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: Frog Sat, 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 frog) 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) Fffrroogg Sssaaattt (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 having him write 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. Give student the post assessments at the conclusion of the
lesson.

Closure: As this is our final lesson together, I will give the student the post assessments
and assess how much he has learned. 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 1:4 self-correction rate. He has
shown increased confidence in his reading and writing abilities overall and did not need very
much help during the lesson today. He fluency has increased as he is able to sound out more
words on his own and is doing so quicker than when we began our lessons. He was able to write
today without frustration and wrote all of the letters on his own. He remembered to use his 2
finger spacing while writing, began with a capital, and ended with a punctuation mark without a
reminder. He moved very quickly through the letters on the post assessment and only missed
three of the sight words. His sight word score increased from 16/25 to 22/25. The three he
missed were words he could not decode phonetically. He did not miss any letters on the post
assessment. He read very fluently on the rereading of the book from the pre-assessment. He
only substituted one word based on a visual cue and added a word on one page. He only had 1
error and 1 self-correction during the reading. I know that he is enjoying reading because he is
sounding out every word he sees and his teacher told me he loves working on his sight words.
He used the same strategies of visual cues, blending words, and trading/guessing a word that
makes senses. I can see how much confidence he has gained throughout our lessons and see
from his work how his abilities increased.