Sight+Words

**Grade level:** Kindergarten **Subject:** Reading/ Language Arts  15 students, 3 students working slightly above grade level and need additional challenge (Aiden, Ariana, Rilie), 9 students working at grade level, and 2 students working below grade level and may need additional support (Corrine, Athena). Based on recent assessments, none of the students in the class are able to read the word "said."
 * ** I. ****Content of Lesson (Topic/Key Concept): Sight Words**
 * Classroom Description:**

Menasha Joint School District Kindergarten Benchmark: ILA.00.A.4 Read 20-25 core high frequency words accurately |||| **Connections:** || Students will identify and circle the sight word “said” in a //Mrs. Wishy-Washy// little book on 3 out of 4 opportunities.
 * Date:** April 20, 2010 ||
 * **National/State Standard and Local Benchmarks**
 * **Goal(s)/Objective(s) of the Lesson:**

Since October our class has been working on the concept of a sight word (some words have exceptions to phonetic rules and show up quite frequently when reading. These are words that readers need to know automatically.) They will use what they already know about sight words and why we need to know them. || Student will be introduced to the sight word “said” in whole group using the Mrs. Wishy-Washy big book. A big book is easy for all students to see and, by sheer size, gets students interested in what is coming next. Students will sit in their individual carpet squares during large group instruction. Colored carpet provides each child with a space that is all their own.  In addition, our  expectations for behavior have been in place since the beginning of the year, but throughout the lesson we may use statements like “Our brains can’t learn if friends are talking” or “We can move on to the next problem when everyone is sitting in body basics.” Etc. || High lighter tape Wikki Stix Pointer Sight Word Songs and Book Get or make multiple copies of //Mrs. Wishy Washy// little books Create sight word BINGO cards and gather Bingo Markers ||
 * Rilie, Ariana, and Aiden have a different objective: Students will fill in the missing sight word "said" in a Mrs. Wishy-Washy little book on 3 out of 4 opportunities. ||
 * **Assessment Targets and Methods** : * Informal assessment, checking over individual //Mrs. Wishy-Washy// little books to see if students correctly circled all the “said” sight words ||
 * **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">II. Pedagogical Considerations: Prior Knowledge, Differentiation, and Management ** ||
 * **<span style="font-family: 'Arial Narrow','sans-serif';">Prior Knowledge: **
 * **<span style="font-family: 'Arial Narrow','sans-serif';">Classroom Management: **
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 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12pt;">A SMARTboard may be used for the introduction activities depending on availability. ||||  ||
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 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12pt;">
 * Advanced Preparation** |||||| <span style="font-family: 'Arial Narrow','sans-serif';">Mrs. Wishy-Washy big book
 * ||= **Lesson** ||= <span style="font-family: 'Times','serif'; font-size: 12pt;">**Questions for Learners** ||< <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12pt;">**Rational Statements** ||
 * **Introduction** || <span style="font-family: 'Arial Narrow','sans-serif';">* <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 120%;">Play sight word bingo

Provide each child with a blank bingo card. Display the list of words that have been learned on the SMART Board (or overheard or white board). Tell students to fill in each blank with one of the sight words we have learned.

Play 1-2 rounds of Bingo depending on time. || What are these words? Where can we find these words in our classroom? (word wall) || Reviewing learned sight words before introducing a new one reminds students how much they already know. It also gets them thinking about words. || Read the book the 2nd time with the students, pausing before reading the word "the." While reading, choose kids to highlight the sight words we already know (the) with highlighter tape.**
 * = **Core Instruction** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Concept Development: sight word "said"** (a high frequency word that doesn't follow phonetic rules)
 * On the carpet re-read the //Mrs. Wishy-Washy big book pointing out the word “the."//


 * Ask students if there are any other words that we see a lot in Mrs. Wishy-Washy.

Read the line, "Oh, lovely mud _ the pig." Leave out the word said intentionally.

"Hmmm...if we can't sound it out, what kind of word do we call that?

Remind students what a sight word is: * We use this word alot when we read a book.**
 * **Some words we can't sound out, but we see them a lot when we read.**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Guided Practice "**Let's see if we can find the word "said" somewhere else in this story." "I wonder if we could count how many times this word is in the book.

After counting, go back through the book and have volunteers circle or underline the word "said" using Wikki Stix. Remove the wikki stix when done in preparation for quick assessment to follow. || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12pt;"> Pause before reading the word “the.” What is this word again? Why do we call this a sight word?

What is another word that we see a lot on this book?

What do you think this word is? Can we sound out that word? What do we call a word that we see a lot and we can't sound out?

Can you count how many times it is in this story?

Who can find our new sight word in this book? || Students build confidence when re-reading familiar text. They also build fluency and can review/learn sight words.

Use popsicle sticks or name cards to call on students to use the highlighter tape.

By this point, the students will be very familliar with the repetetive text. They should be able to "fill in the blank" with the missing word said.

Use popsicle sticks or name cards to call on students to use the Wikki Stix. || "You are going to get your very own Mrs. Wishy-Washy book to read and illustrate. You will also circle word "said" every time you see it."
 * Closure || **Independent Practice**

Go through book, discussing what kind of illustration we would expect to see on each page.

"Before I give you your book, I want you to show me the word "said" on this page." (As you call each child up, have them point to the word "said." Turn the pages randomly, so children cannot just watch child before them.

Hand out little books. While students are working, circulate around the room, checking to see that students are able to find the word "said" each time it appears. || The words say, "Oh, lovely mud," said the pig. What kind of illustration would we expect to see on this page?

"Can you find the word "said" on this page?" || Reminding students of work quality expectations produces a better product. Students often need the illustrations to "read" the words.

Informal assessment to check that students will be able to work independently.

Provide Rilie, Ariana, and Aiden with different little book version. For their version, leave out the word "said" and have them write the word in each time, rather than circling it like the other children.

Have parapro work with Corrine and Athena if necessary. ||
 * Adjustments** || If we ran out of time, we could save the independent practice activity for later in the day or tomorrow.

If we had extra time, we could come back and play another round of bingo, this time including the word "said" in the list of known sight words. ||  ||   || Greg Verhagen, Amanda Fisher, Michelle Borgardt