Pass Road Elementary School Weekly Lesson Plan

Grade: Kindergarten Date: Nov. 13-17 (week 2.5 read aloud G: What’s It Like to Be a Fish)

English Language Arts
Essential Question(s) / What letters capture the sound /ks/, /y/, and /z/? What are some key details in this book?
Monday / Tuesday / Wednesday / Thursday / Friday
Standards Addressed / RL.K.2 With prompting and support, retell familiar stories, including key details.
RF.K.1d Recognize and name all upper- and lowercase letters of the alphabet. K.L.1a Print many upper- and lowercase letters. K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes).
RW.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g. My favorite book is …).
Target Questions / What letters capture the sound /ks/, /y/, and /z/? / How do scales help a fish swim? / Which parts of a fish’s body help it to swim? / What parts of a fish’s body does it use to breathe? How does a fish get oxygen? / What letters capture the sound /ks/, /y/, and /z/?
“I Can” Statements / I can identify and make the sounds for Xx, Yy, and Zz and write it correctly. I can retell key details of a book.
Relevance/
Rationale / Students will begin to master sounds, so they can become readers. TSW be able to share stories they have listened to and correctly order the events.
Success Starters / Morning work/review, songs, iready, imagine learning, stmath.
Anticipatory Set / TSW sing Who Let the Letters Out?, the color word songs, and the letter song for the week.
Teacher Input / TSW practice asking questions, using opposites and synonyms, using words with shades of meaning, and listening and speaking skills as they play the YES/NO game. TSW practice listening and speaking skills during a class greeting or check-in.
Phonics / TTW lead the class in a sight word review. TTW review spelling words with the Power Point. TTW practice separating onsets and rimes with TS.
8:30-9:15 / Activity
Teacher Input / TTW introduce the speech sounds for Xx, Yy and Zz. TTW show the videos for each, and have TS practice the sound and formation for upper- and lowercase. TTW have TS interact with the starfall.com sections for these letters. / TTW introduce the new read aloud book, What’s It Like To Be a Fish? TTW use a PowerPoint to introduce and discuss some new vocabulary terms. TTW have TS turn and repeat each new term and a brief definition. TTW ask TS to listen as she reads to hear each new vocabulary word.
TTW point out and discuss the labels on the diagrams in the book, thinking aloud – As I turn the pages, I see lots of pictures with labels. I’ll be sure to read the labels when I read those pages. Some of the labels have lines leading to different parts of the picture; these kinds of pictures are called diagrams. I see other diagrams that have arrows. The arrows show how one thing is connected to another. I will look closely at all of these pictures to find out the information they give about fish. TTW ask TS to listen for information about a fish: Where they live, what a fish’s body is like, how fish swim and look.
TTW read aloud the text, and will pause only briefly at unfamiliar words.
TTW have TS complete p. 25, identifying the main topic and illustrating one key detail they learned. TTW have TS turn and talk, sharing information they learned, TTW prompt with questions such as – How do scales help a fish swim? TTW encourage TS to use text based evidence in their responses. / TTW reread pages 10-13 of the book What’s It Like To Be a Fish?, pausing to allow TS to answer these questions:
p.10 What parts of a fish help it swim? Which fin pushes a goldfish trough the water? As a fish swims, what does it use its fins for? p.12 What covers a fish’s skin? What are two ways that scales and slime help a fish?
TTW use the Close Reading Activity to find evidence that explains how scales and slime keep a fish healthy – p. 12 What do a fish’s scales protect it from? What happens to germs before they can make a fish sick? What do these details about scales and slime help us understand?
These details help us understand important information in the book.
TTW have TS complete p. 26, drawing a fish with the 5 different types of fins. TTW display p. 11 of our read aloud as needed to assist TS in their drawings. TTW have TS turn and talk, having a conversation, asking and answering – Which parts of a fish’s body help it to swim? / TTW instruct TS to listen carefully for information about how fish breathe as she reads aloud p. 16-18 of the book What’s It Like To Be a Fish?, using these questions as she reads:
p.16 Why does a fish open and close its mouth all the time? p. 16-17 What body parts does a fish use to breathe? p.17-18 What important thing do both people and fish get from breathing? Where do fish get oxygen from? Where do people get oxygen from? TTW guide TS to tell what is the same about how fish and people breathe and what is different.
TTW have TS complete p.27, then turn and talk, discussing these 2 questions: What parts of a fish’s body does it use to breathe? How does a fish get oxygen?
TTW draw a simple diagram of a fish and label the parts: head, tail, body, eyes, mouth, fins, scales, gills. TTW quiz TS to name the parts she points to. / TTW administer a spelling test on this week’s spelling and sight words and the sentence for dictation.
TTW have TS listen carefully for details about the things that pet fish and wild fish eat. TTW reread p. 20-23 and ask – p 20 What do pet goldfish eat? p 21 Explain whether the fish in the picture are pets or fish in the wild. p 22-23 What do wild fish eat? Explain whether the fish in the picture are pets or wild fish.
TTW have TS complete p. 28, drawing a fish and something a fish eats, then turn and talk about the pictures. TTW guide the conversation with questions – What does a pet fish eat? What does a fish in the wild eat?
TTW lead a book review – What body parts help a fish to swim? What do fish eat? How does a fish breathe? How do fish rest?
Modeling / TTW model the sound and skywrite correctly. / TTW model the new vocabulary meanings. / TTW model using text evidence to answer questions. / TTW model using text evidence to answer questions. / TTW model using text evidence to answer questions.
Guided Practice / TSW interact with the the starfall.com sections. / TSW identify the main topic of the book and illustrate one key detail. / TTW participate in answering the questions, complete their page correctly, and turn and talk with supporting evidence. / TTW participate in answering the questions, complete their page correctly, and turn and talk with supporting evidence. / TTW participate in answering the questions, complete their page correctly, and turn and talk with supporting evidence.
Criteria for success / TSW make the sounds and skywrite correctly. / TSW complete their book and turn and talk on topic. / TSW complete their book and turn and talk on topic. / TSW complete their book and turn and talk on topic. / TSW complete their book and turn and talk on topic.
Independent Practice/
Weekly Center
Skills / The centers will be based on these skills. Each center will have an activity depending on level.
-beginning sounds
-letters
-handwriting
-cvc words
-reading comprehension
Writing/
Science/
Social Studies
11:00 - 11:20 / Writing / Science/
Social Studies / Science/
Social Studies / Science/
Social Studies / Science/
Social Studies
TSW practice writing in their journals. TSW copy the sentence from the board and draw a picture to match. / TTW read aloud a book about the meaning of Thanksgiving. TSW turn and talk, explaining the terms Pilgrims, Native Americans, feast, thankful. TSW illustrate a Thanksgiving feast in their journal. / TSW create a booklet about who the Pilgrims were, and buddy read it. / TSW participate in the Thanksgiving performance. / TSW discuss the foods at a traditional Thanksgiving feast. TSW create a lift-the-flap activity showing where each food item come from.
Materials / Music files (S Drive), center materials, Project Read materials, What’s it Like to be a Fish?, Red-Eyed Tree Frog, RCC workbooks