Lesson Plans Form-D

Teacher: Bruns Subject: Reading Week of: September 8 - 12

Standards: RF.K.1a, RF.K.1b, RF.K.1d, RF.K.2, RF.K.3, RF.K.3a, RF.K.3c
Essential Question(s): How do we use the sounds of our language and why is it important to understand how sounds are put together?

How do letter patterns and sounds help me read words I do not know?

Monday
Highlight: Interacting with New Knowledge Deepening Understanding Generating and Testing Knowledge
Standard(s) Objectives Min Learning Activities
I can identify, 10 Do now (Bellwork or Warm-Up): Review CHAMPS
recognize, and 15 Introduction: Read, “Pouch!” in the Big Book – digital version and review book handling and directionality (T94).
blend letter
sounds Learning Activities (Identify Direct Instruction, Guided Practice, and Independent Practice):
through
various ways, DI: Quick review of Mm
including read 10
alouds. Introduce letter Aa. Show students the letter A and picture of an apple and emphasize /a/ and that it is the beginning sound. Say, “as, am,
at” and have students repeat. Make emphasizes on the sound /a/ in the words. * Point out that the letter Aa is called a vowel.

10 GP: Use teacher created A picture cards (Ax, ambulance, apple) to display and have students identify what letter is used at the beginning of
each word. (Model how to move your tongue behind your bottom teeth and with your mouth wide open, smile a little to say the letter Aa)
Have students give examples of words that begin with the letter Aa.

20 IP: Implement reading centers- sight words, computers, Aa activity, word works

10 Closure: Quick check of identifying Aa ( letter and sound )

Assessment: Quick check – teacher asks each student during their work time to identify the A letter and sound
Homework: Practice making words that start with A and write/draw two sentences using the high frequency word “we”.
30 Differentiated Instruction/Centers: Listening center, leveled readers, word work, writing.
Higher Order Thinking Questions: What sound does /a/ make? Why did Joey want to go back in the pouch? What is a pouch?
Tuesday
Lesson Plans Form-D
Highlight: Interacting with New Knowledge Deepening Understanding Generating and Testing Knowledge
Standard(s) Objectives Min Learning Activities

I can 5 Do now (Bellwork or Warm-Up): Review CHAMPS

identify and 15 Introduction: Read, “Pouch!” in the Big Book – Digital Version. Ask/answer questions before and discuss about the use of text and
blend illustrations to help learn about what is happening in the story.
phonemes Learning Activities (Identify Direct Instruction, Guided Practice, and Independent Practice):
to make 10 DI: Quick review of Mm
words. Introduce the letter of the week, Aa. Sing the alphabet and ask students to identify words that begin with Aa. Show students pictures of
words beginning the letter Aa. Model writing the letter Aa on writing paper.
15
GP: Turn and talk with your shoulder partner and give examples of words that start with Aa. Write words on an anchor chart and have
students take turns coming up to board and highlighting the Aa’s in the word.
30
IP: Make Aa, alligator craft. Students will write down the words on the anchor chart as “food” for the alligator. Implement Reading
Centers

10 Closure: Quick check of identifying Aa (letter and sound)

Assessment: Formative assessment, alligator craft
Homework: N/A
30 Differentiated Instruction/Centers: listening center, leveled readers, word work, writing
Higher Order Thinking Questions: Where can we find the title and author of a book? How do pictures help us read?

Wednesday
Highlight: Interacting with New Knowledge Deepening Understanding Generating and Testing Knowledge
Lesson Plans Form-D
Standard(s) Objectives Min Learning Activities
I can repeat Do now (Bellwork or Warm-Up): Review CHAMPS
and identify
medial sound Introduction: Interactive Read Aloud – The Tortoise and the Haire – ask/answer questions.
of /a/. Learning Activities (Identify Direct Instruction, Guided Practice, and Independent Practice):

10 DI: Quick review of /a/ and /m/.

Display apple photo card and explain this is the letter Aa and correlate it with its sound /a/. Have students listen as you say some words and
they need to listen for the sound in the middle of the words. Explain sometime the /a/ sound can be heard in the middle of a word, for
example, bat, hat, cat, sat, rat.

Explain to students that you will say some words that have /a/ in the middle and some words that do not. Have students say /a/ and write
the letter a on their response boards or give a thumbs up when they hear /a/ in the middle of the word. Guide practice with first word.

Hat bike duck cat back

Get pat box gas mad

20 GP: Hand out Wonders Unit 1 books to students. Introduce the sight word, we, to students. Model how to write, we, and have students
practice writing on their white boards. Read together page 26-31 of book, “We Can”.

Have students come up with sentences using the word we. Write them down on the board for students to read aloud.

IP: Implement centers

20
Closure: Quick Check of identifying Aa (letter and sound)
Assessment: Quick Check for medial sound
Homework: N/A
Differentiated Instruction/Centers: listening center, leveled readers, word work, writing
Higher Order Thinking Questions: What are some of the things animals can do? What does it mean to have a medial sound?

Thursday
Lesson Plans Form-D
Highlight: Interacting with New Knowledge Deepening Understanding Generating and Testing Knowledge
Standard(s) Objectives Min Learning Activities
I can blend 5 Do now (Bellwork or Warm-Up):CHAMPS
phonemes to
make words. 15 Introduction: Sing the following lines from “Animals in Motion”. Birds have wings. They fly past me. The like to fly from tree to tree.
Ask students which words rhyme. (me, tree) Say: Words that rhyme have the same end sounds. Listen: Me, tree. Tell students that you will
say more words and ask them to raise their hands each time you say two words that rhyme: see, bee, like, hike; pond, pouch, bug, tug, look,
like, swim, Tim.

Reread the interactive read aloud. Use the define/example/ask routine to review the oral vocabulary words adventure, movement,
exhausted, exciting, and arrived. Then have students listen as you reread “The Tortoise and The Hare”. Ask questions.
Learning Activities (Identify Direct Instruction, Guided Practice, and Independent Practice):

10 DI: Display “Baby Animals on the Move!” Explain to students that this is an information text and it will tell about how real baby animals
move. Set the purpose for reading and ask/answer questions.

10 GP: Using the words from yesterday explain how you will sound out each letter and then blend together to make a word. Listen: /b/ /a/ /t/.
It can blend these sounds together: /baaat/, /bat/. Say the sounds then blend them: /b/ /a/ /t/, /baat/. Now say the word, bat. Repeat with,
ham.

Have students blend sounds to form words. Listen as it says each sound. Repeat the sounds, then blend them to say the word. Guide
practice with the first word.

/m/ /a/ /n/ man /s/ /a/ /m/ Sam /p/ /l/ /a/ /n/ plan

/p/ /a/ /n/ pan /t/ /a/ /n/ tan /m/ /a/ /t/ mat

20 IP: Read, “I Can, We Can”

Display High Frequency word “we” on word wall.

Implement reading centers.

5 Closure: Review lesson
Assessment: Mastery – High frequency word “the” and “we”. Check for spelling and use in a sentence.
Lesson Plans Form-D
Homework: N/A
30 Differentiated Instruction/Centers: listening center. Leveled readers, word work, writing.
Higher Order Thinking Questions: Tommy did not get tired during the race. Why not?
Why did Tommy think the race was exciting?
Friday
Highlight: Interacting with New Knowledge Deepening Understanding Generating and Testing Knowledge
Standard(s) Objectives Min Learning Activities
I can make 5 Do now (Bellwork or Warm-Up): CHAMPS
connections
among texts 10 Introduction: Remind students that they have been reading selections about animals and how they move. Tell students that now they will
and the world. connect the texts or think about how the selections are similar. Model comparing Pouch! With another selection from the week. Guide
children to compare pictures and ideas about how baby animals move in Pouch! And the “The Tortoise and the Hare” along with other
I can identify, selections from the week including leveled readers.
recognize, and
blend letter Discuss: text to text, text to self, text to world
sounds Learning Activities (Identify Direct Instruction, Guided Practice, and Independent Practice):
through
various ways, 10 DI: Display ant, ax, and alligator photo cards. Tell students to say the picture card names. Listen for which sound is the same in ant, ax, and
including read alligator. Ant, ax, and alligator all begin with the /a/ sound.
alouds.
Model for students how to place cards into groups according to beginning or medial /a/ sound.

GP: Give cards to students with both beginning and medial /a/ sounds, for example, apple, acorn, rat, hat and have them sort the cards by
sound placement.

IP: Implement reading centers.

10
10 Closure: review letter Aa, blending /a/ Distribute one of the following high frequency word cards to the students: I, Can, the, we. Tell
students that you will say some sentences. When you hear the word that is on your card, hold up the card in the air.

We can walk to school.

Lesson Plans Form-D

I can hop like a rabbit.

The horses gallop.

We walked to the show.

We can run in the park.

I saw the dolphin swim.

and /m/
Assessment: Mastery: Writing two sentences using “We” and worksheet for Aa
Homework: N/A
30 Differentiated Instruction/Centers: Listening center, leveled readers, word work, writing.
Higher Order Thinking Questions: How are the three books we read this week similar? Different?

ESE & SPED /ESOL & ELL Accommodations:

(Student initials) AB: Small group instruction

AM: Small group instruction