School: Riverlawn Elementary School

COGNITIVE
LEVEL
QUESTION
CUES/
VERBS

Teacher:
Quesenberry
Reading Grade: Kindergarten
School:Click
here toSubject:
enter text.

REMEMBER
(B1)

UNDERSTAN
D (B2)

APPLY
(B3)

ANALYZE
(B4)

Tell, List, Describe,

Relate, Locate,
Write, Find, State,
Name, Identify,
Label, Recall,
Define, Recognize,
Match, Reproduce,
Memorize, Draw,
Select, Recite

Explain, Interpret,
Outline, Discuss,
Distinguish,
Predict, Restate,
Translate,
Compare,
Describe, Relate,
Generalize,
Summarize

Show, Solve,
Use, Illustrate,
Construct,
Complete,
Examine,
Classify,
Choose,
Interpret,
Make, Put
together,
Apply,
Calculate,
Modify

Analyze,
Distinguish,
Examine,
Compare,
Contrast,
Investigate,
Identify,
Explain,
Separate,
Categorize,
Model

EVALUATE
(B5)
Judge, Select,
Choose, Decide,
Justify, Debate,
Verify, Argue,
Recommend,
Assess, Discuss,
Determine,
Estimate,
Weigh, Value,
Defend

CREATE
(B6)
Create, Invent,
Compose, Predict,
Plan, Construct,
Design, Imagine,
Propose,
Formulate,
Combine,
Elaborate

Standard/Essential Knowledge and Skills:

K.7-Identify and name the uppercase and lowercase letters of the alphabet. (K.7a)Focus letter : A
Identify and produce words the rhyme (k.4b)
Segment one-syllable words into speech sound units including beginning phoneme(s) (onset) and ending
(rime) (k.4d)
K.5 The student will understand how print is organized and read. (d.) Follow words from left to right and from
top to bottom on a printed page.
K.6-Read his/her name and, concrete words. Focus words: to, go
Discuss characters, setting, and events. (k.9 g)
K.12-Draw pictures and/or use letters and phonetically spelled words to write about experiences. (K.12b)
Behavioral Objective:
-When listening to story read aloud, students will identify the setting in the book.
-When shown upper/lowercase letters either in isolation or as part of words, students will identify the letter by name and state the sound
of the letter with 100% accuracy.
-Students will read high frequency words either on flash cards or in leveled texts 3 out of 4 times.
-Students will produce words that rhyme within the at family with 80% accuracy.
- Students will be able to identify the onset and rime of at family words with 80% accuracy.
-Using a writing prompt, students will draw pictures or use letters to label to communicate ideas with at least 3 details.
Vocabulary:

Character, Setting, Uppercase, Lowercase, Sight word, Beginning, Middle, End, Letter, Word, Sentence, Onset, Rimes,
Word Families.

Monday
Tuesday
Wednesday
Thursday
Friday

No School

Cognitiv
e
Domain

Rememberin
g

Monday
Read Bunny Cakes

Tiers/Diferentiation

Learning Plan/Activities

Hook

Sigh word: to, go

After reading Bunny

Cakes identify the
characters in the book.
Read The Rat in the
hat poem
SW practice isolating
/at/ by repeating after
the teacher.
SW will generate at
words and the teacher
will record words on
chart paper.

T
1

Group D: Literacy
Stations

T Group B: SW
2 generate at words
by building words
with magnet letters.
(SW will receive
individual magnet
letter to generate
words.)
SW will illustrate
picture to match the
at word in the word
family house.
Group C: SW
generate at words
by building words
with magnet letters.
(SW will receive at
magnet and
individual consonant
letters)
SW will illustrate
picture to match the
at word in the word
family house.

Understandi
ng
Tuesday

Applying

Analyzing

Wednesday

Evaluating
Thursday

Creating
Friday

Sight word to video https://www.youtube.co

m/watch?
v=McPjvGDNBCc

Sight word go video https://www.youtube.co

m/watch?
v=oTWQ0hPq6-I

Read Rhyming Dust

Bunnies

Have students
generate topics about
Thanksgiving for
writers notebook.

Write the sight word

to on a sticky note.

Write the sight word

go on a sticky note.

SW will identify what

two letters are at the
end of at word.

SW retell how they know

if two words rhyme?

Sight word- Call on

students to come up
and spin the sight
word wheel. Have
student read their
sight word and put a
tally next to the
correct sight word.

1. -at word family skill

assessment. Have
students find a spot in
the room. Instruct
students to write each
word on the
corresponding line.
2. Have students add
sight words to and go to
My dictionary
3. Writers notebook:
Have students generate
topics for their writers
notebook.

Reread the poem with

student; have the poem
pulled up on the smart
board.
Call on individual
students to come
underline at words in
the poem.
Group D: Reading
Groups: SW
generate at words
by building words
with magnet letters.
(SW will receive
individual magnet
letter to generate
words.)
SW will illustrate
picture to match the
at word in the word
family house.
Group B: Literacy
Stations
Group C: Reading
Groups: SW will echo
read and track I can
read! at
SW will practice
generating at words
with letter tiles. SW
will match the
correct word with the
picture.

Ask students if all words

in the at family rhyme.
Go through the list of
words and ask if the two
words rhyme (cat and
bat).
SW give examples of
two words in the at
family that rhyme.

Group D: Literacy
Stations

Group B: Reading
group: SW will echo
read and track I can
read! at
SW will practice
generating at words
with letter tiles. SW
will match the correct
word with the picture.
Group C: Reading
group: SW will
identify and read
sight words to and go
by playing sight word
dominos. SW will
continue to practice
sigh words the, can,
see, I, a, at, and look.

Have three students

come up and be Ned,
Ted, and Bob. State an
at family word and have
Ned and Ted generate
rhyming words. Have
Bob generate a word

Group D: Reading
Groups: SW will echo
read and track I can
read! at
SW will practice
generating at words
with letter tiles. SW
will match the correct
word with the
picture.

Group B: Reading
Groups
Reading group: SW
will identify and read
sight words to and go
by playing sight word
dominos. SW will
continue to practice
sigh words the, can,
see, I, a, at, and look.
Group C: Literacy
Stations

Review sounding out

Quick Checks

Quick Checks

Group A: SW
recognize and write
the letter A- page 4
in RTI binderComplete letter
sound test-using
letters m, a, and f
Have students read the
word go as they leave
the classroom.

Group A: SW
recognize and write
the letter Acomplete pages 2-4
in RTI binder.

Have students generate

words that are apart of
the at family.

Have students read the

word to as they leave
the classroom.

F Observation

Observation

Observations

Group A: SW play a
memory game and
match upper case
and lower case
letters.

SW generate rhyming
words with a partner.

Observations

Quick Checks

SW share their writing

journals with the class.

Assess

Closure

T
3

Group A: SW
recognize and write
the letter A-Build A
with play doughIntroduce pocket
letters.

Accommodations:
Assignment

Extended Time
Preferential Seating
Communication with Significant Others in Instruction
Assignment Notebook

Peer Tutoring

Segmented Assignments

Copy of Teacher Notes

Other__________________________________________

Length of