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Dakota State University College of Education Lesson Plan Format

The lesson plan is for a 30-minute kindergarten pull-out session focused on sight words. The student struggles with sight words and sounding out words. The lesson objectives are for the student to correctly identify 20 out of 40 sight words over multiple trials with 90% accuracy. The lesson will begin with an introduction to sight words and a review of letters and sounds. Then the student will identify sight words on flashcards and work on words they know and two new words. Pointer sticks will be used to point to words. The lesson will conclude by reviewing what was learned that day and having the student identify sight words without looking at the flashcards. Student observation and differentiated small-group instruction outside the classroom are the assessments and

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59 views2 pages

Dakota State University College of Education Lesson Plan Format

The lesson plan is for a 30-minute kindergarten pull-out session focused on sight words. The student struggles with sight words and sounding out words. The lesson objectives are for the student to correctly identify 20 out of 40 sight words over multiple trials with 90% accuracy. The lesson will begin with an introduction to sight words and a review of letters and sounds. Then the student will identify sight words on flashcards and work on words they know and two new words. Pointer sticks will be used to point to words. The lesson will conclude by reviewing what was learned that day and having the student identify sight words without looking at the flashcards. Student observation and differentiated small-group instruction outside the classroom are the assessments and

Uploaded by

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Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Mackenzie Schultz


Grade Level: Kindergarten Pull Out
School: Arlington School District
Date: 3/13/17
Time: 9:20 am

Reflection from prior lesson: Our previous lesson was based on the pre-assessment, as I needed to get my
information on what I needed to focus on with the student. Tristan is a very quiet students, although when he gets to
know you he usually tends to talk more. He is pulled out of the classroom for 30 minutes a day and we work on
numerous things. Usually with him we support what they are doing in the classroom, this means we are working on
sight words, cvc words, numbers, sounding out words, etc. I have found out through our pre-assessment that we
need to turn our focus towards sight words and sound out words in which we have to identify the middle sound of
the word. We will move forward and continue working on our goals set for our time together.

Lesson Objectives:
Student will correctly identify 20 out of 40 sight words 4/5 trials with 90% accuracy

Materials Needed:
Sight word cards
Pointer Stick
White board
Markers

Contextual Factors/ Learner Characteristics: Tristan is pulled out of the classroom for 30 minutes a day to get extra
support of what they are doing in the classroom. He works hard, however somedays he will just sit in his chair and
look at you. When working he sometimes waits until he can see your mouth moving and telling him the answer to
say the answer. He qualifies under specific learning disability in his IEP. Tristan has been making huge strides of
progress as in the beginning of the school year he only knew 3 numbers and 7 letters of the alphabet. Now he knows
all his numbers up to 20 and all his letters of the alphabet.

A. The Lesson

1. Introduction (3 minutes)
Getting attention: I will hold up a sight word and ask him what this is. He usually knows
right away, but this is to just get him thinking about what we are doing today.
Relating to past experience and/or knowledge: These are sight words and you have been
working really hard on them. At this time I will hold up the word I and ask him what it says. This will
access his knowledge and remember what we are doing today.
Creating a need to know: It is important to know what sight words are so we are able to
read and write.
Sharing objective, in general terms: Today we will be working on sight words while using
our pointer to help us. I will give you words you already know, but I might put a couple you dont
know so just try your very best.
2. Content Delivery (20-25 minutes)
- To start things off, I want to ask Tristan if he can identify his letters and letter sounds.
I know this is not one of our goals right now but in order for us to be successful at our
sight words we have to remember our letters and sounds. We will start off by using
our alphabet cards and running through the letters and sounds.
- Once we get through those. I will have sight words spread out on the floor and ask
him if he can identify any of the words he knows. If he doesnt recognize any of
them, we will pick an easy word which can be sounded out and work on that word. I
dont anticipate that this will happen though. When we have identified at least 3
words on the floor then we will pick them up and sit at the table.
- Now we will work on all the sight words that he knows and I will put two other words
just to see how he does with them. On the pre-assessment he knew 20 out of 40
words. I will use the beginning words the kindergarten class learned first.
- I will bring out the pointer now, and ask him if he is able to identify the words I say to
him. I will say a sight word and he will have to point towards it with the pointer. We
will continue this for about 5 minutes or depends on the time we have left.

3. Closure (2 minutes)
- To wrap things up today. I will ask him what we learned today and how can he tell me
what he learned. I will ask to see if he can tell me a sight word without looking at the
wall. If he cant then he can look at the wall and say two sight words from our list.
B. Assessments Used
- Student observation is being used in this lesson. I will be observing him whether or not he is able to know any of
the sight words in our list. I will also ask him some questions which is under observation as well.

C. Differentiated Instruction
- He is being pulled out of the classroom to support what they are working on in the classroom. This is differentiated
instruction because I tend the lesson towards what Tristan needs to be successful. He is also allowed to work in a
separate space so he doesnt feel crowded.

D. Resources
-Special Education Room

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