Lesson Plan:

Sight Word Salad

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August 14, 2015
by Laura Crotts

Learning Objectives

Students will recognize and read grade-appropriate irregularly spelled words.

Lesson

Introduction (5 minutes)

  • Before the lesson, pick certain words from each list to practice with your class.
  • Remind students what sight words are and the importance of fluently reading these types of words.
  • Review the sight words of the day, using the index cards as flash cards.
  • Place the cards into your demonstration bowl.

Explicit Instruction/Teacher Modeling (5 minutes)

  • Separate students into groups.
  • Provide each student with a plate, and give each group a bowl full of leveled words and a set of tongs or chopsticks.
  • Review the rules with the students.

Guided Practice/Interactive Modeling (10 minutes)

  • Explain to your students that they will take turns getting a “serving” of cards from the bowl using the tongs or chopsticks.
  • Tell them that they must correctly read the words printed on the index cards they retrieved or put them back into the bowl.
  • Explain that if a student reads the words correctly, the words are left on her plate, and the next student will then take a turn.

Independent Working Time (15 minutes)

  • Direct your students to use the words on their plate to “add dressing” (address) the meaning of the words by using the words in a sentence.
  • Have each student write sentences using the words on her plate.

Extend

Differentiation

  • Enrichment: Set a minimum for how many cards may be in a serving. Require the writing activity to be a short story with all of the words on the student’s plate.
  • Support: Give students fill-in-the-blank sentences with the words. Let your students decide how large each “serving” is. Adjust the number of words used per group, as well as the difficulty of words.

Review

Assessment (5 minutes)

  • As the students read and write, check for their use of semantics, syntax, and writing mechanics.

Review and Closing (5 minutes)

  • Have your students swap their plates with a partner.
  • Ask your students to read these new words to their partners.
  • Encourage students to make a new sentence with their new words to their partners.

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