EDUC 2220- Educational Technology Lesson Plan Template

Practice of sight words with poetry

Sarah Fulton
Kindergarten/Language Arts

Common Core Standards:

Print Concepts
1. Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
Phonics and Word Recognition
3. Know and apply grade-level phonics and word analysis skills in decoding words.
c.Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does)
Lesson Summary:
The purpose of this lesson plan is for children to practice their sight words, with an emphasis on the word
the, through the use of poetry.
Estimated Duration:
Three, 35 minute class sessions
Commentary:
I anticipate a challenge being children not becoming interested or engaged in the lesson. To get the children
hooked into the lesson I will have them read a poem and ask them what they know about poems.

Instructional Procedures:

Day 1:
First 10-15 minutes- Introduction: The children will be given a poem to read at their seats. They will then be
called to the carpet area and will be asked what they know about poems. They should take away from the
carpet area that they rhyme and help you to visualize a picture.
15-25 minutes- Children will go back to their seats and as a class, will review a Google slides presentation of
high frequency site words, with emphasis on the word the.
25-35 minutes- Children will be asked to come back to the carpet to read the poem that they read initially. The
poem will be on chart paper and the teacher will read the poem word by word, pointing to each word,
emphasizing the word the. The second time the children will join in in reading the poem. The third time will
be just the children reading the poem. The poem will then be displayed on the smart board. The children will
then be asked to come up one by one to underline the sight word the.
Day 2:
First 10 minutes- The teacher will call the children to the carpet area. This time the teacher will read the poem
through with the students twice and just the children will read the third.
10-15 minutes- Give directions to the children on next activity. The students will be given the poem with the
words scrambled in different lines. The children will be asked to cut out the words and glue them in the correct
order in a sentence line.
15-35 minutes- The children will complete the activity given in the directions with teacher guidance and to
check they are correct, read it aloud to the teacher.
Day 3:
First 10 minutes- The teacher will call the children to the carpet area and read the poem. The teacher will have
the children read the poem aloud by themselves.
10-15 minutes- The teacher will give directions on the next activity. The students will practice reading the
poem to two classmates. Once they have read the poem to their peer, their peer must write their name on the
back of the poem to prove it has been read. Once they have practiced reading the poem, they will record
themselves and play it back to hear themselves reading.
15-35 minutes- The activity will take place with teacher guidance.

Pre-Assessment:
The children will be given a poem and asked to highlight the site word the. How much time is spent on the
sight word the will be dependent on how well the children can identify the word.
Scoring Guidelines:
If the child is unable to identify 3 or more sightings of the sight word the in the poem that will be considered
inadequate. If three or more sight words are identified, the lesson will be modified to be more challenging.

Post-Assessment:
Post assessment would include a worksheet where the students would write, trace and identify the word
the in a new poem.
Scoring Guidelines:
If the students were able to identify three out of five or more times the word the was present in the
poem, the student would be considered at a masterly level.

Differentiated Instructional Support

Instruction could be differentiated by adding more sight words to identify for the child to practice. Additional
activities for student who are struggling would include more practice worksheets.

Extension
This site provides free online games to help children with their sight words. They would benefit from using it
because it is a fun, engaging way for them to practice without doing tedious work.
http://www.education.com/games/reading/sight-words/

Homework Options and Home Connections

I would create an online quizlet with sight word flash cards for parents to do with the children at home.

Interdisciplinary Connections
To integrate mathematics into this lesson I would choose specific words when speaking to the children. For
example I would use the concept of ordinal numbers when speaking about the word the. I would say, how
many letters are in the word the? I would also say, the first letter is t, if I add another letter what would the
second letter be?

Materials and Resources:

For teachers

The materials needed to teach this lesson are copies of the poems, chart paper, google
slide show, access to computers and a smartboard.

For students

Students will need access to computers and smartboards. They will also need paper,
glue and scissors.

Key Vocabulary
Poem, rhyming, sight words, smartboard

Additional Notes