Daily Lesson Plan (Template)

Name: Kirstin Alley Date: 3/13/2020

Subject: RLA Topic: Weather

Grade: Kindergarten Length of Lesson: 30 minutes

The Big Idea: What happens in different types of weather?

Domain: Reading; Language

Cluster: Integration of Knowledge and Ideas; Vocabulary Acquisition and Use

Standard: ELA.K.13 With prompting and support, describe the relationship between
illustrations and the literary story in which they appear (e.g., what moment in a story an
illustration depicts).

ELA.K.41 Use words and phrases acquired through conversations, reading, being read to, and
responding to texts.

Specific Objective: Students will demonstrate mastery of the standards by orally responding
to questions as well as through written response with 80% accuracy.

Daily Accommodations: (see attached list)

Zevin: 3,4,5,6,12,13,14,15,16,17(behavior plan)

Lanti: 1,2,3,4,5,6,15,16

Introduction:

 Begin by having students get out their Letter Book. Students will write a sentence that
includes their weekly sight word as well as words that begin with the focus letter. Once
checked, students can practice with the phonics cards on the carpet.

Method(s):
Whole group, individual work, white board activity, student led activity, game, movement,
technology, close read, critical thinking.

Materials/Equipment/Technology/Community Resources:

 Letter Book
 Crayons
 Decodable Book
 Highlighters
 Vocab Cards
 Sight Words Cards
 Big Book

Depth of Knowledge:

There are four levels in depth of knowledge. From level 1, the teacher will zone in on recalling
and will recall information they have learned and will use the information in a new story. From
level 2, the teacher will zone in on categorizing and will have students complete a word sort of
their category words. From level 3, the teacher will zone in on investigating and will have
students investigate their decodable book for their weekly sight word and highlight it. From level
4, the teacher will zone in on applying concepts and will have students reread their decodable
book in a small group.

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

 Unit 6, Week 2, Day 3&4, TM Pages: 121, 124-127

 Listen to comprehension practice story at the end of Big Book: Cloud Watch
 Explain genre: Informational Text and text feature: Speech Bubbles
 Set purpose for reading and practice reading strategy. Retell, respond, and make
connections. (p.126-127)
 Review category words by modeling and using photo cards.
Guided Practice:

 Launch Day 2 presentation using above unit#, week# and day #2 on the smart board
using Connect Ed/Wonders icon. Click right arrow until sorting word game displays for
sorting category words. Students will take turns sorting them.
 Review vocab and sight words.
 Hand out decodable book: “Dad is Back”. Students will find and circle/highlight the
weekly sight word in their book (she, was), practice reading sight words, practice print
concepts, and practice decoding words.
 Students will reread the book to practice fluency and intonation.

Independent Practice:
  Students will independently complete their journal entry in their Letter Books. Once
checked, they may work with the phonics cards on the carpet.

Differentiation:(You need to address in your differentiation of the lesson how you will meet
the needs of the 3 Tiers. Be sure you are specific)

Tier 1 Learners: Grade level materials will be read aloud.

Tier 2 Learners: Adjust length of assignments, adjust times for completion of
assignments, extended time to complete work, oral testing (student response).
Tier 3 Learners: Tier 3 students will receive extra help from the aide when needed.

Evaluation/Assessment:

 Students will be assessed verbally, through observation and written response.

Wrap-Up (Lesson Closure) / Concluding Activity:

 If time, students can color their books and reread the story in small groups.