SWBAT write letters in Lower Case by looking and
SWBAT identify main idea
listening

SWBAT identify initial, middle and ending sounds

SWBAT segment spoken CVC words into initial,


middle and end sounds.

SWBAT know there are some common things


between us and the characters.
SWBAT make connections with characters
SWBAT know that some events that happen in the
story can happen to us too.
SWBAT make connections to events in the story

SWBAT blend initial, middle and end sounds to


form CVC words. "
SWBAT read and recall known vocabulary words
SWBAT read and recall all primer sight words
taught

SWBAT read a short passage of 30 words with


known words.
ek, students will revise and practice. No new content should be taught in Week 7. They should only revise skills taught and prepare for test ta
SWBAT:
SWBAT
E1 Identify front cover, back cover, and title of the On a story read aloud,
book, name of author, page number
Follow words from left to right and top to bottom of SWBAT identify character, settings and events.
a page
SWBAT describe character, settings and events.
E2 Read, write and identify letter names, sounds
SWBAT make connections to the story, its
E3 Identify initial and ending sounds
characters and settings and events.

E4. Read and identify preprimer sight words and


targeted vocabulary words.
1-1 correspondance with known words
E.5 Use pictures to understand words.

SWBAT visualize the story and describe it/draw it


SWBAT make predictions about what will happen
next in the story.

Writing (include grammar + vocab)

SWBAT copy and write instructions.

SWBAT draw characters as seen in a book and


label them.

SWBAT draw character actions as seen and label


them.

SWBAT draw a setting as seen and label it.

SWBAT draw a story read aloud and shown to


them.
SWBAT write Question words.

SWBAT copy and write WH- words.

SWBAT draw from imagination for a given topic.


SWBAT draw characters from imagination based
on story read aloud to them and label it.
SWBAT draw settings from imagination based on a
story read aloud to them and label it.

SWBAT draw events from imagination based on a


story read aloud to them and label it.
SWBAT copy and write simple sentence frames.
SWBAT copy and write question frames

SWBAT draw on topics from SL and label them.

SWBAT add details to their drawing- feelings and


traits.

SWBAT draw events based on the story read aloud


to them and label.
SWBAT draw a sequence of events based on the
story read aloud to them.
SWBAT write 3-4 simple sentences about what
they draw.

SWBAT draw an event based on their predictions.


SWBAT write 3-5 simple sentences.

SWBAT draw and write on a topic given to them.

skills taught and prepare for test taking.


SWBAT:
SWBAT draw about a give topic and label it

Guiding
Questions:

1. Given the total amount of Instructional time you get, does your week give enough time to
students to master learning in all content areas?
2. Does each day in your week have a holistic balance of all content areas?
3. Are you following a sequence of objectives that would lead to meaningful learning (build
on learning from past week and aid learning for next week) and dedicating time for practice

Template
Timing
7.30 am
7.45 am
8.00 am
8.25 am
9.00 am
9.30 am
10. am
10.30 am
10.45 am
11.20 am
11.40 am
12.00 pm
12.20 pm

Monday

Tuesday
Wednesday
Thursday
Friday
Morning Meeting: Rules, Procedures, Cicrle Time, Values
SL
PPA+ Phonics
RC
Writing
EVS/Science Use SL, RF or RC objectives along with content
BREAK
Learning Centres/Activites for Practice
Math
Activities to Revise or Practice skills
Social Studies: Use SL, RF or RC objectives along with content
RA and Listening Comprehension
Practice Procedures- Sight words, sounds recap etc

Timing

Monday

Tuesday

Wednesday

7.30 am

Morning Meeting- Rules


SWBAT repeat class rules

Morning Meeting- Goals and Vision

Morning Meeting- Chants

SWBAT listen to instructions


SWBAT repeat content of the instructions.
SWBAT say the why of the instructions. "

SWBAT listen to instructions


SWBAT repeat content of the instructions.
SWBAT say the why of the instructions. "

SWBAT respond to relevant questions: using


yes/no

SWBAT know Words, pages and stories


follow from left to right- Idea of forward
progression
SWBAT Follow words from left to right and
top to bottom of a page

SWBAT know Letters have sounds. Words are


made up of letters and their sounds. This is
SWBAT Identify front cover, back cover, and
true for all languages.
title of the book, name of author, page
SWBAT identify letter names
number
SWBAT identify letter sounds
m, t, p, n, c,

SWBAT know Covers and Titles tell us


more about the book. Author is the
person who writes the book.
SWBAT Identify front cover, back cover,
and title of the book, name of author,
page number

SWBAT know that characters are people,


animals in a text.
SWBAT identify characters by looking at text
and pictures.

SWBAT know that character do different


things that are character actions.
SWBAT identify character actions by looking
at text and pictures.

SWBAT draw characters as seen in a book


and label them.

SWBAT draw character actions as seen and


label them.

7.45 am

8.00 am

8.25 am

9.00 am
9.30 am

SWBAT copy and write instructions


following left to right order.
EVS/Science
SWBAT know we can ask questions to
check if we understand what we listen
and read.
SWBAT ask who, what, where, when,
how and why questions.

10. am

BREAK

10.30 am

SWBAT learn class procedures.


SWBAT follow instructions immediately.
"

10.45 am

Math

11.20 am
SWBAT learn 5-6 vocabulary words

11.40 am

Socials
SWBAT identify vocabulary words
learned.

12.00 pm

SWBAT know how questions sound when


asked
SWBAT know question words meaning- who,
what, where, when, how SWBAT copy and write WH- words.
SWBAT say 1 WH word as they leave

12.20 pm

EVS/Science
SWBAT identify vocabulary and sight words
in the text

EVS/Science
SWBAT ask who, what, where, when, how
and why questions.

"SWBAT repeat instructions exactly for class


SWBAT match letter names and letter sounds
procedures.
"SWBAT write letters after looking at them
SWBAT repeat instructions in their words
SWBAT write letters for their sounds spoken
with meaning intact.
Math

Math

SWBAT know sight words are most common


words that dont necessarily follow rules of
phonics and are to be memorized.
SWBAT learn 10-12 sight words

SWBAT know sight words are most common


words that dont necessarily follow rules of
phonics and are to be memorized.
SWBAT learn 10-12 sight words

Socials
SWBAT identify sight words learned.

Socials
SWBAT identify sight words
SWBAT respond to questions using
yes/no

After a Read Aloud,


SWBAT know how to respond to question
words "

After a read aloud,


SWBAT respond to relevant questions: using
yes/no

SWBAT say 2 sight words as they leave SWBAT say 3 letter sounds as they
leave

Thursday

Friday

Morning Meeting- Circle Time


SWBAT introduce themselves and
their favorite food and color.

Morning Meeting - Phonics Song

SWBAT respond to relevant questions: using SWBAT respond to relevant questions: using
basic vocabulary
simple sentences"

SWBAT identify letter names


SWBAT identify letter sounds
(d, s, g, h,)

SWBAT write letters in Upper Case by looking


and listening
SWBAT write letters in Lower Case by looking
and listening

SWBAT identify character, character


SWBAT know that setting is the place where actions and settings
the story is happening.
SWBAT identify setting by looking at the
picture.
SWBAT draw a setting as seen and label it.

SWBAT draw a story read aloud and shown


to them.

EVS/Science
EVS/Science
SWBAT respond to relevant questions: using
SWBAT respond to relevant questions: using
yes/no
basic vocabulary

SWBAT match letter names and letter sounds


"SWBAT write letters after looking at them
SWBAT write letters for their sounds spoken
Math

SWBAT match lower case letters with


Upper Case letters.

Math

SWBAT read and recall known vocabulary


words
SWBAT read and recall all primer sight words
SWBAT read 3-4 sentences with known
taught
words.
Socials
Socials
SWBAT respond to relevant questions:
using basic vocabulary

SWBAT respond to relevant questions:


using basic vocabulary

After a read aloud,


After a read aloud,
SWBAT respond to relevant questions: using SWBAT respond to relevant questions: using
basic vocabulary
simple sentences"
SWBAT say 2 vocabulary words as they SWBAT name 3 friends as they leave
leave

Resource Item
Books from Pratham
Children's Books Tulika:
Indian Stories, Tara Publishers
Children's picture books (can be used for Read Alouds)
Kids' books for free downloads
Strategies for Emergent Classrooms
Picture books
List of Classic Children's Tales
Games for ESL students
Printable Flash Cards
Word Wall Posters
Links to Literacy Resources
Activities for kids:
Multimedia books
Writing exercises
Sight Words Printables and Stories
Learning Centre Ideas and Materials
Printable Booklets
Letter formation activities
Teaching the Alphabet
Printable ABC book
Dr. Seuss Books PDF

Link
http://prathambooks.org/downloads
http://www.tulikabooks.com/
http://www.tarabooks.com/books/books/young-readers/beginners/
http://www.childrensbooksforever.com/
http://freekidsbooks.org/

https://docs.google.com/a/teachforindia.org/document/d/1eS8_-Y_YSxEScjh_8f-YBw8ZarZzZ_C0Gy2XvWrQUww/edit?usp=sha
http://www.kidsenglishbooks.com/
http://www.randomhousesites.co.uk/childrens/GreatBookstoReadAloud/Great%20Books.pdf
http://iteslj.org/c/games.html
http://eslactivities.org/esl/visual-aids/flash-cards-for-esl-kids/
http://eslactivities.org/esl/visual-aids/word-wall-posters/

https://docs.google.com/a/teachforindia.org/spreadsheet/ccc?key=0AvFZIuUN4PeSdFY2ZXA0ZFc1bml6cGlEdnIzUWpqSkE&u
http://k6educators.about.com/od/lessonplanheadquarters/a/Teacher-Time-Savers.htm
http://www.lil-fingers.com/storybooks/index.php
http://www.greatschools.org/worksheets/kindergarten/writing/
http://www.hubbardscupboard.org/sight_words.html
http://www.hubbardscupboard.org/abc_centers.html
http://www.hubbardscupboard.org/printable_booklets.html
http://www.prekinders.com/alphabet-letter-formation-activities/
http://libraryliteracy.org/staff/rg/Life_Long_Learn_the_alphabet.pdf
http://www.readwritethink.org/files/resources/lesson_images/lesson132/student-abc.pdf

https://sites.google.com/a/teachforindia.org/institute/sessions/content_elementary/lit/writing/gc

vWrQUww/edit?usp=sharing

6cGlEdnIzUWpqSkE&usp=sharing

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