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: Milk, lined writing paper, running record sheet, students iPad, sight word
flashcards
Lesson/Activity Presentation:
Anticipatory set: What do you see on the front of this book? (a with a bowl) 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) MMMiillkk (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 exercising them with him. 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 Frog Sat 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 94% accuracy, a 1:18 error rate, and a 1:2 self-correction rate. He read
very well today and was more focused than the last lesson. He is increasing in his fluency and he
does not need as much help with difficult words. He loves recognizing the sight words while he
is reading but still has trouble with blends in words. He has mastered the th sound in words but
exhibited difficulty sounding out dr together to sound out the word drink. He substituted words
based on the visual cues in the book and could not sound out the word some because it does not
follow a decoding pattern. He is easily confused by the silent e at the end of words with a silent
e. After I told him how to say some, he remembered the next time he saw it in the book. His
confidence in his writing continues to increase and he did not become frustrated with the writing
today. He is excellent at decoding words and writing the words exactly as hears them as he did
in our last session. He continues to read using visual cues, blending sounds to make words, and
trading/guessing a word that makes sense. He has wonderful reading strategies and seems to be
proud of his ability to read. We will continue our review of his sight words, letters, and move on
to the next book in the series for our 8th and final lesson together.