LITERACY LESSON PLAN

Your Name: Hannah McShea, Michelle Jones

Focus of the Lesson: Word ID from Concept of Word Assessment

Grade Level: Kindergarten

Standard(s):

Reading

K.6 The student will demonstrate an understanding that print conveys meaning.

b) explain that printed materials provide information.

d) Read his/her name and read fifteen meaningful, concrete words.

K.7 The student will develop an understanding of basic phonetic principles.

a) Identify and name the uppercase and lowercase letters of the alphabet.

b) Match consonant, short vowel, and initial consonant digraph sounds to appropriate letters.

K.8 The student will expand vocabulary

b) Develop vocabulary by listening to a variety of texts read aloud.

Objective(s):

The student will be able to have an understanding of meaningful words in and out of context.

The student will be able to identify letters and sounds in words or sentences.

The student will be able to enhance their ability to read sight words through reading new

material.

Materials:

Teacher Materials:

- List of appropriate level sight words

- Desk for teacher and child to work on

- Note cards with individual sight words on each

- Pre written sentences with blanks for sight word

Student Materials:

- N/A

Procedures:

Minutes What is the teacher doing? What is the student doing?

1.The teacher will introduce each

individual sight word on the note cards.

The teacher will read through each sight

word and will say, “First listen as I read

these words to you. I will point to each

word and spell them out as I read them to

you”

The student will listen to the teacher read

and spell each sight word on the note

cards.

2. The teacher will then reread the list

and instruct the student choral read with

them. The teach will say, “Now I want

you to read each word with me as I read.

After we read each word we will spell it

out like I did before.”

The student will choral read with the

teacher as she instructed and will spell

each word after it is read along with the

teacher.

3. The teacher will then instruct the

student to echo read and spell each sight

The student will echo read and spell each

sight word as the teacher instructed.

word after they read and spell that word.

The teacher will say, “Now, I will read

each word and then spell it out to you.

After I read each word I want you to read

it on your own and spell it on your own.”

4. The teacher will instruct the student to

read and spell the sight word list on their

own. The teacher will say, “Now I want

you to read the list one more time on

your own. Again, I want you to spell

each word after you read it like we have

been doing.”

The student will read spell each word on

the list on their own. If the student cannot

complete this step without the teachers

help, the teacher will prompt the student to

repeat steps 1-4 again until they are able to

read and spell the sight word list on their

own.

5. If the student correctly identifies and

spells each sight word the teacher will

then read 6 pre written sentences with

sight words from the previously practiced

list. The teacher will say, “Now listen as

a read each sentence. Each sentence has

one of the six sight words we practiced in

it. I will point to each word in the

sentence as I read.”

The student will listen and pay close

attention as the teacher reads each sentence

with the sight words in each sentence.

6. The teacher will then explain the

activity by stating, “Now I will take the

sight words out of the sentence, I will

read the sentence to you with the blank in

it and I want you to put whichever sight

word you think fits into the sentence

where the blank is. When you put the

sight word into the sentence I want to

read the word to me and spell it just like

we did before.”

The student will listen to the teachers

instructions

7. The teacher will then read the first

sentence, while pointing to each word as

she says it, with the correct sight word in

place, “I know all about trucks.” after the

teacher reads the first sentence she will

then move through and read the

following five sentences with the correct

sight words in each sentence.

“I always brush my teeth.”

“When I go to bed I turn off the light.”

“Tell me your favorite animal.”

“Today I will go to school.”

The student will listen and pay close

attention as the teacher reads each sentence

with the proper sight word in the sentence.

“I touch the soft dog.”

The teacher will then take each sight

word out of the sentence and place them

where the student can see each word. The

teacher will then read the sentence

without the sight word in the sentence

and ask the student to place the correct

sight word in the blank. The teacher will

say, “Now I am going to read the

sentence without the sight words in them

and I want you to place the correct sight

word in each sentence.”

The student will listen as a the teacher

reads the sentence with a missing word and

will place the cutout of whichever of the

six available sight words they think fits in

that sentence. The student will read and

spell the sight word they select for the

sentence as they did earlier.

Next Steps

After administering this particular lesson plan to our student we hope to see improvement

in the initial area they were struggling with (Word ID and Concept of Word). We plan to keep

using this method again and again by taking the next level or set of sight words the student has a

hard time with and giving them a more individualized way of learning sight words that they may

be struggling with. This is a way to help push the student towards more understanding of the

concept of word in and out of context because they are having a smaller word bank to learn from

and having more one and one contact with the words in various situations. We believe the next

steps should be gradual so learning can be processed and so by having this lesson we can build

on the level of difficulty for the sight words which will make the student master certain sight

words they struggle with before they move on to the next list; making them actually understand

the words they are looking at and not just memorizing what they look like.

Rationale

Our rationale for selecting the lesson topic we did was because our students struggled in

similar areas. Each of our students could read the Concept of Word booklet provided with our

assessment, they could also identify the ID words within the booklet, but struggled to ID the

words outside the of the booklet. We saw great importance of working with our students to

identify sight words out of context, so we created an activity based on the concept of word

banks. The Words Their Way book explains, “Word banks take words out of context for close

study and enhance sight word learning,” (Bear et.al, 2016, p. 183). Our students can reap great

benefit from in depth study of words to enhance their ability to read words out of any context.

about always light tell today touch

I know all _________ trucks. I _________ brush my teeth. When I go to bed I turn off the _______. _________ me your favorite animal. ________ I will go to school. I ________ the soft dog.

Reflection

Our student is in kindergarten at Cub Run Elementary school and is six years old. Taylor

is more of an emergent reader because he cannot fully read a book on his own, but is able to

identify letters, sounds, and some sight or smaller words in the text. We have noticed that during

other instructional activities that deal with reading or reading certain words, Taylor has trouble

with remembering sight words out of context and understanding their meaning. This tells us that

Taylor needs to work to improve his ability to read sight words, and words out of the context of a

book, poem, excerpt, etc. This is important because, “researchers have found that vocabulary

knowledge is an important predictor of beginning reading success” (Tompkins, 2017, p. 113).

This lesson will help Taylor in other areas as well as comprehension.

Our rationale for selecting the lesson topic we did was because Taylor students could

read the Concept of Word booklet provided with our assessment, and could also identify the ID

words within the booklet, but struggled to ID the words outside the of the booklet. We saw great

importance of working with Taylor to identify sight words out of context, so we created an

activity based on word banks. The Words Their Way book explains, “Word banks take words out

of context for close study and enhance sight word learning,” (Bear et. al, 2016, p. 183). Taylor

can get great benefit from in depth study of words to enhance his ability to read words out of any

context. Usually children can recognize logos of places or things but when shown the concrete

word, they are unable to read it. “At first, young children depend on context to read familiar

words and memorized texts, but slowly, they develop relationships linking form and meaning as

they gain more reading and writing experience” (Tompkins, 2017, p. 116). Through this lesson,

the student will be able to come back with new word banks each time to slowly start linking

comprehension and meaningful words together.

Through this lesson we hoped to see improvement in Taylor’s understanding and

identification of ID words in and out of context. We hoped to see Taylor improve throughout the

lesson through our use of repetition. We employed choral reading, echo reading, and individual

reading to emphasize the importance of the words. We felt that through repeating each word with

Taylor he would grasp a deeper understanding of sight words. We are hoping that through

selecting words that have letter sounds that we know Taylor is familiar with, but struggles with

we can require Taylor to, “use at least partial alphabetic cues to find the words, but not require

him or her to sound out the word,” (Bear et. al, 2016, p. 185). By having Taylor talk through

each letter in the word, this will help give him a better understanding of the recognition of letters

and how they combine to make a meaningful word.

This lesson is grounded by the Virginia SOL’s as it addresses key reading standards for

Kindergarten. On the Virginia reading SOLs for kindergarten we felt that, K.6 The student will

demonstrate an understanding that print conveys meaning, b) explain that printed materials

provide information, and d) Read his/her name and read fifteen meaningful, concrete words. K.7

The student will develop an understanding of basic phonetic principles, c) Identify and name the

uppercase and lowercase letters of the alphabet, and d) Match consonant, short vowel, and initial

consonant digraph sounds to appropriate letters. K.8 The student will expand vocabulary, b)

Develop vocabulary by listening to a variety of texts read aloud. All fit the direct objective of our

literacy lesson plan. By aiming to improve Taylor’s ability to read sight words it is important to

ensure that each of the standards listed above are met.

It was apparent that our objectives, the student will be able to have an understanding of

meaningful words in and out of context, the student will be able to identify letters and sounds in

words or sentences, and the student will be able to enhance their ability to read sight words

through reading new material were met because through our use of repetition it is certain that

Taylor will improve his ability to read these sight words out of context using alphabetical cues.

In Steve Amendum, “One Dy I Kud Not Red A Book Bot Naw I Can” article, it specifically talks

about the components of the ENRICH program and how in word study the goal is to be able to

“phonologically decode, knowing sight word recognition, and using other strategies to help

systematic word study” (Amendum, 2013, p. 60). Additionally, we structured that lesson in a

way that did not allow for the next step to be taken without competence and completion of the

step prior. This setup ensures that Taylor will improve as he will not be allowed to move on to

the next stage of progression without success in the previous. This will help create an effective

and appropriate method to enhance Taylor’s skills, but in a challenging way.

Works Cited

Bear, D. R., Inernizzi, M., Templeton, S., & Johnston, F. (2016). Word Study for Beginners in

the Letter Name-Alphabetic Stage. In Words Their Way Word Study for Phonics,

Vocabulary, and Spelling Instruction(Sixth ed., pp. 147-196). Upper Saddle River, NJ:

Pearson Education Incorporation.

Tompkins, G.E. (2017). Literacy for the 21st century: A balanced approach (7th ed). Boston:

Pearson.

Amendum, Steve. (2013). One Dy I Kud Not Red A Book Bot Naw I Can (Vol. 67, Issue 1)

International Reading Association.

Criteria Excellent Acceptable Needs work Self-evaluation score

Points

Lesson Plan Components

7-10 Points All lesson plan components are thoroughly listed. Including the assessment that informed this lesson.

3-6 points There is one component missing.

0-3 points Three or more

components are missing.

10

Procedures 7-10 Points The lesson is introduced in a logical and engaging manner so students know what to expect and what is expected of them. Procedures are clear and detailed to enable a third party follow the lesson without aid.

3-6 Points The lesson is introduced in manner that may be somewhat confusing to students in order to know what to expect and what is expected of them. Procedures are vague, lacking detail required for a third party to follow the lesson.

0-3 points

There are parts of the lesson that

were only minimally introduced.

10

Reflection 7-10 Points Includes a thoughtful reflection describing the lesson, areas for growth, strengths, and modifications for future lessons. All of the questions in section B were addressed. At least 3 citations from the course readings were naturally woven throughout.

3-6 Points Includes a somewhat thoughtful reflection describing the lesson, areas for growth, strengths, and modifications for future lessons and/or lacks detail.

0-3 points

Reflection is minimal.

10

Comments:

One or more grammar, spelling, or typographical errors as well as not including the rubric with the self-evaluation score may result in a deduction of points.

Total Points