Download 1-11-16 ELA - Trousdale County Schools

Trousdale County Schools Focused Lesson Plan 2015-16
Teacher: Allison Linville
Unit Name: Bears
Unit #: 1
Unit Length: 1 Week
Week:
Subject:
January 11, 2016
Week __20___
ELA
Tennessee State Standard(s) to be taught: (Write the entire standard)
RI.PK.1. With modeling and support, ask and answer questions about informational text.
RI.PK.2. With modeling and support, recall important age appropriate facts from informational text by engaging in meaningful
discussions and activities.
RI.PK.4. Develop new vocabulary by engaging in meaningful discussions and activities to promote learning of unfamiliar words found
in informational text.
RI. PK.5. Identify that the title of the book is found on the front cover.
RI.PK.6. With guidance and support, identify the role of the author and the illustrator.
RI.PK.7. With guidance and support, discuss the use of illustrations to support the descriptions of characters, setting, or to
predict events in the text.
RI.PK.9. With guidance and support explore and identify the similarities and differences between books on the same topic.
RI.PK.10. Actively listen and participate in small and large group activities when informational text is read aloud.
RL. PK.1. With modeling and support, ask, and answer questions about text read aloud.
RL.PK.2 With guidance and support, recall important facts to retell a familiar story in sequence.
RL.PK.3 With guidance and support, identify major characters, settings and events from a familiar story or nursery rhyme.
RL.PK.4 Develop new vocabulary by engaging in meaningful discussions and activities to promote learning unfamiliar
words related to text.
RL.PK.5. Participate in listening to common types of text (e.g. storybooks, nursery rhymes, and poetry)
RL.PK.6 With guidance and support identify the role of the author and the illustrator.
RL.PK.7. With guidance and support, discuss the use of illustrations to support the descriptions of characters, settings, or
predict events in a story.
RL.PK.9 With guidance and support, relate the story to previously read stories, ideas in the themes, or personal life
experiences.
RL.PK. 10. Actively listen and participate in small and large group activities when literature is read aloud and discussed.
RF.PK.1. Demonstrate understanding of basic features of print; distinguish between words and pictures.
RF.PK.2. Demonstrate increasing understanding of spoken words, syllables, and sounds.
RF.PK.2a Recognize and discriminate rhyming words in spoken language.
RF.PK.2b Participate in oral activities to introduce counting syllables in familiar words and words in a sentence.
RF.PK.1a. Handle books respectfully and appropriately, right side up and turning pages one at a time, front to back.
RF.PK.1b. Recognize spoken words can be written and read.
RF.PK.1c. With guidance and support, understand that words are made up of alphabet letters which have individual names
and are written in a specific sequence in order to create words that can be read.
RF.PK.1d. Recognize frequently occurring uppercase letters and some of the most frequently occurring lowercase letters.
W.PK.1 With modeling and support, use a combination of drawing, dictating, and emergent writing to express a preference,
opinion or idea about a specific topic or text.
L.PK.1 Through adult modeling, guidance and support, use complete sentences to express a thought or idea.
L.PK.1b With modeling and support, use frequently occurring vocabulary words.
I Can Statements :
I can answer questions about informational text.
I can use new words.
I can identify the title of a book.
I can identify the characters, setting, and events in a story.
I can identify the role of the author and illustrator.
I can use pictures to identify characters and setting.
I can use illustrations to identify parts of a story.
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I can compare two books.
I can use new vocabulary.
I can answer questions about text read aloud.
I can participate in activities when literature is read aloud.
I can tell the difference between words and pictures.
I can handle a book correctly.
I can identify letters.
I can write words with support.
I can identify rhyming words.
I can count syllables.
Accommodations for students, both regular and special populations :
Unit Vocabulary:
Bear, hibernate, omnivore, mammal, cub
Daily Agenda
Monday
Say ABC’s
Sing ABC song
Nursery Rhyme: Little Miss Muffet
Read: Bear facts; Brown Bear, Brown Bear; Racing Raccoon
Review characters and setting of stories
Write about story
Review sequence of the story
Answer questions about the story
Review the alphabet
Sound of the week: /r/
Write words from book that begin with /r/ on the board
Unit vocabulary
Rhyming words
Count syllables
Test letters, numbers, colors, and shapes
Make letters with play dough
Tuesday
Say ABC’s
Sing ABC song
Nursery Rhyme: Little Miss Muffet
Read: Bear Facts, Oscar is Cold, Move Over Rover
Review characters and setting of stories
Write about story
Review sequence of the story
Answer questions about the story
Review the alphabet
Sound of the week: /r/
Write words from book that begin with /r/ on the board
Unit vocabulary
Rhyming words
Count syllables
Resources, Technology, Formative and/or Summative
Assessments, Assignments, and a Daily Activity for citing
text based evidence in conversations and/or writing
Sing songs
Work at centers
Answer questions about the stories.
Write about the stories as a group.
Talk about words that begin with /r/
Name the number of syllables in a word
Segment words
Sing songs
Work at centers
Answer questions about the stories.
Write about the stories as a group.
Talk about words that begin with /r/
Name the number of syllables in a word
Segment words
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Wednesday
Say ABC’s
Sing ABC song
Nursery Rhyme: Little Miss Muffet
Read: Black and Brown Bear facts, Moonbear’s Shadow,
Ruby’s New Home
Review characters and setting of stories
Write about story
Review sequence of the story
Answer questions about the story
Review the alphabet
Sound of the week: /r/
Write words from book that begin with /r/ on the board
Unit vocabulary
Rhyming words
Count syllables
Work on Brown Bear, Brown Bear Book
Thursday
Say ABC’s
Sing ABC song
Nursery Rhyme: Little Miss Muffet
Read: Polar, Panda, and Sloth Bear facts, The Three Bears,
The Little Red Hen
Review characters and setting of stories
Write about story
Review sequence of the story
Answer questions about the story
Review the alphabet
Sound of the week: /r/
Write words from book that begin with /r/ on the board
Unit vocabulary
Rhyming words
Count syllables
Work on Brown Bear, Brown Bear Book
Friday
Say ABC’s
Sing ABC song
Nursery Rhyme: Little Miss Muffet
Read: Spectacled and Sun Bear facts, Brown Bear, Brown
Bear, Racing Rivals
Review characters and setting of stories
Write about story
Review sequence of the story
Answer questions about the story
Review the alphabet
Sound of the week: /r/
Write words from book that begin with /r/ on the board
Unit vocabulary
Rhyming words
Count syllables
Rr worksheet
Sing songs
Work at centers
Answer questions about the stories.
Write about the stories as a group.
Talk about words that begin with /r/
Name the number of syllables in a word
Segment words
Sing songs
Work at centers
Answer questions about the stories.
Write about the stories as a group.
Talk about words that begin with /r/
Name the number of syllables in a word
Segment words
Sing songs
Work at centers
Answer questions about the stories.
Write about the stories as a group.
Talk about words that begin with /r/
Name the number of syllables in a word
Segment words
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