Kindergarten RLA 90 min. block Day 2 Date
Materials: Big Book Bunny Day, Decodable Reader #19, Leveled Readers,CSO’s: RLA.O.K.1.1, RLA.O.K.1.2, RLA.O.K.1.4, RLA.O.K.1.5, RLA.O.K.1.6, RLA.O.K.2.3, SS.K.1.1 MA. K.4.5
Technology: Document Camera/Data Projector, Laptop Computer, (Waltke”s Web)
Activating Strategy: Ask students question of the day “What are some
adventures your family has had?” Display Talk with Me, Sing with Me Chart 19A,19B. Ask question of the week “What adventures do you have throughout the day?’ Review voc. Words
Amazing Vocabulary Words: chores, tidy, bustle, race, story, hungry
Phonemic Awareness: Practice /h/ Objective - Listen for initial /h/. Display Phonics Songs and Rhymes Chart pg. 19. Play corresponding Audio CD Sing several times then ask students to raise their hand when they hear /h/ words. WVDE phonemic awareness Day (Lessons ______, ______, ______
Jennifer Ashlock : Teach /model blending strategies, practice blending
Phonics Lesson Essential Question: How does connecting sounds to letters help me blend words I read?
Phonics: Target Skill: Connect /h/ to Hh (Tested Skill) Objective - Target Skill: Connect /h/ to Hh
Display Phonics Songs chart pg.19. Have students come up one at a time to circle a word that begins with H or h. Monitor progress Check letter-sound knowledge. Give each child a blank card. Have them write h on the card. Teacher will say some words. If the word begins with /h/ students will hold up their card.
Fluency: Students will echo read the decodable reader. Next read chorally then individually.
Vocabulary: Review High Frequency Words: are, that, do Let each student write the three new high frequency words three times each on individual white lap boards.
Comprehension: Sequencing
Lesson Essential Question: How does knowing the sequence of a story help me retell the story?
Assessment Prompt/ Summarizing Strategy: Refer back to Monday’s graphic organizer and ask for a volunteer to retell the sequence of Bunny’s day. Next give each child a new flow chart graphic organizer and ask them to sequence the events of their morning routine. (Example: First, get dressed. Second, eat breakfast. Third, brush teeth) Students will share their organizers with classmates. Teacher will remind students to use sequencing signal words.
Small Group Instruction: Based on Assessment
Intensive: Strategic: Benchmark:
Listen to me reader:
”Tip the Top”
More practice with /h/
sound
Reread several times
Rev. high frequency
words
Intro. Rebus words –
P. DI 15 / Decodable Rdr. #18
“Tip the Top”
Model fluent reading
Read chorally- Read
individually – re-read
and monitor progress / Independent Rdr.
“Can you Spot It?”
Reread story for fluency
Use echo reading and
modeling
DI 15
Process Writing Block (30 to 45 minutes according to schedule):
Daily Fix-Its-pgs.32-33
Journal Page: Draw and label a job you do every day at school