Sight Word Assignment PDF

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Summary

researching and giving information on sight words and sight word activities...

Description

GCU College of Education

LESSON PLAN TEMPLATE Kindergarten: Sight Words Guided Reading Lesson Plan Section 1: Lesson Preparation Teacher Candidate Name:

Madison Bird

Grade Level:

Kindergarten

Date:

March 1, 2020

Unit/Subject:

ELA

Instructional Plan Title:

Dr. Seuss

Lesson Summary and Focus:

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

Classroom and Student Factors/Grouping:

Arthur knows his letters and sounds but is having difficulty applying phonics. He would benefit from differentiated instruction by having the sight words highlighted throughout passages in order to give him a hint that those words cannot be decoded or having the sight words emphasized on the board in order to promote connections (discussed later). Emiliano does not know his letters/sounds. In order to differentiate his instruction, he can also have sight words highlighted in his passage to alert him that those are words that cannot be decoded and have them emphasized on the board to promote connections (discussed later). Jessica struggles from an auditory processing disorder. She often has trouble recognizing the differences in sounds. Jessica may benefit from a writing activity where she repeatedly writes the sight words. Valeria struggles with phonemic awareness. She can participate in the same instruction as Arthur and Emiliano.

National/State Learning Standards:

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.

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.

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GCU College of Education

LESSON PLAN TEMPLATE Lesson Target: I can identify words from the –at family in my reading and writing with 80% accuracy.

Academic Language

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

Resources, Materials, Equipment:

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

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GCU College of Education

LESSON PLAN TEMPLATE Technology:

In between reading words on the walls, the teacher could play music while the students dance to the next section. This can get the students moving quickly and engaging their bodies. Students can have another activity/section of the room on the smartboard. The students can interact with the smartboard by hunting for a specific sight word and tapping on it on the smartboard. For example, the smart board would portray a sentence using the sight word “it.” Under the sentence will be different words from the sentence. The students have to tap on the sight word. The board will tell the student if they picked correctly or incorrectly. This gives students an opportunity to use the sight word in context and interact with technology. Students can sit at their desk with a white board and marker. The teacher will announce that they are listening for the word “it.” The teacher will instruct students to write the word “it” on their white boards and keep tally of how many times they hear the word in the passage that is going to be read to them from Youtube. Repeat with additional sight words.

Section 2: Instructional Planning

Anticipatory Set

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

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Time Needed 10 mins

Time Needed 15 mins 3 rotations

GCU College of Education

LESSON PLAN TEMPLATE 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:  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. Multiple Means of Engagement  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:  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. 

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

GCU College of Education

LESSON PLAN TEMPLATE 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:  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 group to guide students with correcting the worksheet. Praise effort. Dyslexia Instructional Strategy and Justification Strategy: Students struggling with Dyslexia can be accommodated by ensuring student is given verbal and visual information throughout the entire lesson. Justification: Students with dyslexia tend to mix up letters and sounds. Having a visual to go with the verbal word can help students make connections sooner and stray away from confusion.

Differentiation Strategies and Justification Strategy 1: Giving students options throughout the lesson Justification: Students can be given the opportunity to perform a small skit about the book after reading it, writing a few short sentences about it or discussing it with a group. This ensures all learning types are being met and doesn’t force a student to do something they won’t succeed in.

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Time Needed 15 mins

GCU College of Education

LESSON PLAN TEMPLATE Strategy 2: Flexible-pace learning Justification: Students are able to learn at a slower or faster pace if needed. Throughout the week, students can be challenged with harder tasks or can be lead in a short review to help them grasp the information fully. Strategy 3: Collaborative learning Justification: Students can do round robin reading in smaller groups in order to promote relationship growth, social skills, and enhance connect-ability of the content. Students in these groups could complete another activity instead of doing it individually in order to help them gain confidence in their learning and generate even more skills. Assessment Differentiation Differentiating for Dyslexia: Grouping Justification: Allowing students to complete assessments in groups can give them a confidence boost in their answers and knowledge of the content. They can make lists, charts, graphs, draw pictures, or even write sentences together. Students can be provided with visual and verbal resources throughout their assessment to help make connections. Strategy 2: 5-minute talk Justification: Students can participate in a short, 5-minute talk before the assessment to help their brain remember and influence brain function. In these 5 minute talks, questions can be asked to help students think through the content and make gains before the assessment. 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.

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Rationale/Reflection 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

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Time Needed 10 mins

GCU College of Education

LESSON PLAN TEMPLATE

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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. The lesson plan can be changed in a few ways if a co-teacher is involved. The teacher and coteacher could partake separately in round robin groups with two different sets of students. This would allow for smaller groups and encourage relationships and generate connections about the content. The teachers would also have more time to focus on each student as an individual, opposed to having to focus on all 12-18 students at once. Another easy way to include coteaching is to tag team an activity simultaneously. For example, if the teacher is reading something verbally, the other teacher can be holding visuals to help students connect to the words. This can help almost all students. Co-teachers can also do alternative teaching in this particular lesson plan. For example, one teacher can administer one type of assessment, then the other teacher can administer a different type of assessment. Students respond to different teachers in different ways and this can be a fantastic way to prove students are making gains in the curriculum. Finally, co-teachers can use parallel teaching to benefit their students. In parallel teaching, each teacher has their own group and the groups do not rotate. The groups would be pre-selected based on student ability and would maximize student learning. For this particular lesson plan, the first reading and then writing task for students could be taught in a parallel setting. This would allow for students who need more of a challenge to grow and students who need a bit more instruction to continue on a strong path.

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