Collaborative Planning Session
Grade Level:
K
1
Administrator Present:
2
3
4
5
Date: Sept. 7 – 11
Subject:
R
M
S
None
Members in Attendance: Arredondo, Carter, Hastings, Lopez 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.3A
K4.B
K18.C
S.S K.9A
RS
Verb
Recogniz
e
Student Expectations
Content
Context
Spoken
for
words can be communication
represented
by print
identify
Upper- and
lower-case
letters
letters
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:
Identify
the
common
sounds
that letters
represent.
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
The student understands the
role of authority
figures.
Identify
authority
figures in the
home,
school, and
community.
identify
authority
figures
In the home,
school and
community
Page 1 of 4
Process Skills
Fig. 19
19.B
Collaborative Planning Session
K.9B
SS
Explain how
authority
figures make
and enforce
rules.
IPC Step 3: Create Common Mini-Assessment
What Do Students Need to Know, Understand, and
Be Able to Do?
explain
how
Draft Mini-Assessment – 4 to 10 questions (M/C), Rubric, Product,
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:


Authority figures
make and enforce
rules
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
Page 2 of 4
Collaborative Planning Session
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
IPC Step 4 & 5 (in brief): Identify Instructional Activities/Strategies/ Methods
Day
NOTES
Labor Day Holiday- NO SCHOOL
MON.
Word Wall Activities: TTW introduce word wall words: I, A, a TSW skywrite the letters and find them in the room. TTW distinguish between
the word A,a and the letter a.
TUES.
Writers Workshop: TTW read a book about school authorities and explain who/what they are. TSW brainstorm to create a chart of who they think
work in the school and who make the rules.
I can understand how English is written and printed by creating a chart of authority figures in school.
Daily Five – Round 1 – Read to self
Focus Lesson: Introduce Letter A. TTW introduce the sound and the strokes for handwriting letter A. TSW skywrite the letter A and
practice the sound.
I can identify upper- and lower-case letters and the common sounds that letters represent by skywriting the letter A and
produce the /a/ sound.
Daily Five: Introduce Work on Writing
Introduce anchor Chart for Work on Writing. Include the following: TSW create lists of what they can write about : make
cards, write letters, write stories, paint word wall words, write word wall words
Student expectations: 1.Write the whole time. 2. Stay in one spot. 3. Work quietly. 4. Choice of what to write 5. Get started
quickly.
Teacher expectations: 1. Work with students.
Model correct and incorrect behavior
Practice building stamina and developing independence.
I Can use letter/sound correspondence by choosing a topic to write about and write independently..
Word Wall Activities: TTW review word wall words: I, A, a TSW skywrite the letters and find them in the room. TTW distinguish between the
word A,a and the letter a.
WED.
Writers Workshop: TSW review the list from yesterday. TTW show a picture of Dr. Battle and Ms. Guzman and will discuss who they are and
what they do at school. TSW draw a picture of Dr. Battle and Ms. Guzman and will label two ways they enforce the rules.
I can understand how English is written and printed by labeling two ways authority figures make and enforce the rules.
Daily Five – Round 1 – Read to self
Focus Lesson: Review letter A sound and strokes. TSW brainstorm a list of words that begin with letter A. TTW make a matching anchor
chart. TSW illustrate 3 words that begin with the letter A 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 A /a/.
Daily Five: Review Work on Writing Review: TSW create lists of what they can write about : make cards, write letters,
write stories, paint word wall words, write word wall words
Introduce anchor Chart for Work on Writing. Include the following:
Student expectations: 1.Write the whole time. 2. Stay in one spot. 3. Work quietly. 4. Choice of what to write 5. Get started
quickly.
Teacher expectations: 1. Work with students.
Model correct and incorrect behavior
Practice building stamina and developing independence.
I Can use letter/sound correspondence by choosing a topic to write about and write independently.
Page 3 of 4
Collaborative Planning Session
Word Wall Activities: TTW review word wall words: I, A, a TSW skywrite the letters and find them in the room. TTW distinguish between the
word A,a and the letter a.
THURS.
Writers Workshop: TSW review the list of school authorities TTW show a picture of Ms. Yolanda and Ms. Bernadette. TSW will discuss who
they are and what they do at school. TSW draw a picture of Ms. Yolanda and Ms. Bernadette and will label two ways they contribute to our school.
I can understand how English is written and printed by labeling two ways authority figures contribute to our school.
Daily Five – Round 1 – Read to self
Focus Lesson: Introduce Letter B. TTW introduce the sound and the strokes for handwriting letter B. TSW skywrite the letter B and
practice the sound.
I can identify upper- and lower-case letters and the common sounds that letters represent by skywriting the letter B and
produce the /b/ sound.
-
Daily Five: Review Work on Writing: Review: TSW create lists of what they can write about : make cards, write letters,
write stories, paint word wall words, write word wall words
Introduce anchor Chart for Work on Writing. Include the following:
Student expectations: 1.Write the whole time. 2. Stay in one spot. 3. Work quietly. 4. Choice of what to write 5. Get started
quickly.
Teacher expectations: 1. Work with students.
Model correct and incorrect behavior
Practice building stamina and developing independence.
I Can use letter/sound correspondence by choosing a topic to write about and write independently.
Writers Workshop: Review and complete weekly activities
Library: Each class will go according to their schedule
Focus Lesson: Focus Lesson: Review letter B sound and strokes. TSW brainstorm a list of words that begin with letter B.
TTW make a matching anchor chart. TSW illustrate 3 words that begin with the letter B in their journals.
FRI.
I can identify upper- and lower-case letters and the common sounds that letters represent by skywriting the letter B and
produce the /b/ sound.
Reading Folders: TSW read poems in their poem folders.
I can identify upper- and lower-case letters and the common sounds that letters represent by skywriting the letter B and
produce the /b/ sound.
Page 4 of 4