Common Core Standards and Optimal Learning Model SAMPLE Lesson Plans

Unit: 1 Week: 1 Teacher: Mr. Mohip Grade: Kindergarten

Theme: Kindergarten, Here We Come
Enduring Understanding: Reading non-fiction books is an active process; it is the key to knowledge and to understanding our world. Narrative
non-fictions provide readers with specific information. Conversations and collaboration with diverse partners clarifies thinking and builds upon
the ideas of others.
Essential Questioning: How does understanding about a topic happen? How do students tell/write non-fiction narratives? Why does conversing
and collaborating enhance comprehension and learning?




Modified by jpl8/2014

This Weeks Focus Monday Tuesday Wednesday Thursday Friday
Common Core
Standards:
RL.K.3,RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, RI.K.5, RF.K.1, RF.K.2, RF.K.3, RF.K.4, W.K.3, SL.K.1, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6,
L.K.1, L.K.2, L.K. 4, L.K.5, L.K.6
Literacy Framework
Word Study
Oral Language
Words in the sentence and
a rap.

I Do:
Begin with a Rap
The Rules by Dr. Jean

We Do:
Students repeat the rhyme
after me.

I Do/We Do/You Do:
Students say the rap on
their own with teacher
guidance.

Phonics
Introduce Mm to /m/

Phonemic Awareness
Recognize words in a
sentence

Michael Heggerty Week 1


Sight Words
a, can, I, go, the
Oral Language
Words in the sentence and
a poem.

I Do:
Begin with a Poem
Smart from the Start


We Do:
Students repeat the poem
after me.

You Do:
Students say the poem on
their own with teacher
guidance.

I Do/We Do/You Do:
Students say the rhyme on
their own with teacher
guidance.

Phonics
Relate Mm to /m/

Phonemic Awareness
Recognize words in a
sentence

Michael Heggerty Week 1


Oral Language
Words in the sentence and
a poem.

I Do:
Begin with a Poem
Im See Me by Vickie
Witcher


We Do:
Students repeat the poem
after me.

You Do:
Students say the poem on
their own with teacher
guidance.

I Do/We Do/You Do:
Students say the rhyme on
their own with teacher
guidance.

Phonics
Introduce Ss to /s/

Phonemic Awareness
Recognize words in a
sentence

Michael Heggerty Week 1

Oral Language
Words in the sentence and
a song.

I Do:
Begin with a Song
I am Special

We Do:
Students repeat the song
after me.

You Do:
Students say the song on
their own with teacher
guidance.

I Do/We Do/You Do:
Students say the rhyme on
their own with teacher
guidance.

Phonics
Relate Ss /s/

Phonemic Awareness
Recognize words in a
sentence

Michael Heggerty Week 1

Sight Words
a, can, I, go, the
Oral Language
Words in the sentence and
a song.

I Do:
Begin with a Song
NAME-O

We Do:
Students repeat the rhyme
after me.

You Do:
Students say the rhyme on
their own with teacher
guidance.

I Do/We Do/You Do:
Students say the rhyme on
their own with teacher
guidance.

Phonics
Review Mm and Ss

Phonemic Awareness
Recognize words in a
sentence

Michael Heggerty Week 1

Sight Words
a, can, I, go, the
Common Core Standards and Optimal Learning Model SAMPLE Lesson Plans
Unit: 1 Week: 1 Teacher: Mr. Mohip Grade: Kindergarten
Theme: Kindergarten, Here We Come
Enduring Understanding: Reading non-fiction books is an active process; it is the key to knowledge and to understanding our world. Narrative
non-fictions provide readers with specific information. Conversations and collaboration with diverse partners clarifies thinking and builds upon
the ideas of others.
Essential Questioning: How does understanding about a topic happen? How do students tell/write non-fiction narratives? Why does conversing
and collaborating enhance comprehension and learning?




Modified by jpl8/2014
This Weeks Focus Monday Tuesday Wednesday Thursday Friday
Common Core
Standards:
RL.K.3,RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, RI.K.5, RF.K.1, RF.K.2, RF.K.3, RF.K.4, W.K.3, SL.K.1, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6,
L.K.1, L.K.2, L.K. 4, L.K.5, L.K.6
Sight Words
a, can, I, go, the
Sight Words
a, can, I, go, the

Robust Vocabulary
consequences, self-management, discipline, mischief, disruptive, prepare, kindergarten, emotions
Literacy Framework
Read Aloud/Think Aloud

Shared Reading
Text: Look Out
Kindergarten, Here I Come
by Nancy Carlson

I Do:
Preview of text using a
picture walk. Show students
the cover, front, and back of
the book. Introduce the
author and illustrator.

We Do/You Do:
Think, Pair and Share:
Describe some things you
thought you might do in
kindergarten. What are
some thing s you would like
to learn in kindergarten?
Create a chart illustrating
the thoughts developed by
students.

Ask questions and use what
the child already knows to
add to the discussion,
assisting the child in
understanding and enjoying
the book. For example:
Shared Reading
Text: Look Out
Kindergarten, Here I Come
by Nancy Carlson

I Do:
Review the text using
guided questions, which
includes back and front
cover, and author,
illustrator.

We Do/You Do:
Reread the shared reading
text.
During reading ask and
answer questions about
Henry getting ready, ask
your child what she does to
get ready for the day.
Whats the same/different?
What has Henry learned
already to be ready for
kindergarten? Help your
child learn those things, too.
Why did Henry want to go
home? Why did he decide
to stay? Will Henry like
being a kindergartener?
Close Reading
Text: Chrysanthemum by
Kevin Henkes

I Do/We Do/You Do:
Preview of text using a
picture walk. Show students
the cover, front, and back of
the book. Introduce the
author and illustrator.

Tell students they will read
a book about a mouse who
loves her name,
Chrysanthemum, which is a
flower, until she goes to
school.

Write the following
sentences on chart paper,
and read them aloud to your
class:
1. Chrysanthemum loved
the way that her name
looked on an envelope.
2. Chrysanthemum loved
the way her name
sounded when her
mother woke her up.
Close Reading
Text: Chrysanthemum by
Kevin Henkes

I Do:
Review the text using
guided questions, which
includes back and front
cover, and author,
illustrator.

Ask and answer questions,
which begin with 5 ws and
h. Use background
knowledge to make
predictions about the story.

We Do:
With a graphic organizer the
students write the 5 ws and
h from the story. Teacher
models with another student
the role of interviewer and
interviewee.

You Do:
Students pair together as
they will ask and answer 5
ws and h questions to each
Close Reading
Text: Chrysanthemum by
Kevin Henkes

I Do:
Review the texts, David
Goes to School, and
Chrysanthemum, using
guided questions, which
includes back and front
cover, and author,
illustrator.

We Do:
Discuss with the class
about the times when they
made bad choices. Now,
recall the texts from the
week, and ask students to
recall details about when
David made poor choices,
and when
Chrysanthemums friends
made poor choices.
Discuss as a whole class,
then pair and share.

You Do:
Students draw or write
Common Core Standards and Optimal Learning Model SAMPLE Lesson Plans
Unit: 1 Week: 1 Teacher: Mr. Mohip Grade: Kindergarten
Theme: Kindergarten, Here We Come
Enduring Understanding: Reading non-fiction books is an active process; it is the key to knowledge and to understanding our world. Narrative
non-fictions provide readers with specific information. Conversations and collaboration with diverse partners clarifies thinking and builds upon
the ideas of others.
Essential Questioning: How does understanding about a topic happen? How do students tell/write non-fiction narratives? Why does conversing
and collaborating enhance comprehension and learning?




Modified by jpl8/2014
This Weeks Focus Monday Tuesday Wednesday Thursday Friday
Common Core
Standards:
RL.K.3,RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, RI.K.5, RF.K.1, RF.K.2, RF.K.3, RF.K.4, W.K.3, SL.K.1, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6,
L.K.1, L.K.2, L.K. 4, L.K.5, L.K.6
Looking at the cover, What
do you think this story is
about? What do you think
happens in a kindergarten
classroom? What do you
find most exciting about
kindergarten?

You Do:
Students will draw/write
what they want to learn in
kindergarten. Use dictation
to complete students
responses.
Assist students by modeling
this response to the text.
Read Aloud
Text: David Goes to School
by David Shannon
Tell students that they will
read a book about a boy
named David and his first
day of school. David has a
lot to learn- especially about
school rules. Draw a
concept map on a
whiteboard or chart paper
and write the words Shared
Agreements* in the middle.
Have students assist in
brainstorming what we need
in our classroom to
maximize our learning and
help us to feel safe and
Why or why not?

Read Aloud
Text: David Goes to School
by David Shannon

You Do:
Students will draw/write a
rule they believe will keep
David safe at school.

I Do/We Do/You Do:
Tell students that today we
read David Goes to School
and talked about behavior
at school. Discuss with
them about what David was
doing wrong on each page
and how he could have
made better choices. Then
tell them we are going to
teach David how to make
good choices in school.
Complete a pocket chart
picture sort and discussed
which behaviors are good
choices and poor choices.
See
http://mrsriccaskindergarten
.blogspot.com/2012/08/beh
avior-picture-sort-
freebie.html for template.


3. Chrysanthemum loved
the way her name
sounded and looked.



other. The topics can be of
the students choosing.
about a character from
either story that made a
poor choice.
Common Core Standards and Optimal Learning Model SAMPLE Lesson Plans
Unit: 1 Week: 1 Teacher: Mr. Mohip Grade: Kindergarten
Theme: Kindergarten, Here We Come
Enduring Understanding: Reading non-fiction books is an active process; it is the key to knowledge and to understanding our world. Narrative
non-fictions provide readers with specific information. Conversations and collaboration with diverse partners clarifies thinking and builds upon
the ideas of others.
Essential Questioning: How does understanding about a topic happen? How do students tell/write non-fiction narratives? Why does conversing
and collaborating enhance comprehension and learning?




Modified by jpl8/2014
This Weeks Focus Monday Tuesday Wednesday Thursday Friday
Common Core
Standards:
RL.K.3,RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, RI.K.5, RF.K.1, RF.K.2, RF.K.3, RF.K.4, W.K.3, SL.K.1, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6,
L.K.1, L.K.2, L.K. 4, L.K.5, L.K.6
supported.
Mini Lesson Foci Predictions Summarize Predictions Summarize Review
Literacy Framework
Mini Lesson

I Do/We Do/ You Do:
Good readers use clues in
the words and pictures to
make a prediction about
what will happen next in the
story.
I Do/We Do/ You Do:
Good readers can
summarize a story by telling
the important things that
happen in it.
I Do/We Do/ You Do:
Good readers use clues in
the words and pictures to
make a prediction about
what will happen next in the
story.
I Do/We Do/ You Do:
Good readers can
summarize a story by telling
the important things that
happen in it.
You Do:
Good readers use clues in
the words and pictures to
make a prediction about
what will happen next in the
story.

Good readers can
summarize a story by telling
the important things that
happen in it.
Literacy Framework
Writing

I Do:
Modeled Writing:
Draw a picture of yourself
and label the drawing with
your name.

We Do:
Shared Writing:
Draw a picture of yourself
and label the drawing with
your name.

We Do:
Shared Writing:
Draw a picture of yourself or
a classmate and label the
picture with a name.

You Do:
Independent Writing:
Draw a picture of a member
of your family and write the
family members name.
I Do/We Do/You Do:
Create an All About Me
book. (See Template)


Common Core Standards and Optimal Learning Model SAMPLE Lesson Plans
Unit: 1 Week: 1 Teacher: Mr. Mohip Grade: Kindergarten
Theme: Kindergarten, Here We Come
Enduring Understanding: Reading non-fiction books is an active process; it is the key to knowledge and to understanding our world. Narrative
non-fictions provide readers with specific information. Conversations and collaboration with diverse partners clarifies thinking and builds upon
the ideas of others.
Essential Questioning: How does understanding about a topic happen? How do students tell/write non-fiction narratives? Why does conversing
and collaborating enhance comprehension and learning?




Modified by jpl8/2014
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Resources (Materials/Texts/Visuals/Technology): Please see notes throughout lesson.
Common Core Standards and Optimal Learning Model SAMPLE Lesson Plans
Unit: 1 Week: 1 Teacher: Mr. Mohip Grade: Kindergarten
Theme: Kindergarten, Here We Come
Enduring Understanding: Reading non-fiction books is an active process; it is the key to knowledge and to understanding our world. Narrative
non-fictions provide readers with specific information. Conversations and collaboration with diverse partners clarifies thinking and builds upon
the ideas of others.
Essential Questioning: How does understanding about a topic happen? How do students tell/write non-fiction narratives? Why does conversing
and collaborating enhance comprehension and learning?




Modified by jpl8/2014
Additional Notes/Comments:
Shared agreements are agreements that we can make about how we will be together that will maximize our learning and help us to feel safe and supported.
! A safe and caring learning environment creates relaxed alertness that maximizes learning.
! Agreements about how we are going to learn together over time create habits of respectful behaviors among group members.
! Respectful norms are critical to reducing negative behaviors that inhibit learning and promoting positive behaviors that encourage it.

Questioning Strategies Suggested to assist in teaching the reading strategies to help students to begin to dig deep through text:
Before Reading
Can you look at the pictures and predict what you think will happen in this book?
What makes you think that?
What characters do you think might be in our story?
Do you think there will be a problem in this story? Why or why not?
Does the topic/story relate to you or your family? How?

During Reading
What do you think will happen next?
What can you tell me about the story so far?
Can you predict how the story will end?
Why do you think the character did __________?
What would you have done if you were the character?
How would you have felt if you were the character? (Use different characters)
As I read ___________, it made me picture ____________ in my head.
What pictures do you see in your head?
As you read, what are you wondering about?
Can you put what youve just read in your own words?

After Reading
Can you remember the title?
In your opinion, was it a good title for this book? Why or why not?
Were your predictions about the story correct?
If there was a problem, did it get solved?
What happened because of the problem?
Why do you think the author wrote this book?
What is the most important point the author is trying to make in his writing?
What was your favorite part of the story?
If you could change one thing in the story, what would it be?
Can you retell the story in order?
Common Core Standards and Optimal Learning Model SAMPLE Lesson Plans
Unit: 1 Week: 1 Teacher: Mr. Mohip Grade: Kindergarten
Theme: Kindergarten, Here We Come
Enduring Understanding: Reading non-fiction books is an active process; it is the key to knowledge and to understanding our world. Narrative
non-fictions provide readers with specific information. Conversations and collaboration with diverse partners clarifies thinking and builds upon
the ideas of others.
Essential Questioning: How does understanding about a topic happen? How do students tell/write non-fiction narratives? Why does conversing
and collaborating enhance comprehension and learning?




Modified by jpl8/2014
If you were ____________, how would you have felt?
What is the most interesting situation in the story?
Is there a character in the story like you? How are you alike?
Why did you like this book?

Some Suggested Informal Assessments:
http://www.education.com/reference/article/informal-methods-assessment/
http://www.readingrockets.org/oldmedia/assessments_overview.pdf