Amber Jordan 1

Subject/Grade: English Language Arts/ Kindergarten Learning Objective: Students will identify and recall sight words through reading and writing. Alignment with Standards: CCSS.ELA-LITERACY.RL.K.4 Ask and answer questions about unknown words in a text. CCSS.ELA-LITERACY.RL.K.10 Actively engage in group reading activities with purpose and understanding. Developmental Appropriateness or Cross-curricular connections: Learning objectives are appropriate for development because they state exactly what the students should know after given a lesson on the standards. Prerequisite knowledge is important for students to be able to understand the lesson being taught. Prerequisite knowledge gives students knowledge that they can build off of. Most of these students have not had prerequisite knowledge because they came from their homes. This guided reading lesson will give practice with sight words and reading with fluency. In this lesson, students will read a leveled book, practice spelling a sight word with magnetic letters, and write several different sight words. Assessment(s) of the Objectives: Lesson Objective Objective: Students will identify and recall sight words through reading and writing. Assessment(s) of the Objective Pre-Assessment- Students are assessed prior to lesson on knowledge of sight words. During-AssessmentStudents will be assessed on their participation, following directions, reading, and recalling how to spell sight words. Post-AssessmentStudents will recall and spell sight words with magnetic letters, write on white boards, and use sound boxes. Use of Formative Assessment Future instruction will be based on the assessment data gathered at the end of the lesson. Each assessment will help to guide the next days guided reading groups lessons and what we need to focus on.

Accommodations: Accommodations will be made for any student that may need it. All students will have their own guided reading book, pointer (if needed), marker, white board/ paper, sound boxes, and magnetic letters. For the speech and ELL students, they have students sitting beside them in case they do not understand and need clarification. These students are their buddies that they can quietly ask them for help. Instructions will be explained before the students start their activity. I will repeat any instruction details if it is needed. For the autistic child, extra help will be given. Students will receive help when needed as they read.

Amber Jordan 2

Materials: Copy of the lesson plan Guided Reading Book Pointer Marker Paper (Usually White Board, but used paper to assess today.) Magnetic letters Sound boxes Pencils Procedures: 1. To begin our lesson, students will be seated at the table. 2. We will begin by discussing what the title is and what the book is about. 3. We will begin reading together as a group. Students will point to each word as we read and follow along. 4. Throughout reading, students will be asked to recall words, spell them, and then say the word again. 5. After reading the entire book, students will read as a group all the way through without stopping to spell words. During this time, students simply read and are not expected to spell words. 6. After reading we will practice spelling has with magnetic letters. Students will spell it one time, mix and fix, and then identify what letter(s) are missing. 7. Students will then be able to practice writing the word, has on their white boards. They will also practice writing, to, the, and play. 8. After writing sight words on paper, students will use sound boxes to write other sight words such as, cap, can, had, ham, and hat. 9. Students will give all materials back to me at the end of the guided reading time. Essential Questions: 1. What was the book about? 2. What did he do at the end? 3. Who was the main character? Activity Analysis: Reading the Guided Reading Book- Bobbie and the Baby By reading the book, students are exposed to sight words and other words. Reading with the students gives them practice with reading and identifying words. Students are able to read with the teacher as well as on their own. Students are exposed to new stories and new sight words. Writing on White Boards/ Paper Writing on the white boards is a fun activity for the students. This is a way that students are able to practice writing letters and words. Students sometimes write on a piece of paper so that the teacher can analyze their work and create new lesson plans. Students are able to hear the word, write it, and see it. Repetition is key in kindergarten and helps the students learn to write, say, and spell words. Writing on the white boards allows students to recall and identify letters and words. References: Hughes, M. (2008). Bobbie and the baby. New York: Harcourt Achieve Inc.