Kindergarten Sight Words Guided Reading Lesson Plan PDF

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Kindergarten: Sight Words Guided Reading Lesson Plan Section 1: Lesson Preparation Teacher Candidate Name: Chandler Taylor

Grade Level:

Date:

Unit/Subject:

Kindergarten

March 1, 2020

ELA

Instructional Plan Title:

Dr. Seuss

Lesson Summary and Focus:

Students will easily read high frequency words: am, it, and the –at family. Alessandra Jace

Classroom and Student Factors/Grouping:

Sarah Shirah Valeria (These students above are struggling with their reading Proficiency)

RF.K.3.C Read common high frequency words by sight. RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ. National/State Learning Standards:

Specific Learning Target(s)/Objectives:

Review: I can read the sight words am and it with 90% accuracy. Review: I can write the sight words am and it with 90% accuracy. Lesson Target: I can identify words from the –at family in my reading and writing with 80% accuracy.

Key vocabulary: Word Family - The patterns in words help you read and write them. Today we are going to look at the pattern -at. Function: Students will demonstrate understanding by reading am, it, and –at family words within print in texts and around the room. Students will also show understanding by writing those same words.

Academic Language

Form: Students will be given think time to demonstrate knowledge in classroom discussions. Students will also be able to demonstrate understanding through their writing.

Easel, sentence strips, markers, picture cards, pocket chart, reading books, magnet letters, pens, paper, ABC chart, individual books

Resources, Materials, Equipment:

Technology:

Students can use the tablets and or computers that are available in the school. They will then follow along to the Dr. Seuss story and listen since it’s being read out loud and in doing, so they will see the graphics to have a better understanding of what they are reading. After reading the Dr. Seuss story via tablet they can then go through various reading activities through different apps to help improve their reading proficiency

Section 2: Instructional Planning

Anticipatory Set ●

This lesson builds on the introduction of the –at family. Students are aware they can make additional words using –at.

Time Needed 10 mins

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Students will be excited to sing and rhyme identifying –at family words. Multiple Means of Representation

Small Group: ● ● ●

Focus: High Frequency Word Fluency Word Work: Students will be given the letters a, t, i, and s. Then they will be asked to spell the words it, is, and at. Next, we will see how we can take the word hat and change the first letter to make new words in the –at family.

Book Intro Cat in the Hat: ● ● ● ● ● ● ●

Have you ever had a really silly friend? Have you ever made a big mess in your house? What are some rules you should follow when you visit someone’s house? Do a book walk and identify the H sound in hat//has. Also, look for – at sounds like in cat and hat. Children will then read independently with teacher listening in a round robin format. After reading: What was the Cat in the Hat like? What color was his hat? What was your favorite part? Writing task for second half of guided reading group (This may occur on the next day.) If you could do anything you wanted, what would you do?

Explain how you will differentiate materials for each of the following groups: ●

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English language learners (ELL): Repetition of words and letter sounds. Allow for pointing of familiar objects while reading the story. Teacher points to word that corresponds with the picture to help make connections. Praise effort. Students with special needs: Repetition. Allow student(s) to begin with familiar objects to make connections such as cat and hat to develop the –at sound. Model vocabulary for students. Praise effort. Students with gifted abilities: Have students individually or pair read a sight book looking for the it, am, and at sounds. Early finishers (those students who finish early and may need additional resources/support): This is a small group activity with differentiation. Once students finish the rotation and have teacher approval, they will move to the engagement activity.

Time Needed 15 mins 3 rotations

Multiple Means of Engagement ●

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Students use the story to build the words they found that have the –at sound and then put their finger under it and read it. Students use dry erase markers to do “Show Up” activity to write the words quickly and “show” their boards when the teacher prompts. We looked at the -at family. Examples may include at, cat, bat, mat, and sat. Students raise hands offering answers and participating.

Explain how you will differentiate activities for each of the following groups: ●

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English language learners (ELL): Repetition of words and letter sounds. Allow for pointing of familiar objects while reading the story. Teacher points to word that corresponds with the picture to help make connections. Praise effort. Students with special needs: Based on needs, allow for extended time when hearing the word and pointing to it in the book and copying words onto their dry erase board. Allow students to work with a partner to increase confidence. Allow student to use letter cards to build words on the table prior to writing. Students with gifted abilities: Have students look for multi-syllable objects with the review sound, – it in a selection on short reading books such as: kitchen, kitten, mitten, and rabbit. Early finishers (those students who finish early and may need additional resources/support): This is a small group activity. Once students finish the rotation and have teacher approval, they will move to the engagement activity. Multiple Means of Expression

Informal observations will be made while students are reading and writing both at small group and throughout the corner activities. As needed, teacher will ask students to join a small group activity to assess their comprehension of the practiced site words for the day. Students will independently complete a cut and paste worksheet matching site words with pictures. Explain if you will differentiate assessments for each of the following groups: ●

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English language learners (ELL): Allow students extended time as needed. Have student begin by circling the –at in each word then repeating the word three times. Assist student in matching the word to the picture. Praise effort. Students with special needs: Allow students extended time as needed. Have student circle the –at in each word and sound out the word with a peer. If students need assistance with cutting and pasting due to fine motor development, have student cut and paste half of the pictures and have student draw lines to connect the other half if student becomes frustrated or task becomes too lengthy. Students can also use letter cards to build the word next to the picture and repeat the sounds for some of the words. Praise effort. Students with gifted abilities: Challenge students to write three words of their own using the –at sound and draw the coordinating picture on the back of their worksheet. Praise effort. Praise effort. Early finishers (those students who finish early and may need additional resources/support): After teacher has reviewed worksheet and determined that student does not need additional support, have students make nonsense words using the –at sound. Writing them on the back of their worksheet to share later during floor time. If student needs additional support, teacher will work one on one or in a small

Time Needed 15 mins Working with a parent volunteer or the co teacher

Time Needed 15 mins

group to guide students with correcting the worksheet. Praise effort.

Dyslexia Instructional Strategy and Justification Strategy: students can listen to the stories and follow along with the book word for word to better understand each word while listening and reading

Justification: The child’s brain is moving at a slower pace then others when it comes to processing the words they are reading. so they fall on the lower scale of the reading spectrum therefore listening to the stories being read out loud, following along as the words are highlighted can be beneficial because they are hearing and seeing the words as they follow

Differentiation Strategies and Justification Strategy 1: give student extra sight word practice

Justification: Sight words are the words that we see everywhere in our everyday lives; they are the base of all sentences. We know that even as adults we use our sight words in day to day conversation. The group of students will be receiving extra worksheets and activities that can not only help them learn the sight words but gain a better understanding. Understanding the knowledge of the sight words will help them build a stronger reading skill.

Strategy 2:Allow for shortened and more reading assignments Justification:Being that the students are having trouble with reading if they receive more assignments in relation to reading it will increase their proficiency. Instead of them reading an entire book and one sit down it could be broken into different sections where they can begin to understand every word that they are reading Strategy 3: ask small questions to the group throughout the reading

Justification:Asking questions throughout the reading time can allow the students to question if they need help with a certain letter or word. Not asking questions to end can make them forget the questions they had at the beginning of the book. This can help them slow down and really understand what they’re reading and this way is more thorough than just going through sight words

Assessment Differentiation Differentiating for Dyslexia: Students can receive the reading assignments verbally

Justification:Students may have a hard time understanding what they’re trying to read and if you work with them using different strategies they can gain some knowledge through seeing and hearing what is being said. Students will still have to be able to comprehend what do we need to be able to answer questions

Strategy 2:If the students range of reading skills is a huge difference between the other students they will receive different assignments

Justification: The implication this it allows you to see where the student is and how far behind they are when it comes to reading you can see what areas they are moving forward and in what areas they are falling back in.

Extension Activity and/or Homework Students are to share three words with their families that they learned today using the –at sound. They are to find three new words not discussed during class that include either the am, it, and/or at sound and bring in a picture/book of one to share with the class during floor time.

Time Needed 10 mins

Rationale/Reflection ●

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Small group instruction with teacher using Word Wall: Teacher worked in three small group rotations after anticipatory set to introduce the –at sound (example words on word wall) with students in groups of comparable levels of understanding so that the instruction could be differentiated based on current levels. Show Up and Targeted Feedback: Engagement strategy of using white boards for students to show their answers. This is more kinesthetic and engaging for students and a quick check for the teacher to determine what students still need some reinforcing of the concept. Independent work: Students complete a cut and paste activity that has a dual purpose of developing fine and gross motor skills as well as assessing individual student understanding of the site word sounds.

Reflection: In 250 words, discuss how the lesson plan could be adjusted when co-teaching and collaborating with another teacher. Co-teaching means that you are teaching alongside another teacher and you have to teach as a collaborative. You and this teacher can be teaching in different ways so it’s great to have a lesson plan in place. How do you set up your plan for co-teaching will be the same way you make any additions or changes to it. The information that I added to the lesson plan can be adjusted in a plethora of ways, Even if the other teacher has any new ideas or ways that they would want to take. One co-teaching is happening. You want make your lesson plan as adjustable as possible whereas both teachers can follow along the same lines. The teacher can also be utilized To focus on those groups with the already understanding whereas I could take the children that need more understanding when it comes to some assignments. The focus for both of us teachers is to Make sure our kindergarten class moves to the next grade with as much understanding and to the highest potential. Making sure we use all resources that we have in mind that you have to excel. It’s better to have an open mind which will make collaboration easier. We don’t want to put aside a student and give them to the next teacher to worry about because they won’t grow and learn properly that way. Kindergarten is one of the most important years for students and teachers because it’s just them up for the rest of the school career. In kindergarten, you have to be able to see if any students may have disabilities so you have to be able to observe and assess all students for the better.A teacher in another classroom may have the same students you do so it’s best to share your lesson plans and ideas but you’re trying to put in your classroom because you can better the students throughout life....