Bridgewater College Teacher Education Program Lesson Plan

Name: Lauren Fields

Subject/Grade Level: Lesson Title: Unit: Date or Lesson #:

Reading/Kindergarten Sight Words Reading Groups 4/19/2017

Virginia SOL/National Standard:

K.2 a) Increase listening and speaking vocabularies. c) Use words to describe/name people, places, and things. d) Use words
to describe/name location, size, color, and shape. e) Use words to describe/name actions. f) ask about words not
understood.
K.4 b) Identify and produce words that rhyme. c) Blend and segment multisyllabic words at the syllable level. d) Segment
one-syllable words into speech sound units including beginning phoneme(s) (onset) and ending (rimes). e) Identify words
according to shared beginning and/or ending sounds.
K.5 a) Hold print materials in the correct position. b) Identify the front cover, back cover, and title page of a book. c)
Distinguish between print and pictures. d) Follow words from left to right and from top to bottom on a printed page. e)
Match voice with print.
K.7 b) Match consonant, short vowel, and initial consonant digraph sounds to appropriate letters. c) Demonstrate a
speech-to-print match through accurate finger-point reading in familiar text that includes words with more than one
syllable. d) Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that includes words
with more than one syllable.
K.8 a) Discuss meanings of words. b) Develop vocabulary by listening to a variety of texts read aloud.
K.9 c) Use pictures to make predictions. d) Begin to ask and answer questions about what is read. e) Use story language in
discussions and retellings. g) Discuss characters, setting, and events.
K.10 a) Use pictures to identify topics and make predictions. b) Identify text features specific to the topic, such as titles,
headings, and pictures.
Measurable Lesson Objective(s):

Students will be able to read sight words presented in the leveled books and complete sight word practice.

Materials/Technologies/Resources Needed:

Leveled reader books - The Boat Ride, The Tank, Our Boat, A Box for Rex
Dry-erase boards
Dry-erase markers
Sight word book
Pencils

Assessment (Formative and/or Summative):

Students ability to follow along and read sight words in the leveled reader books. Students will work with sight words to
determine which ones they can read. Students will self-evaluate themselves after completing the sight word practice and
book reading.

Anticipatory Set (Hook & Agenda):

Teacher will: Students will: Accommodations/ Anticipated
Differentiation: Time:
Ask students to make predictions about Make predictions about the book using
the book. The teacher will follow up with the title and cover picture. 3 minutes
how and why questions to further
students observations and predictions.

Access /Review Prior Knowledge:

Teacher will: Students will: Accommodations/ Anticipated

Differentiation: Time:
Question students about their Determine if their prior predictions were
predictions as we read the book aloud to correct. If not, students will use the 3 minutes
determine if what they guessed is pictures to help determine what is
actually what happens in the book. occurring in the book.

Teaching Process & Modeling (Content is presented, accessed or built)

Guided Practice & Checking for Understanding

Independent Practice

There is no prescribed order to this section; you must tailor the order to the students and the content. This should be the longest portion of your
lesson plan.

Teacher will: Students will: Accommodations/ Anticipated

Differentiation: Time:
In group 1, the teacher will give each Use a pencil to underline the sight words
student a typed copy of the book. in the typed copy of the book. Together Group 1 will 15-20
Together as a group, the teacher will ask the students will read the underlined receive teacher minutes
the students to underline the sight sight words aloud. Next, students will guidance in finding
words. After underlining all the words, follow along and read the book. and underlining
we will read each one again aloud. After the sight words. In
completing the sight word work we will addition, they are
read the book together 4 times (once receiving the sight
with teacher guidance) to allow each words, so they only
student a chance to read different need to identify a
sections of the book. sight word from a
group of words
In group 3, the teacher will send students and there is no
on a sight word find page by page to Look through the book page by page to
spelling or writing
identify the sight words in the book. find the sight words. Students will raise
involved.
Once students find a word, they will be their hand when they find a word, say it
given the opportunity to write the word aloud and then spell it on the dry erase
they find on the dry erase board. After board. Once the search is complete,
completing the book and finding all the students will read the list aloud. Next,
sight words, students will read the list students will follow along and read the
aloud. Next, the book will be read aloud book.
3 times to allow each student a chance to
read different sections of the book.
In group 2, the teacher will send students
on a sight word find page by page to
identify the sight words in the book.
Once students find a word, they will be
given the opportunity to write the word
they find on the dry erase board. After
completing the book and finding all the
sight words, students will read the list
aloud. Next, the book will be read aloud
3 times to allow each student a chance to
read different sections of the book.
Closure:
Teacher will:
Ask students if they felt the book was
easy to read after we found all the
sight words.
Declarative Summary Statement: You did a great job finding the sight words and reading.
Activity If Extra Time Remains or Technology Fails:
Teacher will:
Have students do sight word practice
from the flashcards.
Note: Attach or provide hyperlink to all handouts, external documents, resources, etc.
Look through the book page by page to
find the sight words. Students will raise
their hand when they find a word, say it
aloud and then spell it on the dry erase
board. Once the search is complete,
students will read the list aloud. Next,
students will follow along and read the
book.
Students will: Accommodations/ Anticipated
Differentiation: Time:
Self-evaluate with a yes or no
response if the book was easier to 2 minutes
read after finding and knowing the
sight words.
Students will: Accommodations/ Anticipated
Differentiation: Time:
In group 1 and 2 the students will play
teacher and teach the group how to 5 minutes
spell and say each sight word from the
group of 3-5 they receive. In group 3,
the students will practice spelling sight
words.