Socorro I.S.D.
ESL Academy
Lesson Plan for Kindergarten
Teacher: Campus:
Date:
Resources for lesson plans: Sight Word Poem Flip Chart, Vocabulary Skill Builder Photo Cards, Alphatales, Leveled Readers, Folk and Fairy Tale Masks, Building Language Photo Library, Read Along Books, Word Building Mini-Book Set: Initial Consonants, C.I.R.C.L.E, Classical Music CD, iPads
Monday / Tuesday / Wednesday / Thursday / FridayMeet and Greet
8:00 – 8:15 / · Greet students.
· Take attendance while students sign in (Chart Tablet).
· Hello Cheer - 1, 2,3,4,5, my name's _____ and I say hi! 6, 7, 8,9,10 roll on back and meet my friend!
· Review Daily Schedule – Identify daily routines, ask questions such as, “What come next?”, “What do we do first?”, “What did we do yesterday?”
· Tell children what they will be doing today. “ Here’s what we are going to learn today”
Shared Writing
8:15 – 8:45 / Morning Message / Today’s News:
· Use the morning message to introduce children to new and interesting words.
· Invite children to share what news is interesting to them, include unusual, interesting words and comments, such as “Welcome to a terrific Monday!”, “I’m thrilled that you are here for a fabulous Tuesday.”
· Explore how written language works; helping children understand that print conveys meaning.
Small Group Instruction
8:45 – 9:45 (Intentional cognitive instruction based on assessment data (15-20 minutes per group during Learning Centers)
Phonological Awareness - Letter recognition
Activity:
Alphatales –Monkey’s Miserable Monday / Phonological Awareness - Listening skills
Activity:
C.I.R.C.L.E. Activity -
“Sounds Like…” / Phonological Awareness - Rhyming
Activity:
Vocabulary Skill-Builder Photo Cards - Rhyming / Phonological Awareness – sentence segmenting
Activity:
C.I.R.C.L.E. Activity-
“Introducing concept of sentence segmenting” and “How Many Words In a Sentence” / Building Vocabulary
Activity:
Building Language Photo Library
Memory Game – card 5
“ I went shopping and bought …”
LEARNING CENTERS
WRITING / Read to Someone / Word Work / Library / Read to Self
Name Book: Foldable
Prepared foldable for each student.
Students will:
· draw self-portrait in first square
· Write name in remaining squares – one letter per square
· Draw a picture for each letter of their name / Little Leveled Readers – Level B
Students will:
Select a book from Little Level Readers Library and read to a friend/partner. / Word-Building Mini-Book Set -
Initial Consonants
Students will:
Use plastic letters or tiles to create words / Reading For Enjoyment
Students will:
Read books of their choice.
Music and Written Expression
9:45 – 10:15 / “Carabanda”
Students will:
· Listen to song
· Respond to music through drawings
· Talk about their drawings / “Sonata No.1 for cello and Piano”
Students will:
· Listen to song
· Respond to music through drawings
· Talk about their drawings / “German Dance No. 3”
Students will:
· Listen to song
· Respond to music through drawings
· Talk about their drawings / “ Recuerdos de la Alhambra”
Students will:
· Listen to song
· Respond to music through drawings
· Talk about their drawings / “ Clair de lune”
Students will:
· Listen to song
· Respond to music through drawings
· Talk about their drawings
Physical Development
10:15 – 10:40 / Students will:
· Eat a small snack
· Participate in “Simon Says” / Students will:
· Eat a small snack
· Participate in “Hokey Pokey” / Students will:
· Eat a small snack
· Participate in “Bouncing Balls” / Students will:
· Eat a small snack
· Participate in “Hula Hoops” / Students will:
· Eat a small snack
· Participate in “Simon Says”
Read Aloud
10:40 – 11:00 / Sight Word Poems Chart:
Up
Phonological Awareness:
-Look for rhyming words
-Make up new verses by changing what goes up
-Have children listen to poem again, this time they will stand up when they hear the word “up”. / Sight Word Poems Chart:
a
Phonological Awareness:
-Look for rhyming words
- Make up new verses by changing first word of each line
-Talk about opposites in/out, on/off
-Use Vocabulary Skill Builder Photo Cards – Opposites to extend / Sight Word Poems Chart:
said
Phonological Awareness:
-Look for rhyming words
- Make up new verses by changing the animal and/or what it said
-Brainstorm “What would you do?” Record responses on chart tablet / Sight Word Poems Chart:
the
Phonological Awareness:
-Look for rhyming words
- Make up new verses by changing the word “snowman”.
-Use concrete objects (rock, leaf, feather, apple,etc.). -Have students predict if the wind can blow the object. -Have students respond using the sentence stems:
The wind can blow a(an)_____ / Sight Word Poems Chart:
can
Phonological Awareness:
-Look for rhyming words
-Have each child finish the sentence stem:
We can______.
LUNCH
11:00 – 11:30 / Children will interact with responsive teacher and peers and experience language use in meaningful context. Engage children in oral language development by responding to children and expanding on what they say.
Circle Time
11:30 -11:45 / Calendar, Weather, Music and Movement, IWB Activites
Shared Reading / Readers Theater
11:45 – 12:15 / Story: Little Red Riding Hood
Readers Theater:
· read the storybook
· discuss story, specifically characters, setting, and plot,
· model reading with expression, paying close attention to phrases and inflections. / Story: Little Red Riding Hood
Readers Theater:
· read the storybook
· have whole group echo parts
· chose parts for students / Story: Little Red Riding Hood
Readers Theater:
· Read parts for students and have them echo
· focus on volume, expression, phrasing,
· have students read their parts aloud, speaking slowly for understanding. / Story: Little Red Riding Hood
Readers Theater:
· Read parts for students and have them echo
· focus on volume, expression, phrasing,
· have students read their parts aloud, speaking slowly for understanding.
· Add props (dramatic center) / Story: Little Red Riding Hood
Readers Theater:
· Students perform
use Fairy Tale Masks
MATH
12:15 – 12:35 / “Ten Black Dots” by Donald Crews
· Before starting to read the book, ask students “Can someone tell me what number is shown on the cover?” “How many dots are there?”
· Next, read the story to the children, pointing out the dots on each page and counting them as you go.
· After completing the story, show the students four different index cards that represent ten dots. Then ask them, “In what ways are these dots arranged on the index cards?” This will demonstrate the different ways a number can be represented by objects. (Answer: a circle, straight line, base ten, scattered) “How many dots are on each card?” Once students respond that there are ten dots on each card, ask them: “Does the way you arrange the dots make the number of dots different?” Next, ask, “What are other ways you can use ten black dots to make an object?”
· Explain to students that they will be creating their own dot picture in creativity center / Count Clapping
Students will:
· Use vocabulary number names (1-10), count
Procedure:
-Ask the children to stand.
- Say, “We’re going to play a counting game. I will count to five and then clap. Join in when you are ready. One, two, three, four, five (clap). One, two, three, four, five (clap).”
-Continue until all the children have joined in for several rounds.
-Tell children the new number that you will count to and repeat the game. / Count Clapping
Students will:
· Use vocabulary number names (1-10), count
Procedure:
-Ask the children to stand.
- Say, “We’re going to play a counting game. I will count to five and then clap. Join in when you are ready. One, two, three, four, five (clap). One, two, three, four, five (clap).”
-Continue until all the children have joined in for several rounds.
-Tell children the new number that you will count to and repeat the game. / Number Count Clapping
Students will:
· Use vocabulary number names(1-10), count
Materials:
Number cards 1-10
Procedure:
-Ask children to stand
-Introduce activity by saying, “We are going to play a counting game with numbers.
-Show a number card and say, “I am counting to this number. When I get to the number on the card, I will clap. Join in when you are ready.”
-Show number card 4, “One, two, three, four” (clap as you are saying four).
-Continue for several rounds. / Number Count Clapping
Students will:
· Use vocabulary number names(1-10), count
Materials:
Number cards 1-10
Procedure:
-Ask children to stand
-Introduce activity by saying, “We are going to play a counting game with numbers.
-Show a number card and say “I am counting to this number. When I get to the number on the card, I will clap. Join in when you are ready.”
-Show number card 4, “One, two, three, four” (clap as you are saying four).
-Continue for several rounds.
Small Group Instruction
12:35 – 1:35 (Intentional cognitive instruction (15-20 minutes per group during Learning Centers)
Create a 10-tab foldable for number sets 1- 10.
-Provide construction paper folded in half lengthwise.
-Have students cut 10 tabs
-Provide students with numbers 1-10 or write numbers on each tab
-Have students put correct number of dots under each tab / Create a 10-tab foldable for number sets 1- 10.
-Provide construction paper folded in half lengthwise.
-Have students cut 10 tabs
-Provide students with numbers 1-10 or write numbers on each tab
-Have students put correct number of dots under each tab / Create a 10-tab foldable for number sets 1- 10.
-Provide construction paper folded in half lengthwise.
-Have students cut 10 tabs
-Provide students with numbers 1-10 or write numbers on each tab
-Have students put correct number of dots under each tab / Create a 10-tab foldable for number sets 1- 10.
-Provide construction paper folded in half lengthwise.
-Have students cut 10 tabs
-Provide students with numbers 1-10 or write numbers on each tab
-Have students put correct number of dots under each tab / Create a 10-tab foldable for number sets 1- 10.
-Provide construction paper folded in half lengthwise.
-Have students cut 10 tabs
-Provide students with numbers 1-10 or write numbers on each tab
-Have students put correct number of dots under each tab
LEARNING CENTERS
MATH / CREATIVITY / COMPUTERS / DRAMATIC PLAY
Matching numbers with sets / Invite children to create their own “Dot” picture.
-Provide children with dot markers or dots cut from construction paper.
-Have children dictate or write a sentence about their creations. / Available applications
iPads / Folk and Fairy Tale Masks
“Little Red Riding Hood”
Students will:
Act out story using fairy tale masks.
Snack
1:35 -1:45 / Read a story to children while they eat their snack.
Computer Lab
1:45 – 2:15 / Starfall:
Learning Your ABC’s - Letter / Starfall:
Learning Your ABC’s -Colors / Starfall:
Learning Your ABC’s -Numbers / Starfall:
Learn to Read / More Starfall:
3D & 4D Shapes & Patterns
Wrap up / Review / Close / Dismiss
2:15 – 2:30 / · Review with students “What did we learn today?”
· Record responses on Chart Tablet
· Prepare to dismiss