Evidence of Student can roll and Student can Student can Student creates Students matches 3+ “finger “fish create Pp to match dictate/illustrate form” the letter Jj bowl” with 3 or more with 66% accuracy Mastery given prompt rhyming sentence using letter card proper objects. pair. prompts. Re-Teaching Tracers, pipe cleaners, Rhyming puzzles in Tracing Not Norman retelling Letter/sound charts in writing center props in reading ctr. puzzle center sheets in writing ctr. in puzzle center Member Mastery Member Mastery Member Mastery Member Mastery Member Mastery (+/-) (+/-) (+/-) (+/-) (+/-) Student Name 1. Sarah Joey Joey 1. Sarah 1. Joey 1. Sarah 2. Juan Bobbie Bobbie 2. Juan 2. Bobbie 2. Juan 3. Henry Paris Paris 3. Henry 3. 3. Henry 4. Susie Brad Brad 4. Susie 4. Brad 4. Susie 5. David Christina Christina 5. David 5. Christina 5. David Early Childhood Small Group Lesson Plan Stage 4: Small Group Individualization Plan (T/A) Dates: _______________________________________ Group 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Baseline Letter Pp Can define how Letter Jj introduction Listen to Not Norman introduction (MM) words rhyme (MM) during MM Knowledge letters/sounds Standard L.PK.1a. RF.PK.2a. L.PK.1a. RI.PK.1. RF.PK.2e. With modeling and Recognize and With modeling and With modeling and With guidance and (TN-ELDS) support print some discriminate rhyming support some support, ask and support, identify upper- and words in and lower-case answer whether letters (letters spoken language. letters (letters may questions about or not two words may not be of not be of informational text begin with the same conventional size or conventional size or sound. shape). shape). Lesson I can write the letter I can match the I can write the letter I can create my very I can match the Pp. rhyming words Jj. own picture to its starting “fishbowl.” Objective(s) letter.
Evidence of Mastery Student can roll and create Pp to match given prompt Student can dictate/illustrate rhyming sentence pair. Student can “finger form” the letter Jj using letter card prompts. Student creates “fish bowl” with 3 or more proper objects. Students matches 3+ with 66% accuracy Re-Teaching Tracers, pipe cleaners, in writing center Rhyming puzzles in puzzle center Tracing sheets in writing ctr. Not Norman retelling props in reading ctr. Letter/sound charts in puzzle center Member Mastery (+/-) Member Mastery (+/-) Member Mastery (+/-) Member Mastery (+/-) Member Mastery (+/-) Student Name 1. Sarah Joey Joey 1. Sarah 1. Joey 1. Sarah 2. Juan Bobbie Bobbie 2. Juan 2. Bobbie 2. Juan 3. Henry Paris Paris 3. Henry 3. 3. Henry 4. Susie Brad Brad 4. Susie 4. Brad 4. Susie 5. David Christina Christina 5. David 5. Christina 5. David Early Childhood Small Group Lesson Plan Stage 4: Small Group Individualization Plan (T/A) Dates: _______________________________________ Group 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Baseline Knowledge Letter Pp introduction (MM) Can define how words rhyme Letter Jj introduction (MM) Listen to Not Norman during MM letters/sounds Standard (TN-ELDS) L.PK.1a. With modeling and support print some upper- and letters (letters may not be of conventional size or shape). RF.PK.2a. Recognize and discriminate rhyming words in spoken language. L.PK.1a. With modeling and support some and lower-case letters (letters may not be of conventional size or shape). RI.PK.1. With modeling and support, ask and answer questions about informational text RF.PK.2e. With guidance and support, identify whether or not two words begin with the same sound. Lesson Objective(s) I can write the letter Pp. I can match the rhyming words I can write the letter Jj. I can create my very own “fishbowl.” I can match the picture to its starting letter.
2016-2017%20Small%20Group%20Plan%20SAMPLE.docx