[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-165325-en":3,"doc-seo-165325-105":30,"detail-sidebar-cat-1-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":4,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":15,"update_tm":28,"read_time":29},165325,1099523882182,"Alex Sinclair","https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8",1,11,"Presentations","Georgia’s Pre-K Program - Weekly Lesson Plan Template #2","Georgia’s Pre-K Program weekly lesson plan template centers on the topic “Every Amazing Story!” and guides teachers in effective read-aloud practices. It emphasizes modeling print concepts (left to right, top to bottom), pausing to check understanding, making predictions, and drawing inferences. The template includes planning for a clear purpose and focus for each read-aloud matched to GELDS, supports literacy rotations for large groups, and outlines small-group template use, monitoring, documentation, and environment changes aligned to the current topic.","Georgia’s Pre-K Program\nTeacher: \u0013 FORMTEXT \u0014     \u0015                                         Week of: \u0013 FORMTEXT \u0014     \u0015                  Topic:  Every Amazing Story!                                          Weekly Lesson Plan Template #2\nWhen possible, please substitute these for physical books or if Epic will allow read the book like it is a real book instead of using the option for it to read to the class. It is very important for children to see teachers read the books and point out the principles of text such as left to right, top to bottom, etc. Also, stopping to check for understanding, make predictions, or drawing inferences is much easier when you are reading.\nIt is also important to include a purpose or focus for each planned read aloud and a corresponding GELDS.\nLarge Group Literacy should have a rotation of Shared Reading, Shared Writing, and Shared Retelling\nSmall Group Template Two           Teacher:   \u0013 FORMTEXT \u0014     \u0015                                                                                  Week of: \u0013 FORMTEXT \u0014     \u0015\nSuggested use: one teacher directed activity while second teacher monitors two independent groups; or two teacher directed activities with one independent group.  This form may support children as they mature toward independence yet still need teacher guidance and support to remain on task.\n**Refer to the FAQ for Planning Instruction and the FAQ for Small Groups for further explanation.\n**Documentation of small group reading (book title with brief description of the follow-up activity) is required once weekly but may be planned more often.\nChanges to the Environment Form\nThe rotation of learning center materials help maintain student interest. Enough changes should be made to clearly reflect the current topic of study. Refer to the IQ Guide for Environment for examples and further clarification of appropriate material choices.","cbCaitfHLEvGBLu9","https://ap.wps.com/l/cbCaitfHLEvGBLu9","docx",67663,9,"English","en",105,"# Weekly Lesson Plan Template\n## Read-Aloud Planning\n## Large Group Literacy Rotation\n## Small Group Template Two\n## Environment and Learning Centers","[{\"question\":\"How should teachers approach read-alouds in this Pre-K program?\",\"answer\":\"Teachers should read the books aloud and model key print principles such as left-to-right and top-to-bottom direction. They should also stop to check for understanding, make predictions, and draw inferences to support comprehension.\"},{\"question\":\"What planning elements are required for each planned read-aloud?\",\"answer\":\"Each planned read-aloud needs a clear purpose or focus, along with a corresponding GELDS to align instruction with learning goals.\"},{\"question\":\"How are small group activities supposed to work using Template Two?\",\"answer\":\"Template Two supports either one teacher-directed activity while the second teacher monitors two independent groups, or two teacher-directed activities with one independent group. Weekly documentation of small group reading (book title plus a brief follow-up activity description) is required.\"}]","Georgia’s Pre-K Program - Weekly Lesson Plan Template #2 | DOCX",1788169772,3,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":14,"keywords":34,"description":15,"schema_data":35,"social_meta":85,"head_meta":87,"extra_data":89,"updated_unix":28},"georgias-pre-k-program-weekly-lesson-plan-template-2","",{"@graph":36,"@context":84},[37,53,67],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,50],{"item":41,"name":42,"@type":43,"position":11},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/template/","Template",2,{"item":49,"name":13,"@type":43,"position":29},"https://docshare.wps.com/template/presentations/",{"item":51,"name":14,"@type":43,"position":52},"https://docshare.wps.com/template/georgias-pre-k-program-weekly-lesson-plan-template-2/165325/",4,{"url":51,"name":14,"@type":54,"author":55,"headline":14,"publisher":57,"fileFormat":60,"inLanguage":23,"description":15,"dateModified":61,"datePublished":61,"encodingFormat":60,"isAccessibleForFree":62,"interactionStatistic":63},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":41,"name":58,"@type":59},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-08-31",true,{"@type":64,"interactionType":65,"userInteractionCount":4},"InteractionCounter",{"@type":66},"ViewAction",{"@type":68,"mainEntity":69},"FAQPage",[70,76,80],{"name":71,"@type":72,"acceptedAnswer":73},"How should teachers approach read-alouds in this Pre-K program?","Question",{"text":74,"@type":75},"Teachers should read the books aloud and model key print principles such as left-to-right and top-to-bottom direction. They should also stop to check for understanding, make predictions, and draw inferences to support comprehension.","Answer",{"name":77,"@type":72,"acceptedAnswer":78},"What planning elements are required for each planned read-aloud?",{"text":79,"@type":75},"Each planned read-aloud needs a clear purpose or focus, along with a corresponding GELDS to align instruction with learning goals.",{"name":81,"@type":72,"acceptedAnswer":82},"How are small group activities supposed to work using Template Two?",{"text":83,"@type":75},"Template Two supports either one teacher-directed activity while the second teacher monitors two independent groups, or two teacher-directed activities with one independent group. Weekly documentation of small group reading (book title plus a brief follow-up activity description) is required.","https://schema.org",{"og:url":51,"og:type":86,"og:title":14,"og:site_name":58,"og:description":15},"article",{"robots":88,"canonical":51},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":91},[92,95,100,105,110,115,120,125,130],{"id":12,"doc_module":11,"doc_module_name":46,"category_name":13,"show_sort_weight":93,"slug":94},90,"presentations",{"id":96,"doc_module":11,"doc_module_name":46,"category_name":97,"show_sort_weight":98,"slug":99},12,"Resumes",80,"resumes",{"id":101,"doc_module":11,"doc_module_name":46,"category_name":102,"show_sort_weight":103,"slug":104},14,"Invoices",70,"invoices",{"id":106,"doc_module":11,"doc_module_name":46,"category_name":107,"show_sort_weight":108,"slug":109},15,"Posters",60,"posters",{"id":111,"doc_module":11,"doc_module_name":46,"category_name":112,"show_sort_weight":113,"slug":114},16,"Social Media",50,"social-media",{"id":116,"doc_module":11,"doc_module_name":46,"category_name":117,"show_sort_weight":118,"slug":119},17,"Forms",40,"forms",{"id":121,"doc_module":11,"doc_module_name":46,"category_name":122,"show_sort_weight":123,"slug":124},18,"Letters",30,"letters",{"id":126,"doc_module":11,"doc_module_name":46,"category_name":127,"show_sort_weight":128,"slug":129},21,"Paper Templates",5,"papers-templates",{"id":131,"doc_module":11,"doc_module_name":46,"category_name":132,"show_sort_weight":4,"slug":133},158,"General","general-158"]