Lesson plan
Sight Word Fun: Was
Learning Objectives
Students will be able to read and write the word "was."
Introduction
(5 minutes)
- Gather your students where they can easily see you.
- Show the front cover of I Was So Mad by Mercer Mayer.
- Tell the students to guess the sight word of the day by the way you read the story.
- Stand up and point at the word "was" whenever it comes up in the text.
- Ask your students to name the target word.
Explicit Instruction/Teacher modeling
(5 minutes)- Invite your students to use "was" in a sentence.
- Ask your students to help you sound out the letters in "was."
- Point out that the sounds in the word "as" change when the "w" is added.
- Demonstrate how to write the word on the board.
- Have the students read the word and spell it out loud several times.
- Remind your students that knowing this word on sight will help them read more fluently.
- Remind your students that fluency means reading without having to stop for sounding out.
Guided Practice
(10 minutes)- Hand out note cards and markers.
- Instruct your students to write "was" on their note cards.
- Tell your students to hold the card up whenever they hear the target word in the text.
- Read the book again.
- Encourage your students to hold their "was" cards in the air at the appropriate times.
Independent working time
(10 minutes)- Show your students the Sight Word: Was worksheet.
- Tell your students to trace the letters and words with markers, crayons, or color pencils.
- Tell your students to write "was" in the blank provided in the sentence.
- Tell your students to think of something that had made them mad.
- Tell your students to finish the sentence at the bottom by sound spelling the words needed to tell when they were "so mad."
- Model this by completing your own sentence on the board.
- Have your students complete the worksheet independently.
Explicit Instruction/Teacher modeling
(5 minutes)- Invite your students to use "was" in a sentence.
Differentiation
- Enrichment: Above level students should write and illustrate additional sentences using the word was.
- Support: Look for students who need support. Give simple clues and encouragement during guided and independent practice.
Assessment
(5 minutes)- During Guided practice, look for students who are following directions and participating.
- During Independent practice, look for students who are following directions and focusing on their own work.
- Have every student read their sentence to you once they're done. Assess them based on their responses.
Review and closing
(5 minutes)- Invite your students to read their sentences to each other.
- Invite your students to share their sentences with the class.
- Do a call and respond: W-A-S: What does it spell? How do you spell it?
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