Saint Mary-of-the-Woods College

Education Department
Lesson/Activity Plan Template
Teacher Candidate ___Amber White_____________________________________
Name of Lesson ___Fluency/Comprehension/Writing_______________________
Subject _ Language Arts_______________________

Grade __K____________

Rationale for lesson:

To increase the students sight word accuracy, fluency when reading sight word books at a
kindergarten level, comprehension to retell the text, and ability to form letters and recall how to
write letters to make a sentence. Guiding the student to remember to capitalize, write from left
to right, and remember punctuation at the end of a sentence. The student will read a familiar text
and then I will introduce a new text for the next session so that it will be a familiar text for the
next lesson.
Learning outcomes/objectives:
To increase the students reading strategies and fluency when reading sight words books at a
kindergarten level.
To increase the students accuracy when reading.
To increase the students ability to comprehend a text and to retell after reading.
To increase the students ability to form letters and to write on a line legibly to form a sentence.
Assessment of student outcomes:
Running record to assess students accuracy rate, error rate, and self-correction rate when
reading.
Writing sample on lined paper to assess how students writing ability progresses throughout our
lessons together.
Review sight words at each session to assess if the number of sight words he can recognize has
increased.
Record strategies student uses while reading.
Related Foundations/Indiana? Academic Standard:
K.RF.2.1

Demonstrate understanding that print moves from left to right across the page and
from top to bottom.

K.RF.2.2

Recognize that written words are made up of sequences of letters.

K.RF.2.3

Recognize that words are combined to form sentences

K.RF.2.4
K.RF.4.2

Identify and name all uppercase (capital) and lowercase letters of the alphabet
Blend consonant-vowel-consonant (CVC) sounds to make words.

K.RF.4.4

Read common high-frequency words by sight (e.g., a, my).

K.RF.5

Read emergent-reader texts, maintaining an appropriate pace and using selfcorrecting strategies while reading.

K.W.2.1

Write most uppercase (capital) and lowercase letters of the alphabet, correctly
shaping and spacing the letters of the words.

K.W.2.2

Write by moving from left to right and top to bottom.

K.W.6.2a

Capitalization Capitalizing the first word in a sentence and the pronoun I.

K.W.6.2b

Punctuation Recognizing and naming end punctuation.

K.W.6.2c

Spelling Spelling simple words phonetically, drawing on phonemic awareness.

Materials Needed:
Sight word text: As Big As lined writing paper, running record sheet, students iPad, sight word
flashcards, dry erase board, marker, and eraser
Lesson/Activity Presentation:
Anticipatory set: What do you see on the front of this book? (a chicken and rabbit in a
hat) Do you remember what the book is about? (wait for response) Lets read the title together.
(point to words and run finger under them as we read it together) Aaasss BBBiiiggg As (draw
out sounds as I point to the letters/words). I am going to listen as you read the book since we
read it together last time. Prompt student to begin reading by placing his finger under the first
word on the first page.
Teaching procedures: Open the book to the first page and listen to the student read the
pages and he points to the words. Watch for signs as he reads the familiar words and sounds out
unfamiliar words. Record the students abilities on the running record sheet. After listening to
the student read the book, he will choose a topic to write about. He can choose to write about the
book or his topic of choice.
Guided & independent practice: Give the student time to sound out a word on his own to
see if he can self-correct. Provide support as needed after he has tried to self-correct. Review
sight words by writing them on the dry erase board. Observe the student review alphabet letters
and sounds he struggles with on the Starfall app on his iPad. Writing on lined paper: students
choice of topic. Guide hand to form letters as needed and help him to draw out sounds for
phonetic spelling practice.

Closure: Introduce and read sight word text Milk to prepare for next lesson. When our
hour is up, I will take the student back to his classroom.
Differentiated instruction:
One on one so adjust according to students individual needs and based on his performance that
day. He needs more guidance in the writing to build his confidence than during the reading
portion of the lesson.
Cultural diversity emphasis (if appropriate):
N/A
Technology (if appropriate):
iPad: Starfall app
Reflection on lesson:
The student read with 95% accuracy, a 1:22 error rate, and a 1:3 self-correction rate. He
displayed much more confidence in his reading and read a little too quickly this time. I had to
help him refocus a couple of times but slowing him down and having him put his finger under
the words to focus on the letters. He only had difficulty with trading the letter d for b, sounding
out the word was, and blending the word drop. I had to remind him slow down and focus on the
letters to blend the words. He just wanted to use his visual cues to read the words on certain
pages. He continued to use the visual cues to read unfamiliar words, blending sounds to read the
words, and trading/guessing a word that made sense based on the visual cues. He showed more
confidence in his writing today and was much more focused. He did not become frustrated and
seemed to enjoy writing about the book. We focused more on his spacing and staying on the
lines since he was more focused. We also focused more on hearing the sounds in the words to
spell them phonetically. He is very good at decoding the words to hear the individual sounds and
he writes the words exactly as he hears them. I do not try to correct his spelling because I want
him to focus on hearing the sounds in the words for right now. I know that his classroom teacher
does not focus on spelling either at this point. We will continue with the next book from the
kindergarten sight word series and the other parts of the lesson to develop his fluency,
comprehension, and writing abilities. I am continuing to see an increase in his fluency and his
confidence. The book series has 10 books and get harder as we move on in his sight words.