Você está na página 1de 3

English Language Arts

Teacher: Michelle Mullally Grade Level: Kindergarten

I. Content and Standards: RF.K.3c Read common high frequency words by sight.
II. Prerequisites: Students are able to identify the high frequency words are, he, is,
little, my, was, she, with.

III. Essential Questions: Can we read, write and identify the words are, he, is, little,
my, was, she, with in a sentence?

IV. Instructional Objective: Students will be able to identify, read, and write the words
are, he, is, little, my, was, she. Students will be able to listen to and identify the
words read aloud in a sentence.

V. Instructional Procedures:

Part 1: Teacher will explain to students, “We will review some high frequency words,
then we will write the words on a yellow or green card depending on which word we
choose to write. Next, I will say sentences and when you hear the high frequency
word you choose to write on your card you will stand up with your word card.”
Teacher will model an example.

Part 2: Teacher will display words are, he, is, little, my, was, she, with, using high
frequency word cards. Point to each word at random and have students read the
word as quickly as they can.

Part 3: Dictate words and let students write the words on the board. Write the words
are, he, is, was in red. Explain these words will correspond with the yellow cards.
Write the words was, little, she, with in green to correspond with the green cards.
Read aloud the green words. Ask for understanding. Read aloud the Red words.
Ask for understanding and which card does the red word go on?

Part 4: Give students a partner and each student a green or yellow card. Think about
which word they will write, pair with a partner and then discuss with their partner
which word they are going to write. If they have a green card they will choose a high
frequency word we wrote in green. If they have a yellow card they will choose a high
frequency word we wrote in red. Give students 2 min to discuss and write.
Part 5: Circulate room. Ensure students are following directions, choosing just one
word and that the corresponding card and color is correct. Ask students to write their
name on their card.

Part 6: Have students sit together. Say now I am going to say some sentences.
When you hear the word that is on your card stand up and hold your word card so we
can see.

Part 7: Teacher reads sentences:

There are clouds in the sky.

He has a blue umbrella.

She has a yellow one.

What color is your umbrella?

My umbrella is blue with stripes.

It was quite a storm.

I played in my house with my friend.

He is little.

Part 8: Give students a partner and ask them think about our high frequency words
are, he, is, little, my, was, she, with, and how you use those words in sentences.
Have students work with their partner to make a sentence using the word on their
cards for 1 minute.

VI. Materials and Equipment: High frequency letter cards, dry erase board and black,
red and green markers, Green and Yellow cards, pencils.
VII. Assessment/Evaluation: Students will read with fluency and write high frequency
words are, he, is, little, my, was, she, with. Students will display their word card when
they hear it in a sentence. Teacher will complete quick check rubric while students
work.

VIII. VII. Differentiation: Partner work will help students to understand what words are
sight words. Students will be able to choose which word they can write.
IX. Technology: N/A

X. Self-Assessment Teacher will observe students read aloud words are, he, is, little,
my, was, she, with and determine if they need more reteaching. Teacher will collect
cards with student writing and assess. Teacher will make note of timing and students
level of engagement.