Sight Word Lesson Edr 317

EDR 317 Planning Sheet
_____9/24/14______
Name____Megan Litzinger_____
Lesson Title: Sight Word Memory (small group)
Objectives
Clearly stated, easy to understand,
and reflects both the teachers
knowledge of literacy instruction
and development.
Active (includes what & how),
specific, and appropriate.
Formative & Summative Assessment

Explains how teacher will
determine whether objectives are
met.
What evidence do you have that the
objectives were met? What,
specifically, are you looking for?
Standards & Materials

Includes appropriate Common Core
State Standards and materials used
Before (anticipatory set)

Activates/builds,organizes,
assesses background knowledge
Sets a purpose
(Includes modeling/think alouds as
needed)
During (procedures)
Actively engages children during
the lesson and elicits higher level
Methodology
By the end of the lesson, students will be able to:
(bold active verb)
Students will review and practice high
frequency words by reading and writing
Students will be able to identify high
frequency words by playing a game of
memory
Formative:
Take note of students who are able to read
high frequency words correctly.
Take note of students who struggle reading
high frequency words.
Summative:
Check on a checklist what words each
student missed during closure.
CC.1.1.1.D: Know and apply grade level
phonics and word analysis skills in
decoding words.
1.5.K.F: Use grade appropriate
conventions of language when writing
and editing, with adult assistance.
Begin to form letters correctly.
Use correct spacing
Spell words modeled in
classroom correctly.
Materials:
Cutout words for memory game
Worksheets
Date
Grade Level: 1
Comments/Points
/2
/2
Explain to students that we will be playing a game to

practice sight words. Today we are going to learn a
few sight words, by playing a game of memory!
/2
1. Review the words on the board. Put each word
up one at a time. Say the word out loud and then
have the students say the word. Do this for all
1
thinking
Include stopping points & provide
opp. for students to respond to story
(if appropriate)
Includes modeling /think alouds
(Write exactly what you will say.)
Includes guided practice
(students try strategy or skill w/
support)
Includes independent practice
(students try strategy or skill on
their own or in a new situation)
2.
3.
4.
5.
6.
the words.
Review the rules of the game. "Each player gets
to flip 2 cards. The player will read the cards
aloud. If they match, the player can say the word
and put it on the board. After the word is on the
board we are all going to write it together on our
worksheets. Then we will read it aloud one more
time before the next player goes. If the cards do
not match, the player will read both words and
flip the cards back over and the next player will
go."
Show an example. Flip to cards and read them
both aloud. If they match show them where on
the board to put it and how to write it. If they
dont match, read them aloud and then flip them
back over.
Have children begin the game.
If children struggle with words they can ask a
friend to help them.
After all the words have been matched and
written down, review the words on the wall one
last time.
/5
(Extra time): Have each student pick 2-3 sight words

from the board. Have them create a sentence using
the sight words theyve picked.
After
Provides closure through reflection,
extension, and/or sharing &
summarization
As an exit pass, point to words in a random order.

Have each student read the words back to you in a
random order. Once theyve read all the words they
can go back with the full class.
Differentiation
Lesson correctly targets childrens
instructional levels, is
developmentally appropriate, and
reflects knowledge of childrens
cultural, linguistic and academic
diversity.
For students who may be struggling, provide extra

help outside of the class. Provide flash cards to take
home and sight word games. For students who may
be stronger, include a few new sight words that
arent on that weeks list.
/
2
/2
Reflection on Planning and

Instruction
Reflections are clearly,
thoughtfully, and thoroughly
written, while referring to class
discussions and at least 2 readings.
Provides a rationale for selected
strategies, activities and materials.
Were the objectives met? What evidence
do you have that learning occurred?
What went well? What would you
change? How could this lesson be
improved?
All parts of the lesson are
adequately described and easy to
follow with no punctuation or
grammatical errors.
Reflection on Planning: This lesson is to

improve sight word recognition. Students are
able to review their sight words and also practice
their copying skills. Sight word recognition is
improved by repetition and review. According to
MacCormack and Pasquarelli, Providing
multiple encounters with new words is essential
to vocabulary growth. Sight words are words
that are used frequently in readings and are
learned through memorization. Students must
memorize these words and be able to recognize
them to help improve their reading
comprehension. Through this lesson, students are
given a fun way to practice their sight words. In
another chapter of the textbook, MacCormack
and Pasquarelli say, Students development of
learning strategies for decoding words and for
identifying high-frequency words will aid their
progress toward becoming fluent readers. They
are reading the words over and over throughout
the game and they are writing them down as
well. Through this, students are hopefully able to
begin recognizing these words faster.
Reflection on Instruction: The lesson went very
well. As we reviewed the words at the beginning
of the lesson, may students struggled identifying
them. By the end of the lesson, most students
were able to recognize the words. The students
really seemed to like this lesson. There were
times where some students would get off track to
I had to try to bring them back. I think I was
fairly successful in doing so. One thing that I
think I could improve on is my time
management. Towards the end I we had to rush
to finish. If I were to teach this again, I would
have less words so it wouldnt take so long.
Overall, I think this lesson was very successful.
Most of the students memorized the sight words
at the end of the lesson.
/5
Observation of the Lesson:

Teacher demonstrated enthusiasm
and interest while teaching!
Student was prepared and
provisioned with necessary
materials at hand.
Lesson was carried out in a clear
and logical manner.
Students were engaged throughout
and were aware of what to do and
what was expected of them.
Megan Litzinger, small group

Reviewed the sight words as a group and then
explained directions for the matching /memory
game. Clear directions given as you
demonstrated. Reminded students to say each
word as they flipped it over and then show
everyone the words. Very important to do this,
students then had an opportunity to write the
word on their paper independently. Nice mixture
of activities, provides multiple exposure to the
words.
/5
Went back and asked Danny to say the word he

missed earlier. Nice!
Lea is very chatty and easily distracted; you
ignored her at times and redirected her also.
Nicely handled.
Often used the words in a sentence- this is
helpful so they know the meaning and can read
the word instantly.
Nice use of positive reinforcement.
Needed to wrap up quickly and you did this
well.
Total
Not
Observed
Observed
/25
/20

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EDR 317 Planning Sheet

Lesson Title: Sight Word Memory (small group)

Formative & Summative Assessment

Standards & Materials

Before (anticipatory set)

Explain to students that we will be playing a game to

(Extra time): Have each student pick 2-3 sight words

As an exit pass, point to words in a random order.

For students who may be struggling, provide extra

Reflection on Planning and

Reflection on Planning: This lesson is to

Observation of the Lesson:

Megan Litzinger, small group

Went back and asked Danny to say the word he

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