Lesson Plan 2 Revised 1
Lesson Plan 2 Revised 1
Lesson Plan 2 Revised 1
Teacher Candidate:
Date:
Sight Word Sort - For our activity, we are going to introduce students to
sight words and have them pick out and group sight words. This will be
done through a scaffolded approach.
Students' prior These students will be given more time to answer questions out loud
content knowledge,
One student has behavioral issues
language development,
This student will be placed beside one of the teachers in the circle so poor
social & emotional
behavior can be redirected
developments, special needs
Students will be able to spell, pronounce, and recognize the 20 sight words
and use them correctly in a story they create.
5. Instructional Materials,
Equipment & Technology: List
all of the texts, materials &
technology the teacher & students
will use during the lesson,
including titles & sources (Cite
creator of materials. Where
appropriate, use "Lesson plan or
activity adapted from _____).
Also indicate the level of
technology integration using the
SAMR Model.
6. Academic Language: What
literacy terms will you use to help
the students understand the reading
https://www.youtube.com/watch?v=idexNu0SZpU
-Sight Word Song
-Sight Word Recognition Worksheet
-Lined paper
Correspondence
Recognize
Connections
Sight words
High frequency words
recognize the word in the song, we want you to make a pair of binoculars
with your hands and put them up to your eyes. Remember to keep your
hands to yourself.
After we play the video:
T: Did most of you guys recognize the words in the song?
(S responds)
T: Okay. Well we are going to practice recognizing even more sight words,
since we see them everyday. To start, we will show you how to do an
activity.
T: T2 and I wrote two sentences, but we forgot some of the words. *reads
first sentence*. T2, what word do you think would work well here?
(T2 responds)
T: I think that word would work well here too. Also, I just recognized that
this word is a sight word! Its crazy to think about how many sight words
we use every day.
T2: I know! Lets try the next sentence. *reads second sentence* what word
do you think would work well here?
(T responds)
T2: Yeah, I agree. that word definitely works here.
T: So now we have a few sentences for you to try with us up on the board.
Can anyone raise their hand and help me with this one?
(S responds)
T: Great! Sight words are very important for you guys to know because we
use them every day. Theyre very important to know for our writing because
they come up in almost every sentence we use. Many sight words are also
what we call high frequency words. That means that we see and use them a
lot in our lives. Lets come up with our own sentence. Does anyone
remember a good sentence from their autobiography they want to share?
(Students have been working on autobiographies for about a week now)
(S volunteers)
T: Are there any sight words in this sentence?
(S responds)
T: Does anyone else think they can recognize more sight words?
(S responds)
T: Awesome! I think we are ready to practice on our own.
Independent Practice:
Release the students to
demonstrate their ability to
complete the activity alone.
Include complete directions
that explain what students
must do to complete the
T: Now that we recognize just how many sight words we use everyday, we
want you guys to write your own story using the words we have been
practicing with. We are going to hand out lined paper and give you 10
minutes to write your own story. Your story can be about anything, as long
as it is school appropriate. Make sure you use at least ten of the words on
the board. When you use them, make sure you underline them so we can see
you recognize it. When you are done, turn over your paper and read silently
Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT
activity.
T: Finish up your last thought! Now, with one partner we want you to share
your stories. When you listen to your partners story, try and pick out the
sight words they picked. When you are done please sit quietly so we can
collect your stories.
ASSESS
10. Assessment Strategies
How you will document the
students ability to meet the
objective. (Degree) List
quizzes, rubrics, handouts, or
any additional documentation
related to your assessment.
Formative: Measures
process/progress toward
mastery of target(s)
Summative: Measures
outcomes/achievement of
target(s)
What
must the student
know & be able to
demonstrate?
The
students will be
able to
demonstrate that
they can
recognize, spell,
and correctly use
all 20 of the sight
words in
sentences.
Degree
In this space, describe how you will assess (F&S)
whether students have met this objective.
Formative OR Summative
Formative: We will read the short stories that
the students wrote and use a checklist to see if
they can use all of the sight words correctly. We
will check off the words that they used correctly