July 31, 2015
by Sharon Schellenberg

Lesson plan

Sight Word Fun: Was

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Grade Subject View aligned standards

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

(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.
(5 minutes)
  • Invite your students to use "was" in a sentence.
(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.
(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.
(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.
(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.
(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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