August 3, 2015
by Sharon Schellenberg

Lesson plan

Sight Word Fun: Am

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Do you need extra help for EL students? Try the pre-lesson.
EL Adjustments
Grade Subject View aligned standards
Do you need extra help for EL students? Try the pre-lesson.

Students will be able to read and write the sight word "am."

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(5 minutes)
  • Gather your students where they can easily see your interactive whiteboard.
  • Explain that you're going to play a song about a sight word.
  • Remind your students that a sight word is a word they will know without having to sound it out.
  • Play the Am Song video by Have Fun Teaching on the whiteboard.
  • Invite your students to stand and move to the music.
  • Ask your students to name the target word.
(10 minutes)
  • Invite your students to use "am" in a sentence.
  • Ask your students to help you sound out the letters in "am."
  • Point out that the A is making the short A sound.
  • Demonstrate how to write the word on the board.
  • Play the I Am! video by sharonskinders on the whiteboard.
  • Ask your students to read along as the words appear on the screen.
(15 minutes)
  • Use a stack of simple sight word flash cards (make sure "am" appears frequently).
  • Show the sight words to your students.
  • Instruct them to cheer or clap whenever the target word appears.
  • Hand out the I Am! mini-books.
  • Put your students into pairs for buddy reading.
  • Remind your students to keep the book in the middle, track the words with their pointer finger, and listen politely while the other student is reading.
  • If you think it is necessary, model "buddy reading" with a student.
  • Tell your students to take turns reading the mini-books to each other.
(10 minutes)
  • Show your students the I Am worksheet.
  • Tell your students to carefully trace the words and color the animals with colored pencils.
  • Tell each students to compose their own "I am" sentence on the back of the sheet.
  • Enrichment: Have above-level students also write two or three "I am" sentences describing themselves on the backs of their sheets.
  • Support: Help struggling students with identifying how the color words are read.
(5 minutes)
  • During guided practice, students should be participating and clapping at the right time.
  • Move closer to students who seem to need support.
  • During the buddy reading portion, students should be on task and attentive while listening.
  • During Independent Working Time, students should remain on task and work at a steady pace.
  • Collect students' worksheets once they're done. Review them later to assess student comprehension of the lesson content.
(5 minutes)
  • Invite your students to read their own sentences to the class.
  • Ask your students to call out the sight word of the day.
  • Ask your students to call out how to spell the sight word.
  • Ask your students to describe another way to learn sight words.

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