Collaborative Planning Session
Grade Level:
K
1
2
3
4
5
Date: Sept. 15-19
Subject:
R
M
S
Administrator Present:
Members in Attendance: Arredondo, Baker, Carter, Graves, Hastings and Roberts
IPC Steps 1 & 2: Identify and Deconstruct TEKS
RS/
Knowledge
TEKS
Strand
SS
Statements
K.1A
RP
Students understand how Recognize
English is written and
that
printed.
spoken
words can
be
represente
d by print
for
communic
ation.
K.1B
Reading/Beginning
Identify
Reading Skills/Print
upper- and
Awareness. Students
lower-case
understand how English
letters.
is written and printed.
K.2C
K.3A
K4.B
K18.C
RP
Reading/Beginning
Reading Skills/Phonics.
Students use the
relationships between
letters and sounds,
spelling patterns, and
morphological analysis to
decode written English
Reading/Beginning
Reading/Strategies.
Students comprehend a
variety of texts drawing
on useful strategies as
needed.
Oral and Written
Conventions/Spelling.
Students spell correctly.
Students are expected to:
Verb
Recognize
Student Expectations
Content
Context
Spoken
for
words can
communication
be
represented
by print
identify
Upper- and
lower-case
letters
letters
Orally
generate
rhymes in
response
to spoken
words
(e.g.,
"What
rhymes
with
hat?").
Identify
the
common
sounds
that letters
represent.
Orally
generate
Rhymes
In response to
spoken words
identify
Common
sounds
That letters
represent
Ask and
respond to
questions
about
texts read
aloud.
Write
one's own
name.
respond
To
questions
About text
read aloud
write
name
One’s own
Page 1 of 4
Process Skills
Fig. 19
19.B
Collaborative Planning Session
IPC Step 3: Create Common Mini-Assessment
What Do Students Need to Know, Understand, and
Draft Mini-Assessment – 4 to 10 questions (M/C), Rubric, Product,
Be Able to Do?
etc.
*Identify UPPER- AND LOWER-CASE LETTERS
Including, but not limited to: In alphabetical sequence
and random order; Consonants; Vowels
*Identify THE COMMON SOUNDS THAT LETTERS
REPRESENT Including, but not limited to: Identify lettersound association; Identify letters as consonants or
vowels; Identify long and short vowel sounds
*Write ONE’S OWN NAME Including, but not limited to:
Capitalize the first letter
*Speak IN COMPLETE SENTENCES TO
COMMUNICATE Complete sentence – has a subject
and predicate (verb or action) and expresses a
complete thought (e.g., Dogs bark.) Note: Complete
sentences include those that tell and ask.
*Respond TO QUESTIONS ABOUT TEXTS READ
ALOUD Including, but not limited to:

Date to Administer:
RPM Date to Review Data:
Literal questions – (e.g., Who is the main
character? Where is the story taking place?

What is the story about?)
Refer to K.Fig19B
* Hold A BOOK RIGHT SIDE UP; Turn ITS PAGES
CORRECTLY; Know THAT READING MOVES FROM
TOP TO BOTTOM AND LEFT TO RIGHT
* Listen ATTENTIVELY BY FACING SPEAKERS
Including, but not limited to: In formal and informal
settings; Ask RELEVANT QUESTIONS TO CLARIFY
INFORMATION Including, but not limited to: Ask literal
questions (e.g., who, what, where, when, why, how)
Note: Refer to K.4B for related beginning reading
strategies.
*PURPOSE OF RULES: establish order, provide
security and provide a safe environment
*Rules in home and school:
Establish order: School – respect others, stay in line
Provide security: School – volunteers sign in, visitors
wear badges
Provide a safe environment : School – don’t run in
halls, practice storm drills, cross at crosswalk
Page 2 of 4
Collaborative Planning Session
IPC Step 4 & 5 (in brief): Identify Instructional Activities/Strategies/ Methods
Day
NOTES
Rhyming: During morning message pick out a word from the message and have students think of rhyming
words. Write them on the morning message.
Writers Workshop: TTW read a book about “All About Me” and will discuss things they like eat. TSW
brainstorm things they like to eat. TTW model the next page of the “ME portfolio” by drawing a picture of
something they like to eat and labeling it. TSW complete their next page in their “Me portfolio”.
I can recognize that words can be represented by print by labeling their favorite foods.
MON.
Daily Five: Introduce Read to Someone. TSW predict what that means and what that would look like. TTW ask the
question “Why do you suppose we would want to read to someone every day?” TTW make a chart “Reading Helps
us…..” TSW give answers to put on the chart. TTW add that this helps us with fluency and reading skills. TTW introduce
EEKK (elbow, elbow, knee, knee). (See Focus Lesson pages 63-66 in Daily 5 book). Teacher will have students model.
TSW pair up with a buddy and practice Read to Someone.
After the class is finished, TSW complete a “Read to Someone” chart adding Check for Understanding.
I Can Read to Someone by looking at pictures or reading the words of a book.
Focus Lesson: Introduce Letter E. TTW introduce the sound and the strokes for handwriting letter E. TSW skywrite the
letter E and practice the sound. TTW introduce E Every Morning Eloise…poem to class. Have students find all the ‘e’s
they see in the poem. They will also point out the rhyming words.
I can identify upper- and lower-case letters and the common sounds that letters represent by
skywriting the letter E and produce the /ĕ/ sound.
Rhyming: During morning message pick out a word from the message and have students think of rhyming
words. Write them on the morning message.
Writers Workshop: TTW read a book about “All About Me” and will discuss their favorite things to do. TSW
brainstorm things they like to do. TTW model the next page of the “ME portfolio” by drawing a picture of
something they like to do and labeling it. TSW complete their next page in their “Me portfolio”.
I can recognize that words can be represented by print by labeling something they like to do.
TUES.
Daily Five: Review Read to Someone. TSW predict what that means and what that would look like. TTW ask the
question “Why do you suppose we would want to read to someone every day?” TTW make a chart “Reading Helps
us…..” TSW give answers to put on the chart. TTW add that this helps us with fluency and reading skills. TTW introduce
EEKK (elbow, elbow, knee, knee). (See Focus Lesson pages 63-66 in Daily 5 book). Teacher will have students model.
TSW pair up with a buddy and practice Read to Someone.
After the class is finished, TSW complete a “Read to Someone” chart adding Check for Understanding.
I Can Read to Someone by looking at pictures or reading the words of a book.
Focus Lesson: Review letter E sound and strokes. TTW review E Every Morning Eloise…poem to class. TSW illustrate 3
words that begin with the letter E in their journals. TSW brainstorm a list of words that begin with letter E. TTW make a
matching anchor chart.
I can identify upper- and lower-case letters and the common sounds that letters represent creating a
list of words that begin with Ee /ĕ/.
Rhyming: During morning message pick out a word from the message and have students think of rhyming
words. Write them on the morning message.
WED.
Writers Workshop: TTW read a book about “All About Me” and will discuss things that make them happy.
TSW brainstorm things that make them happy. TTW model the next page of the “ME portfolio” by drawing
a picture of something that makes them happy and labeling it. TSW complete their next page in their “Me
portfolio”.
I can recognize that words can be represented by print by labeling something that makes me happy.
Daily Five: Review Read to Someone. TSW predict what that means and what that would look like. TTW ask the
question “Why do you suppose we would want to read to someone every day?” TTW make a chart “Reading Helps
us…..” TSW give answers to put on the chart. TTW add that this helps us with fluency and reading skills. TTW introduce
EEKK (elbow, elbow, knee, knee). (See Focus Lesson pages 63-66 in Daily 5 book). Teacher will have students model.
TSW pair up with a buddy and practice Read to Someone.
After the class is finished, TSW complete a “Read to Someone” chart adding Check for Understanding.
I Can Read to Someone by looking at pictures or reading the words of a book.
Page 3 of 4
Collaborative Planning Session
Focus Lesson: Introduce Letter F. TTW introduce the sound and the strokes for handwriting letter F. TSW skywrite the
letter F and practice the sound. TTW review E Every Morning Eloise…poem to class. TTW introduce F Five Fast
Fishes…poem to class. Have students find all the ‘f’s they see in the poem. They will also point out the rhyming words.
I can identify upper- and lower-case letters and the common sounds that letters represent by
skywriting the letter F and produce the /f/ sound.
Rhyming: During morning message pick out a word from the message and have students think of rhyming
words. Write them on the morning message.
Writers Workshop: TTW read Eating the Alphabet and discuss the labels in the book and what labeling is.
TTW make a labeling anchor chart. For the anchor chart draw an animal such as a bear or a cat and label the
parts such as ears, tail, etc.
I can recognize that words can be represented by print by making an anchor chart about labeling.
THURS.
Daily Five Review Read to Someone. TSW predict what that means and what that would look like. TTW ask the
question “Why do you suppose we would want to read to someone every day?” TTW make a chart “Reading Helps
us…..” TSW give answers to put on the chart. TTW add that this helps us with fluency and reading skills. TTW introduce
EEKK (elbow, elbow, knee, knee). (See Focus Lesson pages 63-66 in Daily 5 book). Teacher will have students model.
TSW pair up with a buddy and practice Read to Someone.
After the class is finished, TSW complete a “Read to Someone” chart adding Check for Understanding.
I Can Read to Someone by looking at pictures or reading the words of a book.
Focus Lesson: Review letter F sound and strokes. TTW review E Every Morning Eloise…poem to class and the F Five
Fast Fishes…poem to class. TSW brainstorm a list of words that begin with letter F. TTW make a matching anchor chart.
TSW illustrate 3 words that begin with the letter F in their journals. I can identify upper- and lower-case letters
and the common sounds that letters represent creating a list of words that begin with Ff /f/.
Rhyming: During morning message pick out a word from the message and have students think of rhyming
words. Write them on the morning message.
Writers Workshop: Review and assess this week’s skills and activities.
I can recognize that words can be represented by print by reviewing various writing activities.
FRI.
Daily Five: Review Read to Someone. TSW predict what that means and what that would look like. TTW ask the
question “Why do you suppose we would want to read to someone every day?” TTW make a chart “Reading Helps
us…..” TSW give answers to put on the chart. TTW add that this helps us with fluency and reading skills. TTW introduce
EEKK (elbow, elbow, knee, knee). (See Focus Lesson pages 63-66 in Daily 5 book). Teacher will have students model.
TSW pair up with a buddy and practice Read to Someone.
After the class is finished, TSW complete a “Read to Someone” chart adding Check for Understanding.
I Can Read to Someone by looking at pictures or reading the words of a book.
I can identify upper- and lower-case letters and
the common sounds that letters represent by creating a list of words that begin with Ee,Ff
/ĕ/&/f/.
Focus Lesson: Review letter E and F sound and strokes.
Page 4 of 4