L. Herron, A. Johnson, S. Johnson, A. Lovett
Week 4.8 Kindergarten Lesson Plans Week of May 19-23, 2014
Reading/Language Arts/ Writing Standards
Social Studies/Science Standards
K.RF.3c- Read high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
K.L. 2c Write a letter or letters for most consonant and short-vowel sounds (phonemes).
K.RI.10 Actively engage in group reading activities with purpose and understanding.
K.L.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating
them to their opposites (antonyms).
K.RL.4 Ask and answer questions about unknown words in a text.
K.SS.3c Name figures of authority and their positions in upholding human and civil rights
Math Standards
(parents, teachers, principal)
K.SS.3dState the importance of classroom and school rules and the consequences of
failing to obey them.
K.SC1.1 Inquiry
KSCI1- Ask questions and find answers by scientific investigation
KSS4d- Identify a variety of jobs
KSCI2a- Identify objects that sink and float
KSS5c- Identify and discuss the traditions of various groups of people
KSS5a- Identify historical figures of various cultures
KSCI3d- Identify offspring that resemble their parents
K.CC.1 Count to 100 by ones and tens, (0-20 by ones, 0-100 by tens)
KCC2-count forward beginning from a given number with the known sequence(instead of having to begin at 1)
KCC3- write numbers from 0-20, represent a number of objects with a written numeral
0-20 (with 0 representing a count of no objects)
KCC.4aWhen counting objects, say the number names in the standard order, pairing each object with one and
only one number name and each number name with one and only object.
KCC.4b Understand that the last number name said tells the number of objects counted. The number of
objects is the same regardless of their arrangement or the order in which they were counted.
KCC4c-understand that each successive number name refers to a quantity that is one larger
KCC6-Identify whether the number of objects in one group is greater than, less than, or equal to the number
of objects in another group, by matching and counting strategies, in groups up to the number ten
KOA1-represent addition/subtraction with objects, fingers, drawings
KOA3-decompose numbers less than or equal to 10 into pairs in more than one way, by using objects or
drawings and record each decomposition by a drawing or equation( 5=3+2and 5=4+1)
KOA5 – add within five
Writing Standards
K.L1a Print many upper and lower case letters
K.SL5 Add drawings or other visual displays to descriptions as desired to
provide additional detail.
K.R.L3Confirm understanding of a text read aloud or information presented
orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood.
WOW- Working on the Work
1.
2.
3.
4.
5.
Content/Substance
Organization of Knowledge
Product Focus
Clear & Compelling Standards
Novelty/Variety
6. Choice
7. Authenticity
8. Protection from Adverse Consequences
9. Affiliation
10. Affirmation of Performance
Monday, May 19, 2014
Math (Whole Group 8:00-8:30 Centers 9:15-10:00)
Bell Ringer: math skill practice
Reading/Lang. Arts (Whole Group/Centers 10:00-12:40)
Social Studies/Science/Writing (12:40-1:10)
Student Centered Objectives:
Student Centered Objectives:
(KL1a), (KSL5)(KRL3)(KSL4)
(KCC1,KCC2,KCC3,KCC.4a, b,c KG 1,5,KOA1, 5)
Anticipatory Set:
song by Dr. Jean
Anticipatory Set: TSW watch the video of The Very
Hungry Caterpillar.
(Day169)
Anticipatory Set: TSW identify the number sentence in
Teacher Input/Modeling: TTW give a daily review
of skills needed for her class in Reading. Activities
will vary due to different needs in each class.
TTW demonstrate this number on A place value chart.
Hundreds
Tens
Ones
1
6
9
Guided Practice: TSW use a flipcharts and online
activities to practice needed skills.
(K.RF.3c, K.L.2d, K.RL.4, K.RI.10, K.L.4b, K.L.1e, K.RI.4 )
Student Centered Objectives:
expanded form for what the day of school is…..
100 + 60 + 9 = 169
PROCEDURES
Teacher Input/Modeling: TTW give a daily review of skills
needed for her class in math. Activities will vary due to
different Needs in each class.
Individual Practice: centers and independent work are
reviewing skills covered throughout the year
Assessment: Teacher Observation questioning and assignment
completion.
Closure:
TSW write the numbers up to 100
TTAW work with students having difficulties with a
skill during Calendar/Whole Group Time in the
morning.
TSW listen to the opposites
TSW take turns reading their library books to the
class. TSW then take turns asking and answering
questions about the book.
PROCEDURES :
Teacher Input: TTW explain to the students that
they will writing sentences that the teacher reads
aloud.They will then read the sentence. TTW review
different types of sentences and their correct
punctuation marks.
Modeling: TTW model for the students a completed
sentence.
Guided Practice: TTW guide the students in
completing their sentences.
Individual Practice: see center activities below; The
students will be writing their sentences.
Independent Practice: Centers and independent
work
Assessment: Teacher observation, assignment
completion
Closure: TTW say a word, and TSW give a word with
multiple meanings. TTW do this for several
different students.
Closure: TSW share their illustrations and pictures
with their classmates.
Assessment:
TTW assess through observation,
questioning, and assignment completion.
Struggling Students: TTW write the words first with
a highlighter for the students to trace.
Tuesday, May 20, 2014
Math (Whole Group 8:00-8:30 Centers 9:15-10:00)
Reading/Lang. Arts(Whole Group/Centers 10:00-12:40)
Social Studies/Science/Writing (12:40-1:10)
Student Centered Objectives:
Student Centered Objectives:
Student Centered Objectives:
(KSCI3a)
(KCC1,KCC2,KCC3,KCC.4a, b,c KG 1,5,KOA1, 5)
(Day170)
Anticipatory Set: TSW identify the number sentence in
expanded form for what the day of school is…..
100 + 70 + 0 = 170
TTW demonstrate this number on A place value chart.
Hundreds
Tens
Ones
1
7
0
PROCEDURES
Teacher Input/Modeling: TTW give a daily review of skills
needed for her class in math. Activities will vary due to
different Needs in each class.
Individual Practice: centers and independent work are
reviewing skills covered throughout the year
Assessment: Teacher Observation questioning and assignment
(K.RF.3c, K.L.2d, K.RL.4, K.RI.10, K.L.4b, K.L.1e, K.RI.4 )
Anticipatory Set:
song by Dr. Jean
TSW listen to the opposites
Teacher Input/Modeling: TTW give a daily review
of skills needed for her class in Reading. Activities
will vary due to different needs in each class.
Guided Practice: TSW use a flipcharts and online
activities to practice needed skills.
TSW take turns reading their library books to the
class. TSW then take turns asking and answering
questions about the book.
Independent Practice: Centers and independent
work
Closure: TTW say a word, and TSW give a word with
multiple meanings. TTW do this for several
different students.
completion.
Closure:
TSW write the number words up to twenty
TTAW work with students having difficulties with a
skill during Calendar/Whole Group Time in the
morning.
Assessment:
TTW assess through observation,
questioning, and assignment completion.
Anticipatory Set: The teacher will read the
story, The Grouchy Ladybug, to the students.
PROCEDURES
Teacher Input: After reading the story, the
teacher and the students will discuss the
characteristics of ladybugs.
Modeling: The teacher will explain that we will
discuss the importance of ladybugs. Then,
the teacher will review the story, and ask the
students to list thing that make themselves
grouchy. TSW create a CLASS CIRCLE MAP
depicting this.
Guided Practice: TTW guide the students in
reading the poem, Five Little Ladybugs.” Then,
the students will create and decorate a paper
plate ladybug.
Individual Practice: see center activities below
Assessment: Teacher observation, assignment
completion
Closure: TSW write/illustrate a sentence
describing ladybugs.
Wednesday, May 21, 2014
Math (Whole Group 8:00-8:30 Centers 9:15-10:00)
Bell Ringer: math skill practice
Reading/Lang. Arts(Whole Group/Centers 10:00-12:40)
Social Studies/Science/Writing (12:40-1:10
Student Centered Objectives:
Student Centered Objectives:
(KL1a), (KSL5)(KRL3)(KSL4)
Anticipatory Set: TSW listen and sing the 1-30 sight
Anticipatory Set: TTW introduce the hand motion
while chanting, “Every sentence begins with a capital
letter, skip a space between the words, and ends with
a period or stop sign. TSW stand up and touch their
head for the “headline,” their waist for the “beltline”
and their toes for the “footline” of the paper.
(K.RF.3c, K.L.2d, K.RL.4, K.RI.10, K.L.4b, K.L.1e, K.RI.4 )
Student Centered Objectives:
(KCC1,KCC2,KCC3,KCC.4a, b,c, KG 1,5,KOA1, 5)
words song
(Day171)
Anticipatory Set: TSW identify the number sentence in
expanded form for what the day of school is…..
100 + 70 + 1
= 171
Teacher Input/Modeling: TTW give a daily review
of skills needed for her class in Reading. Activities
will vary due to different needs in each class.
PROCEDURES :
TTW demonstrate this number on A place value chart.
Hundreds
Tens
Ones
1
7
1
PROCEDURES
Teacher Input/Modeling: TTW give a daily review of skills
needed for her class in math. Activities will vary due to
different Needs in each class.
Guided Practice: TSW use a flipcharts and online
activities to practice needed skills.
TSW take turns reading their library books to the
class. TSW then take turns asking and answering
questions about the book.
Independent Practice: Centers and independent
work
Individual Practice: centers and independent work are
reviewing skills covered throughout the year
Assessment: Teacher Observation questioning and assignment
completion.
Closure: TSW write the number words twenty one - thirty
TTAW work with students having difficulties with a skill
during Calendar/Whole Group Time in the morning.
Closure: TTW say a word, and TSW give a word with
multiple meanings. TTW do this for several
different students.
Assessment:
TTW assess through observation,
questioning, and assignment completion.
Teacher Input: TTW explain to the students that
they will writing sentences that the teacher reads
aloud.They will then read the sentence. TTW review
different types of sentences and their correct
punctuation marks.
Modeling: TTW model for the students a completed
sentence.
Guided Practice: TTW guide the students in
completing their sentences.
Individual Practice: see center activities below; The
students will be writing their sentences.
Assessment: Teacher observation, assignment
completion
Closure: TSW share their illustrations and pictures
with their classmates.
Struggling Students: TTW write the words first with
a highlighter for the students to trace.
Thursday, May 22, 2014
Math (Whole Group 8:00-8:30 Centers 9:15-10:00)
Reading/Lang. Arts(Whole Group/Centers 10:00-12:40)
Social Studies/Science/Writing (12:40-1:10)
Student Centered Objectives:
Student Centered Objectives:
(K.RF.3c, K.L.2d, K.RL.4, K.RI.10, K.L.4b,
K.L.1e, K.RI.4 )
Student Centered Objectives:
(KSCI3a)
(KCC1,KCC2,KCC3,KCC.4a, b,c, KG 1,5,KOA1, 5)
(Day172)
Anticipatory Set: TSW identify the number sentence in
expanded form for what the day of school is…..
100 + 70 + 2 = 172
TTW demonstrate this number on A place value chart.
Hundreds
Tens
Ones
1
7
2
PROCEDURES
Teacher Input/ Modeling: TTW give a daily review of skills
needed for her class in math. Activities will vary due to
different Needs in each class.
Individual Practice: centers and independent work are
reviewing skills covered throughout the year
Assessment: Teacher Observation questioning and assignment
completion.
Closure: TSW write the number sentence and draw a
picture to represent it.
TTAW work with students having difficulties with a skill
during Calendar/Whole Group Time in the morning.
Bell Ringer: math skill practice
Anticipatory Set: TSW sing the “The Vowel Song”
to practice vowel sounds. TSW sing “Who Let the
Letters Out” by Dr. Jean to practice all letter
sounds.
Teacher Input/Modeling: TTW give a daily review
of skills needed for her class in Reading. Activities
will vary due to different needs in each class.
Guided Practice: TSW use a flipcharts and online
activities to practice needed skills.
TSW take turns reading their library books to the
class. TSW then take turns asking and answering
questions about the book.
Independent Practice: Centers and independent
work
Closure: TTW say a word, and TSW give an opposite
to the word. TTW do this for several different
students.
Assessment:
TTW assess through observation,
questioning, and assignment completion.
Anticipatory Set: The teacher will read the
story, The Very Hungry Caterpillar, to the
students.
PROCEDURES
Teacher Input: After reading the story, the
teacher and the students will review the
importance of eating healthy foods. Then, the
teacher will explain the importance and
characteristics of a caterpillar.
Modeling: The teacher will explain that we will be
discussing the life cycle of a
caterpillar/butterfly.
Guided Practice: The teacher will guide the
students in creating a CLASS FLOW MAP that
sequences the life cycle of a
caterpillar/butterfly. TSW create and decorate
a tissue paper butterfly.
Individual Practice: see center activities below
Closure: The students will write/illustrate a
sentence describing the caterpillar/butterfly.
Friday, May 23, 2014
Math (Whole Group 8:00-8:30 Centers 9:15-10:00)
Day at the Park and Splash Pad
Bell Ringer: math skill practice
Reading/Lang. Arts(Whole Group/Centers 10:00-12:40)
Day at the Park and Splash Pad
Social Studies/Science/Writing (12:40-1:10)
Student Centered Objectives:
(KSS4a)
Anticipatory Set: TTW introduce the hand
motion while chanting, “Every sentence begins
with a capital letter, skip a space between the
words, and ends with a period or stop sign. TSW
stand up and touch their head for the “headline,”
their waist for the “beltline” and their toes for
the “footline” of the paper.
PROCEDURES :
Teacher Input: TTW explain to the students
that they will writing an ending to The Very
Hungry Caterpillar. TSW then draw an
illustration about their ending.
Modeling: TTW model for the students a
completed sentence.
Guided Practice: TTW guide the students in
completing their sentences.
Individual Practice: see center activities below;
The students will be writing their sentences.
Assessment: Teacher observation, assignment
completion
Closure: TSW share their illustrations and
pictures with their classmates.
Struggling Students: TTW write the words first
with a highlighter for the students to trace.