PLC

Kindergarten ELA PLC Protocol Unit 2 Week 3 Teacher: Ms. Ash Grade Level: Kindergarten Date: October 23-October 27, 2023 Foundational Skills Instruction # Planning Question DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 1 Which foundational literacy state standard(s) will the lesson(s) address? K.FL.PA.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in two- and three-phoneme (VC or CVC) words, excluding CVC words ending with /l/, /r/, or /x/. K.FL.PWR.3.a Demonstra te knowledge of one-to- one letter sound correspondence by producing the most frequent sound for each consonant. K.FL.PWR.3.c Read common high-frequency words by sight. K.FL.WC.4.a Write uppercase and lowercase manuscript letters from memory. K.FL.WC.4.b Write a letter/letters for most consonant and short vowel sounds (phonemes). K.FL.WC.4.f Write some common, frequently used words (the, a, see, we, like). K.FL.SC.6.c Use frequently occurring nouns and verbs when speaking and in shared language activities. K.W.TTP.2 With prompting and support, use a combination of drawing, dictating, and/or writing to compose informative/explanatory texts. K.FL.PA.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in two- and three-phoneme (VC or CVC) words, excluding CVC words ending with /l/, /r/, or /x/. K.FL.PWR.3.a Demonstra te knowledge of one-to- one letter sound correspondence by producing the most frequent sound for each consonant. K.FL.PWR.3.c Read common high-frequency words by sight. K.FL.PC.1.d Recognize and name all upper and lowercase letters of the alphabet in isolation and in connected text. K.FL.WC.4.a Write uppercase and lowercase manuscript letters from memory. K.FL.WC.4.b Write a letter/letters for most consonant and short vowel sounds (phonemes). K.FL.WC.4.f Write some common, frequently used words (the, a, see, we, like). K.FL.F.5.a Read emergent-reader texts with purpose and understanding. K.FL.SC.6.c Use frequently occurring nouns and verbs when speaking and in shared language activities. K.FL.PA.2.b Count, pronounce, blend, and segment syllables in spoken words. K.FL.PWR.3.a Demonstra te knowledge of one-to- one letter sound correspondence by producing the most frequent sound for each consonant. K.FL.PWR.3.c Read common high-frequency words by sight. K.FL.WC.4.a Write uppercase and lowercase manuscript letters from memory. K.FL.WC.4.b Write a letter/letters for most consonant and short vowel sounds (phonemes). K.FL.WC.4.d Spell VC (at, in) and CVC (pet, mud) words with short vowels; spell V (a, I) and CV (be, go) words with long vowels. K.FL.WC.4.f Write some common, frequently used words (am, and, like, the). K.FL.PC.1.a Follow words from left to right, top to bottom, and page by page. K.FL.F.5.a Read emergent-reader texts with purpose and understanding. K.FL.SC.6.c Use frequently occurring nouns and verbs when speaking and in shared language activities. K.FL.PA.2.b Count, pronounce, blend , and segment syllables in spoken words. K.FL.PWR.3.c Read common high-frequency words by sight. K.FL.PWR.3.d Decode regularly spelled CVC words. K.FL.PWR.3.e Distinguish between similarly spelled words by identifying the letters that differ. K.FL.WC.4.a Write uppercase and lowercase manuscript letters from memory. K.FL.WC.4.b Write a letter/letters for most consonant and short vowel sounds (phonemes). K.FL.WC.4.d Spell VC (at, in) and CVC (pet, mud) words with short vowels; spell V (a, I) and CV (be, go) words with long vowels. K.FL.PC.1.a Follow words from left to right, top to bottom, and page by page. K.FL.F.5.a Read emergent-reader texts with purpose and understanding. K.FL.SC.6.c Use frequently occurring nouns and verbs when speaking and in shared language activities. K.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate Kindergarten topics. K.FL.PA.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in two- and three-phoneme (VC or CVC) words, excluding CVC words ending with /l/, /r/, or /x/. K.FL.PWR.3.c Read common high-frequency words by sight. K.FL.WC.4.a Write uppercase and lowercase manuscript letters from memory. K.FL.WC.4.b Write a letter/letters for most consonant and short vowel sounds (phonemes). K.FL.WC.4.c Represent phonemes first to last in simple words using letters (graphemes) such as rop for rope. K.FL.WC.4.d Spell VC (at, in) and CVC (pet, mud) words with short vowels; spell V (a, I) and CV (be, go) words with long vowels. K.FL.WC.4.f Write some common, frequently used words (am, and, like, the). K.FL.PC.1.a Follow words from left to right, top to bottom, and page by page. K.FL.PC.1.c Understand that words are separated by spaces in print; demonstrate one-to-one correspondence between voice and print. K.FL.F.5.a Read emergent-reader texts with purpose and understanding. K.FL.SC.6.c Use frequently occurring nouns 1

Kindergarten ELA PLC Protocol Unit 2 Week 3 Teacher: Ms. Ash Grade Level: Kindergarten Date: October 23-October 27, 2023 and verbs when speaking and in shared language activities. K.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate Kindergarten topics. 2 What foundational literacy objectives must be taught? (post on your board) I can isolate phonemes and pronounce sounds. I can match letters to sounds. I can write lowercase and uppercase letters (Mm, Aa, Pp,). I can read, spell, and write high frequency words. I can recognize and use verbs. I can isolate phonemes and pronounce sounds. I can match letters to sounds. I can identify and blend sounds to make words. I can write lowercase and uppercase letters. I can read, spell, and write high frequency words. I can read text with accuracy, rate, and understanding. I can recognize and use verbs. I can blend sounds to make words. I can match letters to sounds. I can identify and blend sounds to make words. I can write lowercase and uppercase letters. I can read, spell, and write high frequency words. I can read text with accuracy, rate, and understanding. I can recognize and use verbs. I can blend phonemes to make words. I can identify and blend sounds to make words. I can write lowercase and uppercase letters. I can read, spell, and write high frequency words. I can read text with accuracy, rate, and understanding. I can identify and use verbs. I can segment words into phonemes. I can build, blend, and spell words. I can write lowercase and uppercase letters. I can read, spell, and write high frequency words. I can read text with accuracy, rate, and understanding. I can identify and use verbs. 3 What teacher knowledge (e.g., phonics rules, standards progression, etc.) and student misconceptions are assumed in the standard(s)? -What sound does /s/, /t/, /p/, /a/, /m/ make -Students must be able to identify the written letter S, T,P, A, M and associate the /s/, /t/, /p/, /a/, /m/ sound with the letter -Accurate phoneme articulation -Phonological awareness does not incorporate print. -Emphasize sound-spelling pattern during spelling instruction. 4 How should the instruction be framed ? Please see Instructional Framework for daily lesson components. NOTE: Plan the GRR for each component of the lesson. **If italicized, the opportunities don’t naturally occur within the Word Work • Phonemic Awareness Review the letters S, T,P, A, M and associate the /s/, /t/, /p/, /a/, /m/ sound with the letter. Show words with the sounds and demonstrate where in the word that sound can be found. •Phonics Model listening for the /s/, /t/, /p/, /a/, /m/sound. Give examples of /s/, /t/, /p/, /a/, /m/ words with matching pictures, then Word Work • Phonemic Awareness Teacher models, then guides students segmenting words with the sounds /s/, /t/, /p/, /a/, /m/ using GRR. • Phonics (Review) Teacher will say and show a picture of a word. Teacher will model if it has the /s/ or /T/ sound, then GRR students to answer on their own. • Phonics (Blend) Word Work • Phonemic Awareness Teacher models, then guides students segmenting words with the sounds /s/, /t/, /p/, /a/, /m/ using GRR. Teacher models long vowel words and checks for understanding using GRR. • Phonics (Review) Teacher will use video to review the sounds /s/, /t/, /p/, /a/, /m/ using GRR. sound Word Work • Phonemic Awareness Teacher models, then guides students segmenting words with the sounds /s/, /t/, /p/, /a/, /m/ using GRR. • Phonics (Blend) Teacher models, then guides students to isolate the individual phonemes in words and blend them together using GRR • Phonics (Spell Words) See HFW and Independent Word Work • Phonemic Awareness Teacher models, then guides students to listen for the same sound that is 3 different words using GRR. • Phonics (Read Words) Students will be shown the HFW and will have up to 3 seconds to read each word as they are called on, one at a time. • Phonics (Spell Words) See Independent Writing. 2

Kindergarten ELA PLC Protocol Unit 2 Week 3 Teacher: Ms. Ash Grade Level: Kindergarten Date: October 23-October 27, 2023 needed. 5 What Wonders materials/resourc es are needed to support students’ understanding of skills outlined by the objective(s)? Photo Cards Word Building Cards Pencils Tablet paper Erasers Practice Book High Frequency Cards Reading & Writing Companion book High frequency word cards Videos as noted in part 4 above Photo Cards Word Building Cards Pencils Tablet paper White boards Erasers Practice Book High Frequency Cards Reading & Writing Companion book High frequency word cards Videos as noted in part 4 above Photo Cards Word Building Cards white boards Erasers Practice Book High Frequency Cards Reading & Writing Companion book High frequency word cards Videos as noted in part 4 above Photo Cards Word Building Cards Pencils Tablet paper Erasers Practice Book High Frequency Cards Reading & Writing Companion book High frequency word cards Videos as noted in part 4 above Photo Cards Word Building Cards Pencils White boards Tablet paper Erasers Practice Book High Frequency Cards Reading & Writing Companion book High frequency word cards Videos as noted in part 4 above 6 What multisensory strategies (enhancers) will be incorporated? Songs using videos, movement with air writing, moving to different parts of the room to answer questions, writing, communicating with other classmates about questions and answers, and visual PPT slides. 7 What checks for understanding will be posed to ensure that students are able to demonstrate culminating mastery of the standard and objectives? Here are some strategies that can be used to during this process: • Accountable talk • Retelling or summarizing the learning • Think-pair-share • Exit slips • Four corners • Cold call • No opt out • Whiteboards/slates • Fist-to-five • KWL charts and other graphic organizers • Wonders Practice book pages 8 What Wonders differentiated teacher-led small group lessons (decodable reader or skills-focused) best support students understanding of the foundational literacy objective? Small group picture/card activity. Letter recognition Sound recognition Writing letters High Frequency Words: I, can, the, we, see, a, like. 9 What workstations/cen ter activities will other students do while the teacher works with a small group of students? -Phonological Awareness/Phonemic Awareness: Draw a picture(s) that begin with the /P/ sound -Phonics: Writing words that start with the /P/ sound by using its letter sounds. -Comprehension: Retelling the story by drawing pictures of the story -Grammar: Drawing pictures of verbs iReady reading Wonders Reading Workstation Activity Cards, card #1 Wonders Phonics/Word Study Workstation Activity Cards, card #6 Wonders Writing Workstation Activity Cards, card #7 Wonders Science/Social Studies Workstation Activity Cards , card #6 Note: Technology should be integrated into at least one workstation. Refer to the Wonders digital games and/or Literacy Launch Newsletter for technology integration. 1 0 How do the lessons align to how Wonders Weekly Assessment 4

Kindergarten ELA PLC Protocol Unit 2 Week 3 Teacher: Ms. Ash Grade Level: Kindergarten Date: October 23-October 27, 2023 students will be assessed ? (ex: teacher created tests/quizzes, Wonders weekly assessments, CFAs) 1 1 What student work can be collected and analyzed to inform instruction? (ex: workstation activity products, independent practice, writing/ spelling products, aggressive monitoring checklist, exit tickets) Workbook pages Handwriting/Writing Products Workstation Activity Weekly Assessments Do Now/Exit Tickets Etc. Workbook pages Handwriting/Writing Products Workstation Activity Weekly Assessments Do Now/Exit Tickets Etc. Workbook pages Handwriting/Writing Products Workstation Activity Weekly Assessments Do Now/Exit Tickets Etc. Workbook pages Handwriting/Writing Products Workstation Activity Weekly Assessments Do Now/Exit Tickets Etc. Workbook pages Handwriting/Writing Products Workstation Activity Weekly Assessments Do Now/Exit Tickets Etc. 5

Kindergarten ELA PLC Protocol Unit 2 Week 3 Teacher: Ms. Ash Grade Level: Kindergarten Date: October 23-October 27, 2023 writing in which the words are arranged in separate lines, often ending in rhyme • Unique – a characteristic that makes one thing different from another thing • Part – a piece of something which is combined with other pieces to make up the whole • Recognize – to identify • Text - a book or other written or printed work See PBO PPT Text-Based Vocabulary: (Words unfamiliar to students after reading the text: Instructional Practice 2: Strategies used to teach unfamiliar words -Define/Example/Ask routine writing in which the words are arranged in separate lines, often ending in rhyme • Unique – a characteristic that makes one thing different from another thing • Part – a piece of something which is combined with other pieces to make up the whole • Recognize – to identify • Text - a book or other written or printed work See PBO PPT Text-Based Vocabulary: (Words unfamiliar to students after reading the text: Instructional Practice 2: Strategies used to teach unfamiliar words -Define/Example/Ask routine See PBO PPT Text-Based Vocabulary: (Words unfamiliar to students after reading the text: Instructional Practice 2: Strategies used to teach unfamiliar words -Define/Example/Ask routine See PBO PPT Text-Based Vocabulary: (Words unfamiliar to students after reading the text: Instructional Practice 2: Strategies used to teach unfamiliar words -Define/Example/Ask routine • Procedure- a way of doing something See PBO PPT Text-Based Vocabulary: (Words unfamiliar to students after reading the text: Instructional Practice 2: Strategies used to teach unfamiliar words -Define/Example/Ask routine 6 How should the instruction be framed ? Refer to the Instructional Frameworks. Follow Wonders outlined routine/instructions for Listening Comprehension Follow Wonders outlined routine/instructions for Shared Writing Follow Wonders outlined routine/instructions for Listening Comprehension Follow Wonders outlined routine/instructions for Shared Writing Follow Wonders outlined routine/instructions for Listening Comprehension Follow Wonders outlined routine/instructions for Independent Writing Follow Wonders outlined routine/instructions for Listening Comprehension Follow Wonders outlined routine/instructions for Independent Writing Follow Wonders outlined routine/instructions for Research and Inquiry Follow the GRR for each lesson component for Integrate Ideas 7 What checks for understandings will be • Accountable talk • Retelling the story in their own words 7

Kindergarten ELA PLC Protocol Unit 2 Week 3 Teacher: Ms. Ash Grade Level: Kindergarten Date: October 23-October 27, 2023 posed to ensure that students are able to demonstrate culminating mastery of the standard and objectives? • Think-pair-share • Exit slips • Four corners • Cold call • No opt out • Pencils and tablet paper • Thumbs up / down • Graphic organizers 8