Title: High-Frequency Word Mini-Lesson Grade: Kindergarten

Lesson Essential Question - How can we become fluent with reading high-
frequency words?

Standard - CC.1.1.K.D Objective - The students will verbally read

Read grade-level high-frequency words grade-level high-frequency words with
with automaticity automaticity

Materials
● High-frequency word review sheets
● Expo markers
● Erasers
● Clear sheets
● Direction visuals

Introduction
Since the beginning of the school year, you have been working on a set of words that
we call high-frequency words. The special thing about these words is that we use
them all the time! Your job today is to practice reading and writing them.

Anticipatory Set
There is no true anticipatory set that goes along with this lesson since it is a review.
Gather the students on the carpet to explain the directions to the rotation activity that
we are going to do today. Have the direction visuals ready to go.

Sequence of Learning
Directions for the HFWR Activity
● Explain the directions for the high-frequency word review activity. This is a
group activity where the students will be moving around the room. The students
will be placed in groups according to the teacher’s preference and they will
begin at a designated high-frequency word. They will first identify the word at
their station and say it three times. The students will then sound out the word
phonetically and draw a dot in a box to represent each sound that they hear.
Next, they will trace their word, and finally, they will write it on their own in the
last space on the sheet. Show the visual steps for the students as you explain
each direction. When a group is finished at their station, they should wait until
the teacher comes around to check their work. Once it has been seen, they
may erase their work.
HFWR Activity
● I DO - Demonstrate this activity on the front board for the students. Choose an
example word that they are not familiar with (fish, yes, or cup). Draw a large
example on the board instead of using the sheets because it is easier to see.
● WE DO - Complete another quick example and ask the students to give you
the answer (fish, yes, or cup). Once they understand the concept of the activity,
designate the groups and ask them to get their expo markers and erasers.
Assign the groups to a certain high-frequency word and hand them the sheets.
 ● YOU DO - Set a timer for two minutes for each rotation. The students will be in
groups of two or three students and spread out around the room. Allow them
time to work on their own and answer questions as needed. Facilitate this
activity for the entire duration.

Summarizing Strategy
● Once the last timer goes off, ask the students to gather the papers in a pile and
return to the front desk. Direct them back to their seats and put away their expo
markers and erasers.
● Ask the students to put their heads down on their desks and close their eyes.
Direct them to give a thumbs up if they feel more comfortable with the words
after doing the activity, thumbs sideways if they feel just okay with the words,
and thumbs down if they still feel unsure about the words. Once you gauge
how the students feel, they are allowed to put their heads up and prepare for
the next activity.

Formative Assessment
● There is no additional formative assessment for this lesson because the activity
serves as a formative assessment.

Special Consideration - Remediation

Remediation will occur on a separate day. The teacher may pull a group of students to
guide them through the activity altogether.

Special Consideration - Enrichment

Enrichment will occur on a separate day. The students may write a sentence for each
high-frequency word. This shows that they understand the meaning of the words.

Special Consideration - Accommodation

If it is noticeable that a student or students are struggling, follow their group closely
and have them only complete steps 1, 3, and 4 on the sheet.

Bibliography
“Standards.” SAS, www.pdesas.org/standard/.
Read The
Word
Sound It
Out
Trace
It
Write
It