Time
Monday
Tuesday
Wednesday
Thursday
Friday
Lesson Plans for Mrs. Laidler’s Kindergarten class October 24-28, 2011
Time
8:30-8:55
Monday
Tuesday
Wednesday
Thursday
TLW find their seats, unpack,
go to breakfast when called,
listen to announcements and
complete morning workTTW take attendance, verify
how each student will get
home
TLW find their seats,
unpack, go to breakfast
when called, listen to
announcements and
complete morning workTTW take attendance, verify
how each student will get
home
TLW find their seats,
unpack, go to breakfast
when called, listen to
announcements and
complete morning workTTW take attendance, verify
how each student will get
home
TLW find their seats,
unpack, go to breakfast
when called, listen to
announcements and
complete morning workTTW take attendance,
verify how each student
will get home
TLW find their seats,
unpack, go to breakfast
when called, listen to
announcements and
complete morning workTTW take attendance,
verify how each student
will get home
Morning messageIn the fall it gets cooler.
Morning message-It the fall
the leaves fall off the trees.
Morning message- In the
fall we have to wear a
jacket.
Morning Message-In the
fall it gets dark earlier.
Morning Message-The season
is fall.
Friday
9:15-9:55
Resource
9:55-10:50
Math Calendar
TimeK.2a, K.4a,
K.15
Music
Library
COWS
Art on Cart
PE
TLW Count forward to 30,
count backwards from 30.
Look for patterns Seasons
TLW Investigate and
recognize patterns on a
calendar days, months and
seasons
TLW Count by ones, twos,
fives, and tens. Place Value
(Add straw daily)
Precipitation
TLW Write the daily
news/model proper
handwriting of numbers
Climate/clothing
TLW complete Basic
Addition/subtraction
Facts Add lunch
Chapter 4-Zero
to Five
Lesson 4.1 Counting 1-3
G-TTW-review. Have the
student extend patterns using
motions..clap, slap, clap
slap..etc
Warm-up-count up to 30
using the power point on
STAR...then use number
cards that are in random
order
Warm-up-count up to 30
using the power point on
STAR...then use number
cards that are in random
order
Warm-up-count up to 30
using the power point on
STAR...then use number
cards that are in random
order
Lesson 4.2 Reading/writing
1-3 Read aloud-Ten black
Dots
Lesson 4.3 Counting 4 and 5
TE page 55
Lesson 4.4
Reading/writing 4 and 5
TE page 56
Read Aloud-Six Sleepy
Sheep
G-TTW- play the number
chant song and skywrite
the numbers.
Read aloudPearson interactive stories
and guided lessons and
online quiz
Warm-up-count up to 30
using the power point on
STAR...then use number
cards that are in random order
Problem of the day 4.1
G-TE page 51
Pearson interactive storyCount the Eggs and guided
lessons
I-TLW-Problem based
interactive learning-use
blocks to model.
Visual learning-work mat
page 52
Close/assess-Play show me
have the student use
manipulatives to show the
numbers held up by teacher.
10:50-11:15 Lunch
11:25-11:55Recess
12:00- 12:30
Whole Group
Language Arts
G-TTW- play the number
chant song and skywrite the
numbers.
Problem of the day 4.2
G-TTW- play the number
chant song and skywrite the
numbers.
Read Aloud-story from
Pearson-online
Pearson interactive guided
lessons TE 54
Pearson interactive guided
lessons
I-TLW-Problem based
interactive learning
.
I-TLW Problem based
interactive learning-Using
pattern blocks have the
student create patterns using
3 shapes
Close/assess—Have the
students cut out numbers
from the newspaper.
Visual learning-work mat
use manipulatives to create
Close/assess- workmat page
55
I-TLW-Problem based
interactive learning-have
the student complete the
workmat page 57
Visual learning have the
Close/assess- workbook
page-
Warm-up-count up to 30
using the power point on
STAR...then use number
cards that are in random
order
Lesson 4.5
Reading/writing 0
G-TTW-Review skills
taught so far-counting
sets, patterns, shapes, sort
and classify.
Put out math tub stations
with differentiated
activities for students to
choose.
Problem based interactive
learningI-TLW-Problem based
interactive learning
Visual learning-TO
Close/assess-Cut out
numbers from the
newspaper 1-5
DI- If they can recognize
more then they can cut
them out!!
Lunch/Recess
Lunch/Recess
Lunch/Recess
Lunch/Recess
Lunch/Recess
G-TTW-Fundations Drill
cards use Mama Echo and
Baby echo to encourage
student involvement.
TLW-Read Aloud-Miss.
Alice’s Shoes
Discuss

beginning, middle,
end

author and
illustrator

picture clues

vocabulary

rhyming words
G-TTW-Fundations Drill
cards use Mama Echo and
Baby echo to encourage
student involvement.
TLW-Read Aloud Miss.
Alice’s Shoes
Discuss

beginning,
middle, end

author and
illustrator

picture clues

vocabulary

rhyming words

parts of the book
G-TTW-Fundations Drill
cards use Mama Echo and
Baby echo to encourage
student involvement.
Read Aloud- Miss. Alice’s
Shoes
Discuss

beginning,
middle, end

author and
illustrator

picture clues

vocabulary

rhyming words

retell

syllables
G-TTW-Fundations Drill
cards use Mama Echo and
Baby echo to encourage
student involvement
Read Aloud- Miss.
Alice’s Shoes
G-TTW-Fundations Drill
cards use Mama Echo and
Baby echo to encourage
student involvement.
Discuss





beginning,
middle, end
author and
illustrator
picture clues
vocabulary
rhyming
words
Read Aloud Miss. Alice’s
Shoes
Discuss






beginning,
middle, end
author and
illustrator
picture clues
vocabulary
rhyming words
punctuation
12:30-1:00
Language
Arts/Writin
g
SOL:
K.1 a b c d ,
K.2, K.3,
K.8 a, f
Concept of
Print-10
minutes
Word
Awareness-5-7
minutes
Alphabet and
beginning
sounds-15-20
minutes
New Reading
and
Vocabulary-810 minutes
Guided
Reading and
Literacy
stations
1:00-1:30
Phonics
K.4b, K.7a,b,
K.9
1:30-2:00
Writing
K.10
G-TLW-COW-Alligator
Pie
TLW-introduce the poem
on the pocket chart.
Demonstrate the left to
right sweep as you read,
and how to touch each
word as you read it.
TLW-choral read as the
text is read...then invite
some of the students to
come read with a pointer as
the class recites the poem.
Provide assistance as need
to promote correct
tracking. Teach how many
syllables
E-Each student will color
the poem and practice left
to right sweep as they read
it to a shoulder buddy.
They will glue in their
writing notebook.
Introduce upper and
lowercase letters of the
week including sounds.
Find the letter and mark it
with a post it note in the
poem.
G-TLW COW- Alligator Pie
TLW- introduce the poem on
the pocket chart.
Demonstrate the left to right
sweep as you read, and how
to touch each word as you
read it.
TLW-choral read as the text
is read...then invite some of
the students to come read
with a pointer as the class
recites the poem. Provide
assistance as need to promote
correct tracking.
Hand out sentence strips with
the words from the poem on
each strip. Have the students
come up and place the strip in
the correct place. Ask they
how they knew where to put
it…encourage them to
identify the beginning sound
and letter...starts with..
I-TLW- Practice Individually
- Pass out individual copies of
the text. Read together as
every child tracks the print.
Glue copy into their personal
readers. Have the student
circle all the words that begin
with Dd
Buddy Read - Pair students
with a buddy and have
them practice reading the
text to each other while
finger pointing. Ask the
non-reading buddy to make
sure his or her partner is
saying and pointing to each
word. Have each partner
read twice.
Buddy Read - Pair students
with a buddy and have them
practice reading the text to
each other while finger
pointing. Ask the non-reading
buddy to make sure his or her
partner is saying and pointing
to each word. Have each
partner read twice.
Illustrate the poem
Review the sight words
from the poem-I, my,
green, away, but, the
Illustrate the poem
Review the sight words from
the poem-I, my, green, away,
but, the
Complete the sight word
booklet on the
Complete the sight word
booklet on my
Phonics K.4b, K.7a,b, K.9
TTW-introduce the letter
Aa and the sound that it
makes using the
Fundations cards
TLW- Find the letter Aa in
the poem. Make a list of
words that start with that
sound.
Phonics K.4b, K.7a,b, K.9
TTW-introduce the letter Aa
and the sound that it makes.
TLW- Find the letter Aa in
the poem. Glue dots on the
letter Aa
G- Read Aloud –
the Aa song from
HaveFunLearning.com…
invite the students to sing
with you. Skywrite the
letter to demonstrate letter
formation.
I-Small group- TLW
practice writing the letter
on Fundations dry erase
boards
E-TTL-write names and
letters on dry erase boards
Practice writing numbers
0-9
G- Read Aloud The Aa song from
HaveFunLearning.com…
invite the students to sing
with you. Skywrite the letter
to demonstrate letter
formation.
I-Small group- TLW practice
writing the letter on
Fundations dry erase boards
E-TTL-write name and letters
on dry erase boards
Practice writing numbers
0-9
G-TLW COW- Alligator Pie
TLW- the poem on the pocket
chart. Demonstrate the left to
right sweep as you read, and
how to touch each word as you
read it.
TLW-choral read as the text is
read...then invite some of the
students to come read with a
pointer as the class recites the
poem. Provide assistance as
need to promote correct
tracking.
Hand out sentence strips with
the words from the poem on
each strip. Have the students
(different students from
yesterday) come up and place
the strip in the correct place.
Ask they how they knew where
to put it…encourage them to
identify the beginning sound
and letter...starts with…
Have children come up and
find the word and place it on
top of its match in the pocket
chart. Discuss how they knew
it was the same word (prompt
for letters, beginning sounds).
Buddy Read - Pair students
with a buddy and have them
practice reading the text to
each other while finger
pointing. Ask the non-reading
buddy to make sure his or her
partner is saying and pointing
to each word. Have each
partner read twice.
Complete the following
activity: Cut It Up
1- Pass out the sentence strips
2- Have children rebuild the
sentence word by word.
Illustrate the poem
Review the sight words from
the poem-I, my, green, away,
but, the
Complete the sight word
booklet on I
Phonics K.4b, K.7a,b, K.9
TTW-introduce the letter Aa
and the sound that it makes.
TLW- Find the letter Aa in the
newpaper and glue on the Aa
page from starfall.
G- Read Aloud
the Aa song from
HaveFunLearning.com…
invite the students to sing with
you. Skywrite the letter to
demonstrate letter formation.
I-Small group- TLW practice
writing the letter on Fundations
dry erase boards
E-TTL-write name and letters
on dry erase boards
Practice writing numbers
0-9
G-TLW COW- Alligator
Pie
TLW- introduce the
poem on the pocket chart.
Demonstrate the left to
right sweep as you read,
and how to touch each
word as you read it.
TLW-choral read as the
text is read...then invite
some of the students to
come read with a pointer
as the class recites the
poem. Provide assistance
as need to promote
correct tracking.
Buddy Read - Pair
students with a buddy and
have them practice
reading the text to each
other while finger
pointing. Ask the nonreading buddy to make
sure his or her partner is
saying and pointing to
each word. Have each
partner read twice.
I-TLW-identify words
from the poem.
1-Pass out envelopes of
word cards with 3-9
words that you have
selected from the rhyme.
2- Have the children
work with partners to use
the word cards to find the
same word in their own
copy of the text and
identify it using
beginning sounds.
3- Partners can also call
out words for each other
to find in the text.
Complete the following
activity: Cut It Up
1- Pass out the cards with
the words from the poem.
2- Have children rebuild
the sentence word by
word----look for sight
words
Phonics K.4b, K.7a,b,
K.9
TTW-introduce the letter
Aa and the sound that it
makes.
TLW-make a list of a
words and illustrate in
writing notebook.
G- Read Aloudthe Aa song from
HaveFunLearning.com…
invite the students to sing
with you. Skywrite the
letter to demonstrate
letter formation.
I-Small group- TLW
practice writing the letter
Gg on Fundations dry
erase boards
E-TTL-write names and
Practice writing numbers
0-9
COW- Alligator Pie
-TLW- introduce the
poem on the pocket chart.
Demonstrate the left to
right sweep as you read,
and how to touch each
word as you read it.
TLW-choral read as the
text is read...then invite
some of the students to
come read with a pointer
as the class recites the
poem. Provide assistance
as need to promote correct
tracking.
Hand out sentence strips
with the words from the
poem on each strip. Have
the students come up and
place the strip in the
correct place. Ask they
how they knew where to
put it…encourage them to
identify the beginning
sound and letter...starts
with.
I-TLW- illustrate the text
in their personal readers
as you assess each child.
2) Ask individual students
to read the text as they
point to the words.
Observe how they track
and whether they selfcorrect when they get off
track.
3) Point to a few words in
context and ask, “What’s
this word?” If the student
does not know,
encourage them read up to
it.
4) If the student can name
any of the words in
context without reading
up to them, see if they can
identify those words in
isolation on word cards.
Phonics K.4b, K.7a,b, K.9
TTW-review the sounds
learned so far
TLW- have the student
complete the a workbook
page from the phonics
book.
G- Read Aloud- ABC
book and discuss letters
and formations.
I-Small group- TLW
practice putting names in
correct order using name
puzzles.
E-TTL-write name on dry
erase boards and demo
how to rainbow their
name.
Practice writing numbers
0-9
2:00-2:30
Differentiate
d instruction
2::30-3:10
Nap time and
remediation
Essential 9
TTL-review numbers and
how to match cubes to
numbers to make sets.
TLW- use number cards
and count out sets to
match.
Nap time and remediation
TTL-review numbers and
how to match cubes to
numbers to make sets.
TLW- use number cards and
count out sets to match
TTL-review numbers and how
to match cubes to numbers to
make sets.
TLW- use number cards and
count out sets to match
TTL-review numbers and
how to match cubes to
numbers to make sets.
TLW- use number cards
and count out sets to match
Nap time and remediation
Nap time and remediation
Nap time and remediation
Set objectives
Small groups instruction
Non-verbal representation
Provide
homework/feedback, cues
Set objectives and
provide feedback for
improvement of writing.
Set objectives
Small groups instruction
Manipulatives
Homework/feedback/cues
Set objectives
Non-verbal
representation
Provide homework/
United Streaming
TTL-review numbers and
how to match cubes to
numbers to make sets.
TLW- use number cards
and count out sets to
match
Nap time and remediation
United streaming
Non-verbal representation
Graphic organizers
Positive feedback
Essential 9 Strategies:
1.Identifying similarities/ differences
4. Homework and practice
7. Setting objectives, providing feedback
Guided reading lesson plans in binder on kidney table.
Group 1- Shrimp
Group 2-CrabsGroup 3 StarfishGroup 4- Clams-
2. Summarizing and note taking
5. Nonlinguistic representations
8. Generating and testing
hypotheses
3. Reinforcing effort/ providing recognition
6. Cooperative learning
9. Cues, questions, advance organizers