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Name: Jane Student

Grade Level: Second Grade


Content Area: Reading and Art
Lesson Title: Sight Words in a Bottle
TEKS
Reading
Read selective texts based upon enhance comprehension.
Monitor and adjust comprehension within words and sentences.
Make connections to their own experiences as they read.
Art
Develop through visual awareness and sensitivity to surrounding,
memory, imagination, and life experiences as a source of creating
artwork.
Objectives: By repeated exposure to sight words children will be able to
easily identify sight words. Children will use fine motor skills to create
their own sight words on a bottle.
Overview: The students will construct their own bottles with beads and
sight words. They can shake the bottles and have a fun way to learn the
many sight words they need to know in second grade.
Prep (Teacher)

Teacher will gather: clean plastic water bottles. (The larger the
bottle the more sight words can be added.) Typed sight words
twenty-thirty words in a large font and laminated. Words can be
printed off of both sides of the paper. Large bag of colored beads.
Prep (Student)
Students will receive a bottle, cut sight words and beads. Using
fine motor skills children will put beads and sight words into the
bottle after they are done children can shake the bottle and read out
their sight words
Modifications
For children with disabilities who cannot put beads into the small
opening of the bottle can use a funnel to funnel beads and words
into the small opening.
Instructions for Students
1. Students will receive all the
materials to create their
bottles. Plastic bottles, beads,
and laminated sight words.
2. Each student will assemble
their own sight words in a
bottle.
3. After assembly children will
have time to clean up their
tables/desks.
4. After all bottles are
assembled children will have
time to practice their sight
words.

Time per activity


5 minutes

20 minutes

10 minutes

10 minutes

Material Needed: Clean water bottles, multi-color beads and laminated


sight words in large print.

Question to Provoke Critical Thinking:


How many sight words can you correctly identify?
Why would you need to know to know these words?
Can you make sentences using the sight words in your bottle?
Ways Students Can Represent Learning: At the end of their activity
every student will have their own Sight Words in a bottle.
Ways Students Can Reflect on Learning: Students can keep their bottles
at home study or put in the reading station or in reading nook to practice
with.
Assessment Strategies: As the teacher I can observe the students as they
assemble their sight words in a bottle. I can keep a record of which
students are having trouble with their fine motor skills. After the bottles
are assembled I can listen to each student rad off their sight words.
Keeping a log of any students who are having trouble with certain words
and put the log into their folder.
Connections/Extensions/Bridges: The longer children are exposed to
sight words the easier it will be to for them to identify the words and say
them aloud.
Follow-up Analysis/Reflection:
How did students react to pouring the beads into the plastic
bottles? Was it easier for some students and harder for others?
Did students understand the construction of their sight words
bottles?
Did all students complete their bottles?
As a teacher I should have multiple bottles already made to model
to the students what their bottles should look like.