Lesson Plan:

Sight Word Fun: Was

no ratings yet
July 31, 2015
by Sharon Schellenberg
Download lesson plan
Click to find similar content by grade, subject, or standard.
July 31, 2015
by Sharon Schellenberg

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/Interactive Modeling (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.



  • 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?

How likely are you to recommend Education.com to your friends and colleagues?

Not at all likely
Extremely likely