Collaborative Team: Strickland, Dailey Theme: Phonics

School: Whitley Elem.

Lesson Date(s): 1/24/2017 Grade(s): Kindergarten

Length of Lesson: 30-45 min. Core Subject(s): Reading

LMS Level of Involvement ☒ Plan ☒ Gather Resources ☒ Prepare Materials ☒ Teach Lesson ☐ Assist Students ☐ Assess

Assignment Level (Blooms Taxonomy) ☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Lesson Plan Resources: AASL Lesson Plan Database ALEX Apps to support Bloom’s Taxonomy The Alabama Library Media Digital Resources Crosswalk Alabama Insight ALSDE

Links to Standards: Content Standards CCRS Crosswalks with AASL Standards

Content Standard(s):

22.) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.K.3] a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. [RF.K.3a]

b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. [RF.K.3b] c. Read common high-

AASL Standard(s) –21st Century Learner:

Activities

Students have been learning vowels in their room. Students will view Discovery Education Video Learning English Elementary: Level 01 in which they will say words and sounds. They will also play a memory game from the short vowel words on the screen. Students will say words aloud to ensure the right sounds/words are being recalled. Afterward, students will view the story Chicka Chicka Boom Boom which discusses the letter of the alphabet.

Resources and Materials

Smartboard – for viewing, computer, Discovery Education site.

Assessment of Student Learning ☒ Informal Observation ☒ Participation

☐ Discussion ☐ Other (Explain here)

Collaborative Team: Dailey & Strickland Theme: Paperslides School: Whitley Elementary Lesson Date(s): 10/26/2016 Grade(s): Kindergarten Length of Lesson: 1 hour Core Subject(s): Reading and Technology

LMS Level of Involvement ☒ Plan ☒ Gather Resources ☒ Prepare Materials ☒ Teach Lesson ☒ Assist Students ☐ Assess

Assignment Level (Blooms Taxonomy) ☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☒ Creating

Lesson Plan Resources: AASL Lesson Plan Database ALEX Apps to support Bloom’s Taxonomy The Alabama Library Media Digital Resources Crosswalk Alabama Insight ALSDE

Links to Standards: Content Standards CCRS Crosswalks with AASL Standards

Content Standard(s): 25.) Use a combination of drawing, dictating, and writing to compose informative or explanatory texts in which they name what they are writing about and supply some information about the topic. [W.K.2] 28.) With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.K.6]

AASL Standard(s) –21st Century Learner: 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.2.4 Demonstrate personal productivity by completing products to express learning. 3.1.3 Use writing and speaking skills to communicate new understandings effectively.

3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

4.1.3 Respond to literature and creative expressions of ideas in various formats and genres 2.1.4 Use technology and other information tools to analyze and organize information.

Activities Students will be introduced to paper slides. Students will receive paper and crayons and draw what they would like to be for Halloween. After completion, the students will create a paper slide with the assistance of LMS and classroom teacher. They will say what is on their paper while it is being recorded.

Resources and Materials Blank paper, crayons, iPad

Assessment of Student Learning ☐ Informal Observation ☒ Participation ☐ Discussion ☐ Other (Explain here)

Kindergarten Math Lesson Plans

Sept. 5-9, 2016

Monday Tuesday Wednesday Thursday Friday

No School/ Labor Day

Standard(s): KCCC1 Count 10 objects by ones KG1 Describe shapes and relative positions. Count to 10 by ones KCCC3 Represent a number of objects with a written numeral 0-10 KG2 Name shapes Activity Practice writing and tracing numbers 0-10. Count objects and write correct number. Materials Smartboard, number cards, manipulatives, Evaluation Checklists Teacher observation Math workbook

Standard(s): KCCC1 Count 10 objects by ones KG1 Describe shapes and relative positions. Count to 10 by ones KCCC3 Represent a number of objects with a written numeral 0-10 KG2 Name shapes Activity Watch interactive video on learn zillion. Play number bingo. Hold up number and have students represent amount using manipulatives. Draw example in math journal. Compare sets of numbers up to 10. Match numbers Materials Learn zillion, Think Central, manipulatives Evaluation Checklists Teacher observation Math Workbook

Standard(s): Standard(s): KCCC1 Count 10 objects by ones KG1 Describe shapes and relative positions. Count to 10 by ones KCCC3 Represent a number of objects with a written numeral 0-10 KG2 Name shapes Activity Complete Smart Exchange power point. Practice counting with manipulatives. Complete items on IXL. Materials Smartboard, number cards, manipulatives, math journal shapes Evaluation Checklists Teacher observation Math Workbook

Standard(s): Standard(s): KCCC1 Count 10 objects by ones KG1 Describe shapes and relative positions. Count to 10 by ones KCCC3 Represent a number of objects with a written numeral 0-10 KG2 Name shapes Activity Number Assessment Introduce Kahoot Materials Assessment Evaluation Checklists Teacher observation Math Workbook

Daily: Practice counting sets to 10. Practice counting to 100. Complete calendar activities,

review shapes

Math Lesson Plans First Grade Quarter 2 Week 4 Oct 31 – Nov 4, 2016

Weekly Objectives

1.OA.4 Add and subtract within 15 -20

1. NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.

\

T- Teacher S- Student NBE- Notebook Exchange Lesson SB- Smart Board TM- Talk Moves HW- Homework YT- youtube.com

MEQ- Mathematical Effective Questioning SP- Student Participation TO- Teacher Observation CW- Class Work MJ- Math Journals

Before every lesson the teacher will go over vocabulary and students will complete a problem of the day.

Days Procedures Materials Evaluation M T will model subtraction. S will watch Khan Academy

video. S work with counters to show subtraction on two ten frames board with some example problems from the TB, then complete the CCRSS sheet. T will pull small groups for intervention using number lines and 120 charts.

cubes, counters, workbooks, MIF resources, TB Ch. 7 Numbers to 20, Whiteboard, Pencils, MJ Smart Exchange Notebook PPT Technology Resources will be used daily from discovery education, you tube, and North Carolina Wiki Spaces, Howard County Wiki Spaces, Engage New York, georgiastandards.org,

Teacher Observation, Student Participation

T T will model again. S will watch Brain pop jr video. S work with counters to show subtraction on two ten frames board with some example problems from the TB, then complete practice sheet T will pull small groups for intervention using number lines and 120 charts.

cubes, counters, workbooks, MIF resources, TB Ch. 7 Numbers to 20, Whiteboard, Pencils, MJ Smart Exchange Notebook PPT Technology Resources will be used daily from discovery education, you tube, and North Carolina Wiki Spaces, Howard County Wiki Spaces, Engage New York, georgiastandards.org,

, Teacher Observation, Student Participation

W S work with counters to show subtraction on two ten frames board with some example problems from the TB, then complete worksheet T will pull small groups for intervention using number lines and 120 charts.

cubes, counters, workbooks, MIF resources, TB Ch. 7 Numbers to 20, Whiteboard, Pencils, MJ Smart Exchange Notebook PPT Technology Resources will be used daily from discovery education, you tube, and North Carolina Wiki Spaces, Howard County Wiki Spaces, Engage New York, georgiastandards.org,

Teacher Observation, Student Participation

TH S work with counters to show subtraction on two ten frames board with some example problems from the TB, then complete the CCS worksheets T will pull small groups for intervention using number lines and 120 charts.

cubes, counters, workbooks, MIF resources, TB Ch. 7 Numbers to 20, Whiteboard, Pencils, MJ Technology Resources will be used daily from discovery education, you tube, and North Carolina Wiki Spaces, Howard County Wiki Spaces, Engage New York, georgiastandards.org,

Teacher Observation, Student Participation

F S work with counters to show subtraction on two ten frames board with some example problems from the TB, then complete the CCS worksheet T will pull small groups for intervention using number lines and 120 charts.

cubes, counters, workbooks, MIF resources, TB Ch. 7 Numbers to 20, Whiteboard, Pencils, MJ Technology Resources will be used daily from discovery education, you tube, and North Carolina Wiki Spaces, Howard County Wiki Spaces, Engage New York, georgiastandards.org,

Teacher Observation, Student Participation, Quiz

__________________________ Week of November 14-18, 2016____________________________________

COMMON CORE STANDARDS OBJECTIVES

RL 1.1 Make predictions

RL.1.3 identify characters, settings, and major events

RL.1.10 with prompting and support, read poems and poetry of

appropriate complexity for Grade 1.

RI.1.1 Ask and answer questions about key details in text

RI.1.4 identify unknown words or phrases in text read aloud

RI1.10 with prompting and support, read informational text

appropriately complex for Grade 1.

R.L 1.6 Identify who is telling story

RF.1.2b oral blending words

RF.1.3b decode regularly spelled one syllable words-orally produced

single-syllable words

RF1.3g recognize and read high frequency words (

RF.1.2c phonemes isolation-initial, medial vowel, final dash in spoken

single syllables

RF.1.2d segment spoken single-syllable words

RF 1.3f read words with inflectional endings (-ing, -es, -ed)

W.1.2 write informative or explanatory texts.

SL.1.1 participate in collaborative conversations

L.1.1b introduce possessive/ singular nouns

L.1.2a capitalize names and dates of people

L.1.2b use end punctuations in sentences

L.1.4a use sentence level content as a clue

L.1.1b identify singular and plural nouns

L.1.4d alphabetical order first letter

Students will be able to:

Make predictions

recognize key details

identify text features

Produce single-syllable words by blending sounds

Recognize features of a sentence (first word capitalization, ending punctuation, quotation marks)

Segment single syllable words

Identify long vowels spelled with final e and common vowel teams

Orally produce single syllable words by blending phonemes

Recognize and read grade appropriate irregular spelled words

Recognize and read high frequency words (review: to, do, is, as, there use, many, them, so, her, I, of, and, than, first, place, left, right, or, were, each, out, then, some, make, time, more, way, may New: each, out, then, some

put word in order alphabetical order first letter

Materials TECHNOLOGY

Watch Instructional Video

Sonday System Sound Cards 1-28

Paper and pencil

Word Cards

Word Book

smartboard

computer

Teacher created Phonics, reading, writing and language power point _____________________________ Sites to be used:

Readworks.org

You Tube Have Fun Learning (long vowels)

Starfall.com Kahoot

Tumble Books

Science: ACOS#4: Describe survival traits of loving things, including color, shape, size, texture, and covering.

Identify developmental stages of plants and animals

Discovery Education

Smart Exchange

ABCya

PROCEDURES

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

READING Power Words: Distinguish and Analyze

I DO: Before reading teacher will explain the meaning of making predictions. Give examples (weather, behavior, etc.) WE DO: Teacher/Students will read title A Big Fish for Max. Have students predict what story is about by reading title and looking at picture. The teacher will ask questions about facts and key details. YOU DO: Students will answer questions about A Big Fish for Max .

I DO: Before reading teacher will recall what it means to make predictions. Teacher will review key words in A Big Fish for Max WE DO: Teacher/Students will re-read A Big Fish for Max. Highlight words with long vowel sounds. YOU DO: Students will write key details about A Big Fish for Max.

I DO: Before reading teacher will ask students what details do they remember from the story Big Fish for Max. Use informational texts. Teacher will read A Big Fish for Max. WE DO: Teacher/Students will read A Big Fish for Max. The teacher will ask questions about facts and key details. YOU DO: Students will do an activity that tells about their favorite part of A Big Fish for Max.

I DO: Before reading teacher will ask students what details do they remember from the story A Big Fish for Max. Use informational texts. Teacher will read A Big Fish for Max. WE DO: Teacher/Students will read A Big Fish for Max. The teacher will ask questions about facts and key details. Teacher and students will complete a web about A Big Fish for Max. YOU DO: Students will write about the central message in A Big Fish for Max.

High Frequency Words/ A Big Fish for Max

Comprehension Test

PHONICS Sonday Level

12 Daily Words -Echo read -Boys read -Girls read

Step 1: Read Sounds

Review Sound Cards 1-28

Learner reads sounds of each card aloud.

Step 1: Read Sounds

Review Sound Cards 1-28

Learner reads sounds of each card aloud.

Step 1: Read Sounds

Review Sound Cards 1-28

Learner reads sounds of each card aloud.

Step 1: Read Sounds

Review Sound Cards 1-28

Learner reads sounds of each card aloud.

Step 1: Read Sounds

Review Sound Cards 1-28

-Different rows read

And other types of group

reading for fluency.

Go through the cards rapidly.

Step 2: Spell Sounds

Dictate sounds one at a time.

Learner repeats sound.

Learner writes the letter on paper.

Review long vowels.

Step 3: Read Words Step 5: Introduce New Material 1. Introduce New

Sound -Show the Cards 1and 5. Learner reads from Word Book pg. 27. -Learner repeats the sound and traces it on their desk. -Dictate the words. -Learners repeat each word. Touch Spell each word and say each sound out loud while writing the word on paper. -Read list of words just written.

Go through the cards rapidly.

Step 2: Spell Sounds

Dictate sounds one at a time.

Learner repeats sound.

Learner writes the letter on paper.

Review long vowels

Step 3: Read Words

Step 5: Introduce New Material 2. Introduce New

Sound Show the Cards 1and 5. Learner reads from Word Book pg. 27. -Learner repeats the sound and traces it on their desk. -Dictate the words. -Learners repeat each word. Touch Spell each word and say each sound out loud while writing the word on paper.

Go through the cards rapidly.

Step 2: Spell Sounds

Dictate sounds one at a time.

Learner repeats sound.

Learner writes the letter on paper.

Review long vowels

Step 3: Read Words

Step 5: Introduce New Material 3. Introduce New

Sound Show the Cards 1and 5. Learner reads from Word Book pg. 27. -Learner repeats the sound and traces it on their desk. -Dictate the words. -Learners repeat each word. Touch Spell each word and say each sound out loud while writing the word on paper.

Go through the cards rapidly.

Step 2: Spell Sounds

Dictate sounds one at a time.

Learner repeats sound.

Learner writes the letter on paper.

Review long vowels

Step 3: Read Words

Step 5: Introduce New Material 4. Introduce New

Sound - Show the Cards 1and 5. Learner reads from Word Book pg. 27. -Learner repeats the sound and traces it on their desk. -Dictate the words. -Learners repeat each word. Touch Spell each word and say each sound out loud while writing the word on paper.

Learner reads sounds of each card aloud.

Go through the cards rapidly.

Step 2: Spell Sounds

Dictate sounds one at a time.

Learner repeats sound.

Learner writes the letter on paper.

Review long vowels

Step 3: Read Words

Step 5: Introduce New Material 5. Introduce New

Sound Show the Cards 1and 5. Learner reads from Word Book pg. 27. -Learner repeats the sound and traces it on their desk. -Dictate the words. -Learners repeat each word. Touch Spell each word and say each sound out loud while

-Read list of words just written.

-Read list of words just written.

-Read list of words just written.

writing the word on paper. -Read list of words just written.

WRITING I DO: Teacher will demonstrate informative/ explanatory. Writing Traits

I DO: Teacher will demonstrate informative/ explanatory. Writing Traits

WE DO: Teacher/Student will complete a written response. Are you afraid of spiders? Writing Traits

WE DO: Teacher/Student will complete a written response. Are you afraid of spiders? Writing Traits

YOU DO: Writing Traits

LANGUAGE

I DO Teacher will remind students what commas are and when to use them. WE DO Teacher/student will complete a smart exchange lesson on commas. YOU DO Students will write sentences using commas. Write declarative sentences.

I DO Teacher will review with students what commas are and when to use them WE DO Teacher/student will complete a smart exchange lesson using commas. YOU DO Students will write sentences using commas. Write interrogative sentences.

I DO Teacher will type sentences using commas. Teacher will show a Discovery video on commas WE DO Teacher/student will complete a smart exchange lesson on how to identify when to use commas. YOU DO Students will write sentences using commas. Write exclamatory sentences.

I DO Teacher will type sentences using commas. Teacher will show a You-tube video on commas WE DO Teacher/student will complete a smart exchange lesson on how to identify when to use a comma. YOU DO Students will write sentences using commas. Write exclamatory sentences.

Review commas with Pete Power-point.

EVALUATION (VARIED)

Students will be evaluated through Conversations/

Students will be evaluated through Conversations/

Students will be evaluated through Conversations/

Students will be evaluated through Conversations/

Formal written assessments

discussions and student’s work and teacher observations.

discussions/ Student’s work and teacher observations.

discussions/ written work and teacher observations.

Interviews/ written work and teacher observation.