Daily Lesson Plan

Name: Miss Abby Nickell Date: April

Subject: English Language Arts Topic: Reading

Grade: Kindergarten Length of Lesson: 60 Minutes

The Big Idea: Students will know the letter /y/ and its sounds along with the high
frequency words this. Students will know the difference in types of weather.
Standard: Early Learning Foundations, Language

Cluster: Phonics & Word Recognition, Speaking & Listening

Objective: ELA.K. II
 Demonstrate basic knowledge of one-to-one letter-sound correspondences by
producing the primary or many of the most frequent sounds for each
consonant.
 Read common high-frequency words by sight (e.g., the, of, to, you, she, my,
is, are, do, or does).
ELA.K.31
Confirm understanding of a text read aloud or information presented orally or
through other media by asking and answering questions about key details and
requesting clarification if something is not understood.

Specific Objective: Students will recognize their weekly letters /y/ and /z/, high
frequency words, and retell familiar stories with key details. Students will demonstrate
mastery of these skills by completing informal assessments with 90% accuracy.

Materials:
 Letter Bags
 High Frequency word cards
 Unit Booklet
 Literature Big Book Ana Goes to Washington D.C.
 Online Access to Unit
 Response Boards

Direct Instruction:
Monday:
Build the Concept Ask the students what they know about our country. Introduce new
vocabulary words: country, travel. (Define/example)
Listening Comprehension Read Big Book: Ana Goes to Washington D.C. (Students at
carpet)
Phonemic Awareness Pass out letter bags. (Students receive new letter) Pass out
new high frequency word(s).
Tuesday:
Build the Concept Read/listen to big literature book on board. (Ana Goes to
Washingon D.C) Talk with students about our country and traveling.
Wednesday:
Build the Concept Oral Vocabulary routine and view the visual vocabulary cards.
Phonics- Model the Sound-Spelling Cards /j/ and /q/. Ask the students what letters you
have shown.
Build the Concept Introduce new vocabulary: careful, purpose, connect.
(define/example)
Word Work Teacher will use puppet to model sounds in a word.
Phonics Teacher will model word building cards
Thursday:
Extend the Concept Review weekly vocabulary
Listening Comprehension Read the big book: See Our Country
Shared Read Red Pack a Bag on Smartboard
Friday:
Phonemic Awareness Teacher will use puppet to model phoneme substitution
Phonics Teacher will dictate the sounds and students will say the letter the sound
represents. (/z/ /y/ /a/ /e/ /m/ /p/ /g/ /i/ /s/)

Guided Practice:
Monday:
Word Work Teacher will call on student to read weekly reader on the Smartboard. Sing
weekly letter songs. Read weekly reader.
Phonics Give students a new weekly reader. Read new reader with students.
Tuesday:
Listening Comprehension Listen to Ana Goes to Washington D.C. on the Smartboard.
Sing weekly letter songs.
Word Work- Students take turns going up to the smart board and sounding out the
given word (words will begin with the weekly letters (/j/ /q/. For example: /j/e/t/. Students
will match the letters with the sounds.
Shared Read Students will share letter bag.
Wednesday:
Build the Concept review and discuss vocabulary: country, travel
Listening Comprehension Read the Interactive Read Aloud on Smartboard
Word Work Students will blend sounds to say the words.
Phonics Students will say words. Students will write /y/ when the word starts with /y/
and /z/ when the word starts with /z/.
Thursday:
Phonics Use word blending cards to create the words said by teacher. (Ex. zip, zap.)
Shared Read: Students will come up to the Smartboard to read a sentence in Pack a
Bag.
Friday
Phonemic Awareness Teacher will say a word, and change beginning sound to
another sound. (Ex. Say miss. Change /m/ to /k/. Kiss.)
Listening Comprehension Read See This! In small groups. (tiered)
Lesson Closure:
Monday: Phonics Complete practice pages 223-226
Tuesday: Complete practice page 227
Wednesday: Complete practice page 228
Thursday: Play “tap it” with high frequency words
Friday: Review high frequency words

Independent Practice: N/A

Differentiated Instruction
Tier 1 Monitor and provide guidance for students by correcting modeling and blending
reading See This! After reading ask main idea, and what parts of the United States are
shown in the book.
Tier 2 Have students whisper read See This! Monitor and provide guidance for students
by correcting modeling and blending. After reading ask the main idea, and what the
books says we can see in a city and ocean.
Tier 3 Have students whisper read See This! Stop periodically and ask open ended
questions. After reading ask the main idea. Also ask where Yellowstone National Park
is, and things you can say/do there.

Assessment:
Formative
Teacher will assess student understanding during participation and guided practice
activities.
Students will also be (informally) assessed on their comprehension of the weekly letters
/j/ and /q/, as well as their weekly high frequency words.

Lesson Reflection: