Trousdale County Schools Focused Lesson Plan
Teacher: Kindergarten / Unit Name:Unit #: 1 / Unit Length: 6 weeks
Week: 2 / Week 5 of 7
Subject: ELA
Tennessee State Standard(s) to be taught: (Write the entire standard)
*RL.K.4: Ask and answer questions about unknown words in a text.
RI.K.10 Actively engage in group reading activities with purpose and understanding.
*SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
*SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly.
*L.K.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful).
K.RF.2d: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)
K.L.1.1.f: Produce and expand complete sentences in shared language activities.
K.L.5b: Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
Embedded Set 1
[RF.K.3c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
*SL.K.1a: Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
*SL.K.1b: Continue a conversation through multiple exchanges]
I Can Statements :
I can ask and answer questions about words that I don’t know.
I can participate in non-fiction reading activities with my classmates.
I can describe and give details about people, places, things, and events that I know.
I can speak clearly and express my thoughts.
I can identify connections between words.
I can say the beginning sound in a CVC word.
I can say the middle sound in a CVC word.
I can say the ending sound in a CVC word.
I can help to write sentences during group activities.
I can identify opposites to help show that I understand a word.
I can read sight words.
I can follow classroom rules for speaking and listening.
I can talk with my classmates and teachers about a topic.
Accommodations for students, both regular and special populations : Small groups, peer tutoring, one on one, whole group
Unit Vocabulary:
Oral Vocabulary- Busy, Company, Container, Job, Scoop, Tortoises
Daily Agenda / Resources, Technology, Formative and/or Summative Assessments, Assignments, and a Daily Activity for citing text based evidence in conversations and/or writing
Monday
Focus Letter: Pp
Song: We Got The Whole Class; Flip Chart. 9 TE 106
Read Aloud: Friends at School TE 108-117
Skill: Listening comprehension
Phonological Awareness:
Beginning Sounds: Mm, Kk
Flip Chart: pg. 10 / TE 118
Sing Alphabet Song
Big Book: A-Z pg. 17 / TE 119
Teach model letter Pp
Handwriting: P, p
High Frequency Word: like
Flip Chart 11 / TE 120
Use: Vocabulary Context Cards
Grammar: Nouns for Places
TE 122
Writing Narrative Writing:
Labels: TE 123 / Nursery rhymes, Big Book Song and Rhymes ,
Focus establish routines for transititioning, small group work, and manners , Skills Listening Comprehension
Teacher Observation, Student Assessments ( brigance, pre skills test, journeys weekly assessment, unit tests & enrichment tests)
Grab & Go Centers, Center Activities, thumbs up/down, white boards,
www.Starfall.com , www.Brainpopjr.com , www.schooltube.com
www.Discoveryeducation.com , www.Professorgarfield.org
www.Pbskids.org , singing walrus, brainzy games, Vevo,
Handwriting Pp-Tt
Orchard
Tuesday
Focus Letter: Qq
Establish Routines For Transitioning TE 124
Phonological Awareness:
Beginning Sounds TE 125-126: Dd, Rr
Sing Alphabet Song
Big Book: A-Z pg. 18 / TE 127
Teach model letter Qq
Handwriting: Q, q
High Frequency Word: like
Read: Big Book: How Do Dinosaurs Go To School
TE 128-137
Understanding Comprehension
Infer/Predict Concepts of Print: Directionality
Grammar: Nouns for Places
TE 138
Writing: Narrative
Focus: Labels TE 139 / Nursery rhymes, Big Book Song and Rhymes ,
Focus establish routines for transititioning, small group work, and manners , Skills Listening Comprehension
Teacher Observation, Student Assessments ( brigance, pre skills test, journeys weekly assessment, unit tests & enrichment tests)
Grab & Go Centers, Center Activities, thumbs up/down, white boards,
www.Starfall.com , www.Brainpopjr.com , www.schooltube.com
www.Discoveryeducation.com , www.Professorgarfield.org
www.Pbskids.org , singing walrus, brainzy games, Vevo,
Handwriting Pp-Tt
Orchard
Wednesday
Focus Letter: Rr
Speaking and Listening: Play "Simon Says" TE 140
Phonological Awareness:
Beginning Sounds TE 142 Bb, Ff
Sing Alphabet Song
Big Book: A-Z pg. 19 / TE 143
Teach model letter Rr
Handwriting: R, r
Phonics Fluency: TE 144
Student Book: Read
"We Go To School" TE 145
Comprehension:
Reread: Big Book: "Why Do Dinosaurs Go To School TE 146
Dig Deeper: How To
Analyze the Text
Understanding Characters
Author’s Purpose
Grammar: Nouns for Places
TE 150
Writing: Narrative
Focus: Word Choice TE 151
Labels / Nursery rhymes, Big Book Song and Rhymes ,
Focus establish routines for transititioning, small group work, and manners , Skills Listening Comprehension
Teacher Observation, Student Assessments ( brigance, pre skills test, journeys weekly assessment, unit tests & enrichment tests)
Grab & Go Centers, Center Activities, thumbs up/down, white boards,
www.Starfall.com , www.Brainpopjr.com , www.schooltube.com
www.Discoveryeducation.com , www.Professorgarfield.org
www.Pbskids.org , singing walrus, brainzy games, Vevo,
Handwriting Pp-Tt
Orchard
Thursday
Focus Letter: Ss
Talk About Manners TE 152
Phonological Awareness:
TE 153 Beginning Sounds (use picture cards): Mm, Hh
Sing Alphabet Song
Big Book: A-Z pg. 20 / TE 154
Teach model letter Ss
Handwriting: S, s
Vocab. Strategies: Antonyms TE 155
Whole Group Read: Big Book
My School Bus TE 156-158
Compare Text: TE 159
Grammar: Nouns for Places
TE 160
Writing: Narrative
Focus: Word Choice TE 161
Labels / Nursery rhymes, Big Book Song and Rhymes ,
Focus establish routines for transititioning, small group work, and manners , Skills Listening Comprehension
Teacher Observation, Student Assessments ( brigance, pre skills test, journeys weekly assessment, unit tests & enrichment tests)
Grab & Go Centers, Center Activities, thumbs up/down, white boards,
www.Starfall.com , www.Brainpopjr.com , www.schooltube.com
www.Discoveryeducation.com , www.Professorgarfield.org
www.Pbskids.org , singing walrus, brainzy games, Vevo,
Handwriting Pp-Tt
Orchard
Friday
Focus Letter: Tt
Establish Routines For Small-Group Work TE 162
Phonological Awareness:
TE 163 Beginning Sounds : Bb, Pp
Sing Alphabet Song
Big Book: A-Z pg. 21 / TE 164
Teach model letter Tt
Handwriting: T, t
Domain Specific Vocabulary:
Independent Reading TE 165
Grammar: Nouns for Places
TE 166
Writing:
Focus: Word Choice TE 167 / Nursery rhymes, Big Book Song and Rhymes ,
Focus establish routines for transititioning, small group work, and manners , Skills Listening Comprehension
Teacher Observation, Student Assessments ( brigance, pre skills test, journeys weekly assessment, unit tests & enrichment tests)
Grab & Go Centers, Center Activities, thumbs up/down, white boards,
www.Starfall.com , www.Brainpopjr.com , www.schooltube.com
www.Discoveryeducation.com , www.Professorgarfield.org
www.Pbskids.org , singing walrus, brainzy games, Vevo,
Handwriting Pp-Tt
Orchard
3