Name: Keisha Swarner
Lesson Plan – Long Form
Subject: Reading Grade Level: 1st Grade Topic: Sight Words
Objective(s):
- TEKS:
(B) demonstrate and apply phonetic knowledge by:
(iv) identifying and reading at least 25 high-frequency words from a research-based list
(C) demonstrate and apply spelling knowledge by:
(iii) spelling high-frequency words from a research-based list
- SWBAT:
Recognize 10 high-frequency words while reading.
Define high-frequency, and, a, you, that, I, not, them, would, like, could.
- ELPS:
- Cross-curricular second language acquisition/speaking.Expand and initialize initial English Vocabulary by learning and using high-frequency English words necessary for identifying and describing people, place, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication.
| Language Demand | Language Support |
| Function:
Student may need help recognizing sight words within text. |
Student will be identifying similar words that are in a scramble.
Student will be reading green eggs and Ham, and selecting sight words. Student will be creating sentences with sight words Student will identify sight words during BINGO. |
| Vocabulary:
Student may need help defining sight words. |
An anchor chart will be giving explaining what high-frequency words are. The anchor chart will identify the ten words that he will be learning.
Student will be using sight words to make sentences. Student will be doing fill-in-the blanks using sight words. |
| Discourse or Syntax
Student will be saying, reading and writing the sight words in many ways. |
Student will be doing fill-in the blanks.
Student will be writing sentences using sight words. Student will be reading sight words within text. |
Introduction
- Entry/Daily Review/Anticipatory Set:
I will ask my student if he knows what high-frequency sight words. I will explain to him that today we will be learning about sight words during our lesson. That these words are words that they will see frequently when they are reading stories. These are words that he cannot sound out, that he will just know. I will ask him if he knows any sight words.
- Lesson Rationale:
I will explain to my student that we learn sight words because they are important words that we use when we are reading and writing.
Body
- Input/Presentation/Modeling:
I will show my tutee an anchor chart of what high-frequency words are. I will also explain the ten sight words that we are going to be learning. I will say the word and then have my tutee say the word to me. I will ask my tutee what high-frequency words are. I will also ask him if he can tell me two sight words.
- Guided practice/Monitoring and Adjusting/Checking Understanding:
We will be starting by doing a sight word scramble. I will have a worksheet that has our sight words listed multiple times. We will be circling all the same words in the same color. This will allow him to see the words and assist him with identifying the words within text.
We will be reading a book called “Green Eggs and Ham,” I will read the first ten pages and while I am reading I will stop and identify the ten sight words that we are learning. I will then have my tutee read five pages and have him identify some of the ten sight words that he comes across while he is reading. I will then go to another page that we have not read in the book, and ask him to identify two sight words on the page. This will let me know that he understands what we have been learning.
- Independent Practice/Opportunities for Practice:
I will then have my tutee write down five sentences that will include our sight words that we have been identifying and learning throughout our lesson. This will allow me to see that my tutee can put these sight words in context.
- Modifications for Learners with Exceptionalities:
I could have my students work in pairs on their activities to ensure that the students that need additional assistance are getting it. I would also be walking around the classroom giving some one on one attention to my students that need additional assistance. For the assessment I will use pictures of objects to assist the student in doing the fill-in-the-blank.
Conclusion
- Assessment of Learning:
My tutee will be given a fill-in-the-blank worksheet. There will be a box of our ten sight words. I will have him read the sentence and then but the sight word that fits best into the sentence. I will be reading the sentences with the blanks for my tutee to assist him with the reading portion. After I read the sentence, I will have him write in the sight word.
- Extension:
If we have enough time, my tutee and I will be doing a sight word BINGO. This will also make the connection to the ten sight words that we have been learning throughout our entire lesson.
- Closure:
I will ask my tutee what high frequency words are. I will also ask him to tell me what five sight words that we learned during our lesson.
Materials Needed:
Book: Green Eggs and Ham
High-frequency Anchor Chart
Crayons
Pencil
Paper
Fill-in-the-Blank
Sight Word Bingo
Sight Word Scramble
Sources:
https://sites.stmarytx.edu/educationfoundry/2019/09/28/sight-words/