Fun with Sight Words

First Grade Reading, ESL

Use this fun games-inspired lesson plan to review or preview sight words with your ELs as they practice reading
and spelling high frequency words. This can be used as a stand-alone or support lesson for the Sight Word Bingo
lesson plan.

Objectives

Objectives

Academic

Students will practice reading and spelling grade-level sight words.

Language

Students will be able to read and use high frequency words using written supports.

Materials and preparation Key terms

Class set of the Sight Words: About to Any TIER 2

worksheet, pre-cut and sorted for each student
Class set of the Using Sight Words worksheet sentence: a set of words that make a complete idea
Teacher copy of the Teach Background
Knowledge Template sight word: a common word recognized by memory
Teacher copy of the Write Student-Facing
Language Objectives Reference spell: the letters that are put together to make a word
Teacher copy of Vocabulary Cards
TIER 3
Teacher copy of Glossary
Class set of the Learning Sight Words: "At" memory: recalling information or ideas
worksheet (optional)
Class set of the Sight Words: Boy to Every
worksheet (optional)

Attachments

Sight Words: About to Any (PDF)

Sight Word Sentences (PDF)
Teach Background Knowledge Template (PDF)
Write Student-Facing Language Objectives Reference (PDF)
Learning Sight Words: "At" (PDF)
First Grade Sight Words: Boy to Every (PDF)
Vocabulary Cards: Fun with Sight Words (PDF)
Glossary: Fun with Sight Words (PDF)

Introduction (2 minutes)

Gather the class together and introduce the lesson by asking students if they like to play games.
Explain that today students will get to practice their reading and writing skills by playing a new game
called "Sight Word Memory."
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Building Academic Language

Word (15 minutes)

Introduce or review the target vocabulary words from the lesson using the vocabulary cards and glossary
for reference.
Display one set of the sight word cards and read each word aloud while displaying the card to the class.
Repeat a second time, this time having students read the card after you.
Explain that today students will get further practice reading and writing these sight words as they play a
game called "Sight Word Memory."
Demonstrate playing the game with a student volunteer. Show students how both students will take their
sight word cards and place them face down in mixed up order on the floor or table between them. Then
one at a time, they will turn two cards over to try to find two matching sight words to make a pair. If a
student finds a pair, they get to keep the cards. Explain that when students turn over their two cards,
they should practice reading the words aloud.
Pair students up with a partner and have them play several rounds of the game together.

Sentence (10 minutes)

Display the Using Sight Words worksheet and review any new or unknown sight words with the class.
Demonstrate how to complete the worksheet by writing your own sentences.
Pass out the worksheets for students to complete independently.

Discourse (5 minutes)

Invite students to turn and share one of their sentences with a partner.
As time allows, have pairs share a sentence aloud with the group.

Additional EL adaptations

BEGINNING

Have students practice using targeted sight words in sentence frames using the Learning Sight Words:
"At" worksheet.
Further practice reading and writing sight words by having students use pipe cleaners or clay to create
their own sight words.

ADVANCED

Students can play additional games of Sight Word Memory using more complex sight words.
Encourage students to write additional sentences on their own using grade-level sight words.

Formative Assessment of Academic Language (5 minutes)

Observe students as they play Sight Word Memory and assess their ability to read and use the sight
words from the game.
Collect student work samples after the lesson has concluded to further assess if students are able to
read, write, and use sight words accurately in a sentence.

Review and closing (3 minutes)

Invite students to turn and talk to a partner to share the sentence they wrote with their two sight words.
Ask 1–2 students to share out their sentence with the whole class.
Close by reminding students that the more comfortable they are reading and writing sight words, the
more they will able to read and use them.

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 First Grade Sight Words
✁ Cut these out and tape them around the house!

✁
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 Using Sight Words
Write four sentences using one of the words from
the box in each sentence

after walk from by

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 Teach Background Knowledge
Lesson Topic:
Choose a topic from the main content
lesson that will help ELs understand the
main content lesson. Your non-ELs will
already have knowledge about this topic.

Total Lesson Time:

(20 - 30 minutes)

Student-Facing Language
Objective:
Example: I can learn new vocabulary
using pictures and sentence frames.

Student ELP Level(s):

Consider each student’s ELP level and
their academic strengths when choosing
scaffolds for the lesson.

Groupings (pairs, small-groups, a teacher-led group)

Potential Scaffolds:
Choose some of these material supports
and instructional scaffolds based on each
EL’s individual strengths and needs.
Word banks, word wall, and bilingual glossaries
Sentence frames, sentence stems, and paragraph frames
Home language materials
Reduced linguistic load, repetition, rephrasing and modeling
Practice new academic skills with familiar topics

Materials & Resources List

List the materials you’ll use in the lesson.

Key Vocabulary Words (5-8 words)

List the words with student-friendly
definitions in English. Provide
definitions in student’s home language
when appropriate.

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Introduction
Access EL’s prior knowledge about the
lesson topic with a brief comprehension
check.

Potential activities:
Creating captions for images
Opinionnaires
Carousel brainstorming
Conversations with sentence starters
Time estimate for Introduction
(3 - 5 minutes)

Explicit Instruction of
Background Knowledge
Model a learning activity that embeds
the teaching of academic language and
background knowledge.

Potential activities:
Lunch brunch discussion
Teacher-created, adjusted text and
questions
Brief videos or visuals
Text-based instruction
Home-language connections
Pre-teach a small number of
vocabulary words
Show real-world objects
Complete word family or bilingual
glossaries
Word walls or word bank creation

Time Estimate for Explicit Instruction

(4 - 6 minutes)

Guided Practice
Provide an opportunity for students (in
pairs or small groups) to practice the skill
or information taught during Explicit
Instruction, offering appropriate
scaffolds as needed.

Time Estimate for Guided Practice

(5 - 7 minutes)
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 Formative Assessment
Ask students to show comprehension of
new background knowledge and
associated skills through an oral or
written task. Provide appropriate
scaffolds dependent on their ELP level.

Potential assessments:
Act out concepts
Hands on tasks
Drawings, models, or graphs
Graphic organizer completion
Captions of images
Reading response or content
area logs
Retellings
Role plays
Audio or video recordings
Oral interviews

Time estimate for Assessment

(5 - 7 minutes)

Review and Closing

Refer to the student objective and relate
information to future lessons. Allow
students to share thoughts about
whether they reached their objective
and/or mention lingering questions.
Provide sentence stems or frames for their
discussion.

Time estimate for Review and Closing

(3 - 5 minutes)

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 Write Student-Facing Language Objectives
A student-facing language objective: A teacher-facing language objective:
begins with “I can...” begins with “Students will be able to...”
is designed to raise students' self-awareness of and is designed to raise students' self-awareness of and
promote their language development. promote their language development.
incorporates a language function, grammar structure, and incorporates a language function, grammar structure, and
supports or scaffolds. supports or scaffolds.
is easy to understand for students at all levels of is intended to guide the teacher’s lesson planning
English proficiency. and instruction.

Steps to convert a teacher-facing objective to a student-facing objective:

1. Replace “Students will be able to” with “I can.”
2. Simplify challenging words but maintain key vocabulary words you’ll address in the lesson.

Students will be able to describe a character with adjectives using graphic organizers.
Language Grammar Support/
Function Structure Scaffold

I can talk about a character with adjectives using graphic organizers.

Language Grammar Support/
Function Structure Scaffold

Language Functions Grammar Structures Supports/Scaffolds

locate create identify nouns adverbs graphic organizers sentence starters

show describe infer modals academic vocabulary teacher modeling strategic grouping
sort ask questions interpret verb forms adjectives word banks/walls home language supports
tell brainstorm collect conjunctions phrases
contrast classify compare sentence structure prepositions
pronouns complex sentences
comparatives
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 Learning Sight Words
Use the sight word “at” to fill in the blanks to
complete each sentence

What are you

looking ?
We are going to
be there 11pm.
night I take
a bath. Get more lesson plans at https://www.education.com/lesson-plans/
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 First Grade Sight Words
✁ Cut these out and tape them around the house!

✁
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at by :
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2007 - 2019 Education.com
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© 2007 - 2021 Education.com
Vocabulary Cards
EL Support Lesson Plan: fun with sight words

memory sentence

The dog ran

quickly.
recalling information or ideas a set of words that make
a complete idea

sight word spell

quickly

word

a common word recognized the letters that are put

by memory together to make a word

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 Glossary for EL Support Lesson PLAN:
fun with sight words

Word Definition Visual

memory recalling information

or ideas

a set of words that make

The dog ran
sentence a complete sentence
quickly.
quickly
a common word
sight word recognized by memory

the letters that are put

spell
together to make a word
word

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