Pass Road Elementary School Weekly Lesson Plan
Teacher: B. Hudson Grade: Kindergarten
Date: Feb. 23-27 (week 3.6)
English Language Arts
Essential
Question(s)
What are some things I can do when I hear a new word? How does an r change my vowel sounds? What clues can I look for to find
out what a new word means?
Monday
Tuesday
Wednesday
Thursday
Friday
Standards
Addressed
RL.K.4 RL.K.10, SL.K.1, SL.K.2
Target
Questions
“I Can”
Statements
Relevance/
Rationale
10:45-10:55
Bellringer
Anticipatory
Set 10:5511:00
Teacher Input
11:00-11:25
What is the same
about all of these
words? How are they
different?
Listed below – in
Teacher Input
Listed below – in Teacher
Input
What are some spelling
rules that help us when
we read?
I can read and spell my r- controlled vowel sounds. I can “chunk” words to read them. I can find meaning for words I do not know.
TSW will read more fluently if they master the r-controlled vowel sounds. TSW need to be able to use text and pictures to find the
meaning of unknown words in text when they are reading independently.
TSW write the Project Read spelling words for week.
TSW sing the Vowel Song, emphasizing the long and short sound for each of the 5 vowels. TSW review the Reading Rules flipchart.
TTW display a set of
word/picture cards that
have r-controlled vowels
in them. TTW let TS sort
the cards by the vowel,
and organize each
group so they can be
seen. TTW have TS
review the vowel son,
making the 2 sounds
(long and short) for
each vowel. TTW guide
TS to see that the 2
sounds of each vowel
are not used in this type
of word. TTW ask TS to
discuss what might be
the same about each of
TTW tell TS that they will learn
how to find the meaning of
words in text that they do not
understand.
Teacher will
monitor
students’
progress on
iReady in the
lab.
TTW display p. 69, and review
the 2 questions students can
ask themselves if they come
to a word in a text that they
do not understand. TTW
explain that good readers use
these questions to help them
better understand what they
are reading.
TTW reread p. 7 of Stone
Soup. TTW think aloud as she
identifies a word she does not
TTW review the 2 questions
from the previous lesson. TW
reread p 8-9 of Why
Mosquitoes Buzz In Peoples’
Ears. TTW have TS find the
meaning of the word burrow.
TTW use these questions to
prompt: What word tells you
where the python tries to hide?
What does the rabbit see?
Where is the rabbit in the
picture? TT and TS will decide
together that a burrow is the
hole a rabbit lives in. TTW
briefly name other animals that
live in a burrow (chipmunks,
foxes, groundhogs).
TTW guide TS through
a brief review of
phonics skills we have
covered this year –
c/k, sliding sounds, Hbrothers, consonant
blends, , consonant
clusters, -ck endings, ed endings, -s, -es
endings, r- controlled
vowels.
TTW administer TS
individual spelling
tests as the others
complete this week’s
these words that would
change the vowel
sound (they all have r
after the vowel). TTW
introduce “Bossy R”, he
always lets the vowel go
before him, but makes
her say a new sound.
TTW have TS interact
with starfall.com to
explore each rcontrolled sound.
know (trudged). TTW identify
some clues in the pictures
and the text that help her
identify the meaning of the
word, “The text says ‘three
soldiers trudged down a
road’. The picture shows the
soldiers walking down the
road, so I think that trudge
must tell me about them
walking. The text tells me
‘besides being tired they were
hungry’, so I think trudged
must be how you would walk
if you were tired and hungry.”
TTW have a student model,
and briefly discuss other
reasons you might trudge.
TTW reread p. 8 of Stone
Soup. TTW identify some clues
in the pictures and the text
that help her identify the
meaning of the word village,
“The text says ‘ahead of them
they saw the lights of a
village’. The picture shows
what is ahead, or in front of
them, it’s a small group of
houses. A village must be a
small group of houses.”
TTW reread p.8, then use
these question in the Close
Reading to help TS identify
the meaning of the word
village, “What are the soldiers
wishing for as they walk?
Once they see the village
what do the soldiers hope
they will find there? Where
can you usually find food to
eat and a bed to sleep in?”
TTW reread p.9, and use the
Close Reading activity to help
TS identify the meaning of the
word scurried. TTW use these
questions: What action does
the word scurried describe?
What do the words say about
how the rabbit feels? How
would you move if you were
scared? What does the picture
show about the rabbit? TT and
TS will decide together that
scurried means ran away
quickly or in a rush.
TTW have TS complete p.71 in
the work book. TTW have TS
complete the turn and talk
activity, “What evidence in the
book tells about the word
scurried? Ask and answer this
question with your partner.”
TTW reread the first 2 sentences
of p. 10 (Why Mosquitoes Buzz
in Peoples’ Ears), pointing out
the words ‘crying, kaa, kaa,
kaa!’. TTW explain that crying
has a different meaning here,
and will use these questions to
prompt TS to find the meaning:
“What is the crow’s duty, or
job? How does someone
speak when there is danger?
When the crow is crying, what
is he doing?”
TTW read aloud the last
paragraph on p. 11, and point
out the word limb. TTW explain
that an arm or a leg can be a
limb, but that is not the
meaning here. TTW use these
center activities.
TTW guide TS to see that the
soldiers expect to see houses
in the village and be invited
in.
TTW have TS complete p. 70 in
the workbook.
TTW have TS turn and talk,
asking and answering
questions about the word
trudged. TS may use
questions such as, “What
evidence in Stone Soup tells
about the word trudged?”
questions to prompt: What
word clues tell you about a
limb? What picture clues tell
you about a limb? What does
limb mean?
TTW read aloud p. 10-11, and
use these questions to help TS
understand the meaning of
the made up word kili wili:
What action do the made-up
words kili wili describe?What
other words clues tell what the
monkey is doing?Why does
the monkey act this way? From
these clues, what do you think
kili wili means in this story?
TTW have TS complete p 72 in
their workbook.
TTW have TS Turn and Talk,
asking and answering
questions about the words
crying and limb.
Modeling
Guided
Practice
11:25-11:40
Independent
Practice
Criteria for
Success
Weekly
Centers
12:40 – 1:45
(students will
complete 2
centers a
day)
TSW collaborate to sort
words and explore the rcontrolled vowel
sounds.
TSW complete their
individual centers
and the spelling test.
TSW complete
lessons on
iReady.
TSW complete several independent activities in centers this week (see list below)
TSW successfully sort
the pictures by
vowel.
TSW complete lessons with
80% or greater.
TSW successfully
complete their
workbook activities.
TSW successfully
complete their workbook
activities.
TSW master their spelling list
with 80% or greater.
1. computer - TSW work on iReady Reading.
2. pink - TSW create a flip book featuring the sight word “here”. TSW write the sentences from the flip book, then read sight word
sentences aloud with a partner. TS make a sight word watch for the word “here”
3. green - TSW practice identifying characters and setting, story details and main events, and adding details to drawings as they
listen to a book on tape and respond in their journal.
4. red - TSW practice their spelling words and sentences dictation by cutting and gluing the letters and words. TSW quiz each other
with flash cards. TSW separate the consonant onset from the rime of a variety of words.
5. purple – With teacher assistance, TTW practice “chunking” several new words. TSW read their fluency passages as a group.
Writing/
Science/
Social Studies
1:45-2:15
Access for All
Resources/M
aterials/
Artifacts
6. computer - TSW work on iReady Reading.
7. pink - TSW sort words with the or and ar sounds into 2 groups. TSW match each word to a picture.
8. blue - TSW complete a flip book of words with initial L-blends. TSW write each word under the correct flap of the book.
9. red - TSW complete 10 puzzles of Treasure Chest sentences (Project Read). TSW write these sentences, then glue the correct
picture next to each sentence to show comprehension.
10. purple – With teacher assistance, TSW read their fluency passages as a group. TSW then read a comprehension passage and
answer questions about it, citing text-based evidence for the answers they give.
TSW write and draw in
TTW review the water
TSW write and draw in
their journal to
cycle with the video;
their journal to answer the
TSW illustrate what they
answer the question,
http://youtu.be/52wY
question, “How does the
have learned about the
“what happens to
4r66OVc
sun help in the water
water cycle.
the rain when it
cycle?”
dries?”
All the centers this week are designed to be success oriented. We have many different kinesthetic activities, and multiple activities
that involve interacting with a partner or group. The Project Read program is very student friendly and allows for high interest and
movement. The RCC program involves partner and group discussions to help students understand new ideas. We use a variety of
songs and dances to make things “stick” for our students.
i-Ready, Stone Soup, Why Mosquitoes Buzz in Peoples’ Ears, RCC Reading workbooks, center materials, Dr. Jean songs, Reading Rules
flipchart, r-controlled picture cards, starfall.com
__________ Balancing Informational &
Literary Text
Instructional
Shifts
Addressed
___X______ Knowledge in the
Disciplines
__________ Staircase of Complexity
__________ Text-Based Answers
__________ Writing from Sources
__________ Balancing
Informational & Literary Text
__________ Balancing
Informational & Literary Text
__________ Balancing
Informational & Literary Text
__________ Balancing
Informational & Literary Text
____X_____ Knowledge in the
Disciplines
____X_____ Knowledge in the
Disciplines
____X_____ Knowledge in the
Disciplines
____X_____ Knowledge in the
Disciplines
__________ Staircase of
Complexity
____X_____ Staircase of
Complexity
___X______ Staircase of
Complexity
_____X____ Staircase of
Complexity
___X______ Text-Based
Answers
__________ Text-Based
Answers
___X______ Text-Based
Answers
__X_______ Text-Based
Answers
__________ Writing from
Sources
__________ Writing from
Sources
__________ Writing from
Sources
___X_____ Writing from
Sources
__________ Academic
Vocabulary
_____X____ Academic
Vocabulary
___X_____ Academic
Vocabulary
____X_____ Academic Vocabulary
___X______ Academic
Vocabulary
__________Critical Thinking and Problem Solving
21st Century
Skills
Supported
____X____Scientific and Numerical Literacy
__X______Creativity and Innovation
__X_______Communication and Collaboration
____X_____Cross Disciplinary Thinking
_X________Visual Literacy
___X______Basic Literacy
Weekly Reflection
 How did this week’s lessons reflect academic rigor? My students will be covering a wide variety of
skills and working on enrichment centers.
 How did this week’s lessons authentically engage students? With hands on activities, centers, and
music.
 How did this week’s lesson engage students in collaborative learning and enhance their
collaborative learning skills? My students work together in centers and will read to other students
daily. They also do Turn and Talk and speaking and listening in centers.