Day 1 Camden Teacher Plan UNCOMMON SCHOOLS | CAMDEN PREP
26-27 School Year • Multilingual Resources
WIDA Aligned Daily Planner
K-12 ESL Daily Lesson Planner — Day 1: Numbers Exploration
ESL/MLL Teacher Phonics Investigator Team
Lesson Date / Period September 10th, 2026
Grade(s) & Group Type Grades K-4 ESL / Pull-Out
Curriculum / Unit Beginners 4: Unit 1.1 Numbers
Instructional Objectives
Content Objective: Students will be able to identify, count, and spell numbers 1-20, with a primary focus on spelling numbers 1-10 with 85% accuracy.
Language Objective: Students will use oral response, physical clapping-counting sequences, and peer matching cards to listen, say, and write number words 1-20.
WIDA ELD Framework
Key Uses: Explain, Inform
Domains: LST, SPK, RED
ELD Standard: Standard 3 (Language of Mathematics)
CCSS Connection: K.CC.A.3, 1.NBT.A.1, 2.NBT.A.2 (Counting and writing numbers)
Supports & Scaffolds Quick-Check
SENSORY Colorful counting blocks, magnetic number digits, tactile play-dough sheets
GRAPHIC Number line visual strips (1-20), pre-formatted Word Banks
INTERACTIVE "Around the Room" active card race, Turn & Talk peer count, Board games
LINGUISTIC / VOCAB one to twenty, spelling guidelines, trace outlines, number-word pairings
Lesson Phase
Pacing
Core Activities & Teacher Steps
Scaffolds & Checks
Differentiation
1. DO NOW & HOOK Activate prior knowledge
5 min
The Hook: Teacher shakes a colorful "Mystery Counter Jar". Ask "How many are inside?" Open the jar and count blocks together out loud up to 20.
Do Now: Point and count. Students are given 10 seconds to write digits 1-10 on individual whiteboard boards to check basic numerical recognition.
• Scaffold: Clapping sound accents with each number.
• CFU: "Hold up 8 fingers on your hands!"
K-1: Oral physical counting sequences.
2-4: Write the target numbers spelling on boards.
2. MODEL ("I DO") Direct Instruction
10 min
Direct Instruction Steps:
1. Present Day 1 Slide Deck on board. Review numbers 1-20 in sequence, showing both digits and word spelling side-by-side.
2. Model phoneme spelling patterns for numbers: highlight tricky vowel boundaries in four, eight, and suffix addition -teen.
3. Teach routine "Chants": Chant each spelling rhythmically (e.g. "E-I-G-H-T spells eight!") with hand movements for active muscle retention.
• Scaffold: Structural suffix highlights for teen suffixes.
• CFU: "Show thumbs up if eighteen has a double e."
K-1: Trace spelling cards in the air.
4th: Contrast base roots (four vs. forty structure).
3. PRACTICE ("WE/YOU") Guided & Solo Application
20 min
Guided Practice (10 min):
• "Around the Room" Game: Number flashcards are hung on the walls. Teacher says a spelling or claps a code, students point to or walk to the target word block.
Independent Application (10 min):
• Students complete the Day 1 Worksheet . They match digits (1-20) to word banks and copy spelling letters on guidelines.
• Fast-finishers attempt word search matching challenge on page 2.
• Scaffold: High-low student pairing during game rotations.
• CFU: Review student handwriting alignment on guidelines.
K-1: Play-dough number outlines (1-10).
2-3: Worksheet 1-20 matching.
4th: Unassisted word-spelling race.
4. CLOSURE / CFU Exit Ticket & Assessment
5 min
Exit Ticket Checks:
1-on-1 check: Point to 3 mixed digits between 1-20 on the progress tracker. Student must name the number and spell it unassisted. Teacher stamps tracker upon correct response.
• Scaffold: Visual reference remains up.
• CFU: Target is 3/3 accurate responses for check.
K-4: Scale target counts according to age benchmarks.
Reteach & Support Plan If students confuse similar numbers (e.g. 13 vs 30): Practice oral segmenting. Have students touch-trace digit shapes.
Teacher Reflection Prompts Did students struggle more with digit-to-word translation or with silent vowels in spelling? How was peer participation in the room game?
Events & Reminders Prepare Day 2 Speaking Dice and the dog party Picture Word Inductive Model (PWIM) boards.
Day 1 Slides Number Mission 1.1
Number Explorers Agency
Let's master the code of numbers 1 to 20! Count objects, speak sentences, and win the treasure.
Mission 1 Identify and count objects up to 20 by sight and sound.
Mission 2 Spell key priority numbers 1-10 on guidelines.
Base Camp: Numbers 1 - 10
I DO / WE DO
1 one
2 two
3 three
4 four
5 five
6 six
7 seven
8 eight
9 nine
10 ten
Spelling Secret: Note the silent gh inside the word eight! Whisper it.
High Ridge: Numbers 11 - 20
I DO / WE DO
11 eleven
12 twelve
13 thirteen
14 fourteen
15 fifteen
16 sixteen
17 seventeen
18 eighteen
19 nineteen
20 twenty
Teen Suffix Clue: Check how three changes to thirteen and five to fifteen!
Spelling Chant Routine
CHANT DRILL
Clap and Spell to the Beat!
Spelling numbers requires rhythm and movement. Stand up, clap for each letter, and stomp for the final word!
Rhythm Practice:
1. Teacher claps letter-by-letter: T-W-O
2. Students repeat: T-W-O
3. Class stomps together: TWO!
Target Priority Spelling
o-n-e = one
s-i-x = six
t-w-o = two
s-e-v-e-n = seven
t-h-r-e-e = three
e-i-g-h-t = eight
f-o-u-r = four
n-i-n-e = nine
f-i-v-e = five
t-e-n = ten
Focus / Spelling Priority / Rhythm / Muscle Memory
Explorers Game Board Rules
WE DO / YOU DO
Can you reach the treasure?
Take turns with your partner rolling the dice to move across the map. Practice saying and spelling target numbers!
1 Roll the dice and move your pawn forward.
2 Say and spell the number you end on.
3 If you miss the spelling, return to the start!
The Golden Treasure Box
Be the first investigator to successfully spell your way to the final golden treasure box on your map!
Unit 1.1 Day 1 Slides Number Agency Explorer Training
Day 1 Worksheets Number Explorers Unit 1.1
Day 1: Base Camp Match
Worksheet #1
Explorer Name:
Date of Mission:
Instructions:
Read the number word on the left. Find its digit counterpart from the Word Bank below, draw a straight line to pair them, and write the digit on the lines.
Mystery Word Bank
1 7 5 3 9 4 2 10 8 6
one
six
two
seven
three
eight
four
nine
five
ten
Explorer Case Progress
Completed all matching lines and guideline copywriting
Officer Sign-Off
Number Explorers Unit 1.1
Day 1: High Ridge Tracing
Worksheet #2
Tracing Guidelines:
Trace each word representation for numbers 11 to 20 carefully. Be mindful of correct spacing and spelling.
Eleven (11) 11
eleven
Twelve (12) 12
twelve
Thirteen (13) 13
thirteen
Fourteen (14) 14
fourteen
Fifteen (15) 15
fifteen
Sixteen (16) 16
sixteen
Seventeen (17) 17
seventeen
Eighteen (18) 18
eighteen
Nineteen (19) 19
nineteen
Twenty (20) 20
twenty
Explorer Case Progress
Completed all teen number traces and copywriting guides
Officer Sign-Off
Day 2 Camden Teacher Plan UNCOMMON SCHOOLS | CAMDEN PREP
26-27 School Year • Multilingual Resources
WIDA Aligned Daily Planner
K-12 ESL Daily Lesson Planner — Day 2: Age Sentences & PWIM
ESL/MLL Teacher Phonics Investigator Team
Lesson Date / Period September 8th, 2026
Grade(s) & Group Type Grades K-4 ESL / Pull-Out
Curriculum / Unit Beginners 4: Unit 1.1 Numbers
Instructional Objectives
Content Objective: Students will apply number words (1-20) to write simple age-structures (She is five. He is six. I am seven.) and label items in a party image with 80%+ accuracy.
Language Objective: Students will construct descriptive sentences using nouns, adjectives, and verbs based on visual prompt party images (PWIM) in collaborative writing blocks.
WIDA ELD Framework
Key Uses: Explain, Narrate
Domains: RED, WRT, SPK
ELD Standard: Standard 2 (Language of ELA)
CCSS Connection: L.K.1, L.1.1, L.2.1 (Sentence construction, pronoun use)
Supports & Scaffolds Quick-Check
SENSORY Real birthday hats and candles, sensory Speaking Dice cubes
GRAPHIC Sentence framing guidelines, PWIM labeling pointer lines
INTERACTIVE Speaking Dice partner match, PWIM cooperative labeling groups
LINGUISTIC / VOCAB pronouns (She, He, I), cake, hat, candles, party, colors (green, red, white)
Lesson Phase
Pacing
Core Activities & Teacher Steps
Scaffolds & Checks
Differentiation
1. DO NOW & HOOK Activate prior knowledge
5 min
The Hook: Teacher enters wearing a birthday hat. Blows out 6 paper candles on a drawing. Ask: "How old am I?"
Do Now: Students review Day 2 targets. Translate digits to word spellings on whiteboards: digit 5 → five.
• Scaffold: Real birthday hat acts as an immediate physical anchor.
• CFU: "Thumbs up if 'She' refers to a girl."
K-1: Oral repeating of pronouns (he/she).
2-4: Match pronouns to cartoon characters.
2. MODEL ("I DO") Direct Instruction
10 min
Direct Instruction Steps:
1. Introduce the target sentence structure:
Day 2 Worksheets Number Explorers Unit 1.1
Say Your Age!
Worksheet #1
Explorer Name:
Date of Mission:
Instructions:
Write the target sentence on the guidelines below. Pay close attention to pronouns (She vs He) and spelling accuracy.
1. Target Phrase She is five.
Write the sentence here
2. Target Phrase He is six.
Write the sentence here
3. Target Phrase I am seven.
Write the sentence here
👧 She (girl)
👦 He (boy)
🙋 I (self)
Explorer Case Progress
Completed all target sentences copywriting accurately
Officer Sign-Off
Number Explorers Unit 1.1
Day 2: PWIM Party Lab
Worksheet #2
PWIM Mission:
Label the birthday party scene below with target nouns, adjectives, or verbs. Then write three descriptive sentences about the picture on the lines underneath.
🐶🐶 🎂
Pointer A ➔
Pointer B ➔
Pointer A (Hats):
E.g., party hats
Pointer B (Cake):
E.g., sweet cake
Pointer C (Dogs):
E.g., cute dogs
Write three sentences about the party scene:
Sentence 1
Sentence 2
Sentence 3
Explorer Case Progress
Completed all PWIM pointer labels and descriptive report sentences
Officer Sign-Off
