Lesson Plan:

A Sight Word Celebration!

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August 16, 2015
by Anna Parrish

Learning Objectives

Students will be able to identify sight words when they hear the words read aloud. Students will be able to read kindergarten sight words and use them in the context of a sentence.

Lesson

Introduction (5 minutes)

  • Before the lesson, using sight words that will be reinforced in this lesson, place one prepared gift flip card in each box, along with a sticker or eraser.
  • Wrap the boxes in old wrapping paper. Prepare one gift per student.
  • Distribute the gifts to each student.
  • Tell the students that they will be sharing their gifts with other students and that they will be practicing the sight words they have learned during the year.

Explicit Instruction/Teacher Modeling (5 minutes)

  • Using an example gift flip card, show the students the card as it is folded.
  • Next, flip the cover and show the students the word that is on the inside.
  • Model the process of first reading the word and then using that word in a sentence.
  • Show the students the diagram of how they will be trading and sharing the word gifts with each other.

Guided Practice/Interactive Modeling (10 minutes)

  • Invite the students to play the game Giving Words.
  • Tell the students that they are going to be playing a game in which they share their word gifts with another person.
  • Explain that they will be giving their word gifts away and receiving new word gifts.
  • Tell them that when you play the music, they can move around. Explain that when the music stops, they each need to find one person to share their word with.
  • Tell your students that at that time, students will take turns stopping, saying their words, and using them in sentences.
  • Explain that they will then give their cards to the other student, and the other student will use his card to do the same.
  • Tell your students that when the music starts, they will begin moving and mingling again.
  • Repeat the process several times, until students have had the chance to give, receive, and practice at least 3 different words.
  • After the guided practice, collect all of the word gifts.

Independent Working Time (10 minutes)

  • End the lesson with a fun bingo game with the sight words that they have learned over the course of the year.
  • If desired, create your own bingo card, using sight words that you would like to review with the students.
  • Distribute bingo cards and gift counters.
  • Play the bingo game, and have the students listen for the sight words and cover the word or “free space” with a gift counter.
  • Use each word in a sentence after calling out the word. Tell your students that whoever gets three in a row wins!

Extend

Differentiation

  • Enrichment: Call on one or more students to take turns being the “caller” of the words during the game of sight word bingo. Ask them to use the words in a sentence after they call out each word.
  • Support: For students who are struggling with retaining some of the words, utilize the gift tag reinforcement cards. Write one word on each card, including the words that are difficult for the identified students, and reteach the words. Then, have them trace over the words with markers.

Technology Integration

  • Use the gift tag templates to have students make electronic sight word flash cards.
  • Have students create sentences using their gift card words. Compile these into a digital presentation.
  • Ask your students to draw pictures to match sentences and scan their work into the presentation.

Review

Assessment (10 minutes)

  • Using the word list of sight words being assessed, have students read each word and tell a sentence with each word.
  • Note the words that students miss, struggle with, or cannot use in the context of a sentence.

Review and Closing (5 minutes)

  • Ask the students to name words that they remember from the lesson, either from the bingo game or from the Giving Words game.
  • As students tell the words, write them on the board and invite other students to use the words in sentences.

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