Lesson Plan Form

Candidate: Subject: Grade level(s): Date:

Irma Medna ELA Kindergarten 4/19/18
Standard: CCSS.ELA-Literacy.RF.K.3.c
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are,
do, does).

I. DESCRIPTION OF CONTENT & CONTENT TYPE:

What are students learning? Students will learn to read Kindergarten level sight words.

II. LEARNING OUTCOME (Objective):

Students will identify grade level sight words(level of cognition) by reading grade level high-frequency
words(content) by reading the book Big and Little (behavior or activity)

DOK/Cognitive Rigor Level:

Identify, recognize and read
Purpose: Why are students learning this? Why is it important?
Students are learning this because recognize sight words will help them become fluent readers.
Language Demands:
What vocabulary will be learned throughout this lesson?
Students will learn grade level high-frequency words. Also, work on decoding words and use pictures to
help them read.

III. CURRICULUM CONNECTION:

What lesson would come before this lesson?
Students will practice repeating each sight word after the teacher introduces sight word to them

What lesson would come after this lesson?

AFTER LESSON STUDENTS WILL PARTNER READ THE BOOK “BIG AND LITTLE”

IV. INSTRUCTION
A. ENGAGEMENT:
How will you introduce the content and get students interested?
I will let my students know that we have been learning sights words and I’m introducing a new one for
this week. I will have already written the sight words on a index card.

B. INSTRUCTIONAL SEQUENCE: (adjust your number of steps as needed)

Step #1:Introduce book to students(3min)

a. What will the teacher do? Teacher will tell students, “ Today we have a new book .” Teacher
will give student a mini book. “When you get the book pls. flip through the pages and I will ask
you in a minute about the pictures in the book.” “ What do you notice from the pictures.”

Step #2: Teacher will read title (3min)

a. What will the teacher do ? Teacher will read title of book “Little and Big.” and asks students, “
What did you notice from the pictures that you looked at”
b. What will the students do? Students will point at each word of title and read, “Little and Big.”
 Students will share one by one what they notice from the pictures.

Step #3: Teacher will listen and give clues to students about pictures.(4 min)
a. What will the teacher do?
b. Teacher will say, “Did you notice that some pages have objects that are little and some are big.”
c. What will the students do? Students will respond by saying, “Yes, I did notice that the house is
small.”

Step #4: Teacher will begin reading book to students(8 min)

a. What will the teacher do? Teacher will read title of book and point to each word as reading.
b. What will the students do? Students will repeat after teacher and point at the word that is read.

Step #5: Each student will read a page while other students repeat(5 min)
a. What will the teacher do? Teacher will say, “Now that we are finish lets have one of you read a
page and the other will repeat. Remember, to always use your pointing finger to show what
word you are reading. If you come to a word you do not know, sound out the first letter.”
b. What will the students do? One student will begin reading, while the others repeat. Every
student get a turn to read a page while the others repeat.

C. APPLICATION ACTIVITY:
How will students apply what they learned?
Students will be able to read sight words when they are reading grade level books.

D. MATERIALS & RESOURCES:

What do you need for the lesson?
4 mini books, “Little and Big.”
2 index cards with Sight words written on it
4 pencils
4 highlighters

V. ASSESSMENT STRATEGIES:

Formative:
How will you check for understanding throughout the lesson and monitor progress?
I will check for understanding by first, reviewing todays sight word. Then giving students highlighters and
have them highlight the sight word, “little or big.” On each page.
Summative:
How will you know if they mastered the standard?
I WILL GIVE MY STUDENTS AN ASSESSMENT OF GRADE LEVEL SIGHT WORDS. “I WILL
POINT AT A SIGHT WORD ON A LIST AND STUDENT WILL BE ABLE TO READ .

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

Instruction, Practice):
How can we provide equal access for emerging bilingual students or students with special needs?
(Accommodation) To provide equal access I will introduce sight word to the group but then I will let
emerging bilingual student the meaning of the word in Spanish. This way they can relate, “Big to Grande
and Little to pequeno.”
How will differentiate for struggling students and high achievers? (Modification)
To differentiate struggling student, when students are working independently writing
words on the back of the book. I will face student and provide extra support. I will
go over sight words on the index cards. Then, we will together read and point at
each word. Reading slowly will help provide extra practice.

VII. CLOSURE:
How will you conclude the lesson?
I will conclude the lesson by having students practice writing the sight word, “Little
and Big.” On back of the book.