ECI 551

Lesson Plan Template- Hide and Seek Sight Words

NAU Student Name: Angela Graziano Date/Lesson #1: January 23, 2018

How lesson fits into overall intervention plan:

CB would benefit from a review of preprimer and primer (kindergarten and beginning of first grade year) sight
words. A greater sight word knowledge, will ultimately aid her in spelling, and to become a more fluent reader and
comprehend the text that she is reading. The lesson for this objective was created from the student’s performance on
the initial assessment. From the flash test, CB was able to read 96% of the preprimer words and 68% of the primer
words.

Objective/Standards Materials Procedures Assessments

Objective: -Large chart papers Preparation Before the Lesson Begins: CB will read the
The student will be -Black marker -On a chart paper, write all of the sight words complete list of
able to read the -Sight word flash cards/ from the preprimer and primer list that CB preprimer and
preprimer sight -Letter tiles did not master. primer sight
words correctly in -Resealable sandwich -Staple one sight word card on the outside of words. As she is
isolation, with bags a resealable sandwich bag. Cut each letter reading, mark
100% accuracy. -Pencil from the chosen sight word and place it in the down which sight
-Sight word seeker bag. Do this for every word on the word lists words were read
The student will be bumpy sheet not mastered (said, lake, went, mother, house, correct and
able to read the -Teacher assessment why, made, swim, and saw). Then distribute incorrect.
primer sight words sheet the bags to areas in the classroom (preprimer
correctly in words in the library and primer words on the Then, compare
isolation, with at carpet). the words read
least 90% accuracy -On a second piece of chart paper, write the incorrectly on the
on each list. sight words from the preprimer and primer assessment, with
list, but leave out one missing letter in each the words she
word. needed guidance
Standard: with during the
1.RF.3 This lesson will take place at the small group back lesson (written on
Know and apply table. the teacher
phonics and word assessment
1.Introduction (5 minutes)- Ask CB if she has
analysis skills in sheet). Those
ever read words in a book that were
decoding one- words will need
unfamiliar, and when she attempted sounding
syllable or two- to be reviewed,
them out, the word did not make sense. How
syllable words. (f. along with any
can we learn about new words we find? So
Recognize and read other words that
many words in books are sight words that
grade‐appropriate were missed
need to be memorized because many of them
irregularly spelled during this
cannot be sounded out/decoded. In our lesson
words.) testing.
today, we are going to work on becoming
more familiar with some of our sight words.
The two goal are:
CB recognizes
2.Explicit Instruction (5-10 minutes)- Present the preprimer
the list of preprimer and primer sight words sight words with
on a chart paper. Share with CB that as she 100%. In the
reads, she will come across many of these initial
words. Explain to her that knowing these assessment, she
words will help her become a better reader. was able to read
Point to the first sight word on the list, read them with 96%
the word aloud, and have CB repeat it. Then, accuracy (24/25
read the corresponding sentence aloud, and words)
have CB repeat it. After, read the simple CB recognizes
sentence emphasizing the sight word, and the primer sight
have CB repeat it. Finally, have CB underline words with 90%
the sight word in the sentence. Complete this accuracy. In the
process with all 9 of the words. initial, she was
able to read them
3.Guided Practice (5 minutes)- Tell CB that with 68%
the word ______ is hiding over in the accuracy (17/25
classroom library and ask her to help find it. words).
Once she finds the word, she will bring the
bag back to the table. Work with CB to gently Each week this
open the bag on the table- look at the card, assessment will
say the word, build the word, and spell the be given to
word aloud. Tell her to write the word on the ensure CB is able
sight word seeker bumpy form. Once the to still read the
word is complete, encourage CB to place the words in isolation
letters back in the bag and seal it. with mastery.

4.Independent Practice (10-15 minutes)-

Explain to CB that she will complete the same
hide and seek process, but on her own with
other sight words. As CB completes the
activity, instruct her to find a certain sight
word in a given area of the classroom. For
example, “You are going to find the word
________ in the library (or find the word on
the front carpet) and then bring it back to the
table. Observe as she says the word aloud,
builds the word, and then writes it on her seek
form. If she says the word incorrectly, record
it on the assessment sheet, state the correct
word and encourage her to repeat it three
times before moving on. Remind her when
she is finished with a word to clean it up
before she moves on to the next word. Repeat
this process, instructing her to find all of the
words on the preprimer and primer lists.
 5.Review and Closure (5 minutes)- Review
the sight words on the large paper in a “I do,
you do” process (point to/read a word aloud
and have CB repeat the word). Then, flip to
the second page of the chart paper where the
sight words are written with a missing letter.
Explain to CB that she will use the black
marker to fill in the missing letter in the word
to correctly guess the sight word. Have her
read the word aloud after she fills in the
missing letter. Remind her to look at her own
list that she created on her seek paper to guess
the word correctly. Any words that are done
incorrectly, make a note of on the assessment
sheet, and prompt/ scaffold her to find the
correctly letter and then read the word. Repeat
this process until all of the words are filled in
and read aloud.
Next steps:

Lesson #2 will focus on CB’s word recognition and reading fluency. She will ultimately be able to read the preprimer
and primer level sight words in context. This lesson focused time on seeing the high-frequency words in isolation and
manipulating them. Now CB will work on quickly recognizing these words in passages without having to use
decoding skills or attempting to sound them out.

Reflective Journal Entry:

CB was very engaged throughout the entire sight word lesson. Because she was attentive, I tried to flow the lesson
with one activity after another, not stopping for breaks. The activities allowed CB to stand, move around, and also sit
at times. The majority of the time she was working at the back table, she chose to stand. The other children in my
classroom were completing independent work at their desk. I did not have many disruptions other than a few students
coming to stand at the back table with a question. Those students waited patiently for me to look up, and I was
quickly able to answer their them.

As CB was repeating the sight words from the chart paper, her eyes were on the word. I praised her for that
specifically because it is so important when reading that the child’s eyes are on the text. That helped her make the
connection between the graphemes and oral language/pronunciation of the word. After repeating the word in
isolation, she also repeated the sentence. In every sentence she read, she remembered the sight word introduced. On
some words, instead of underlining the sight word in the sentence, she wanted to highlight it; So I allowed her to do
so. After reading all of the sight words and sentences, I thought it would be a good idea to have her go back once
more and reread all of the sight words on the left side of the chart paper. She was struggling with the words said and
saw. We repeated the process again with those words and she tap-spelled those words down her arm. I did not move
on to the independent practice until she was able to read 100% of the words (9/9).

During the sandwich bag activity, CB loved getting up and walking around to find the sight words. She quickly used
my clues, found the word, and hurried back to the table. When she was unscrambling the letters to form the words,
she wanted to flip the bag over to try to spell the word on her own. I absolutely loved that she was creating a
challenge for herself, so I allowed her to do it. She was able to put together most of the words without even looking
at the complete word itself! She mixed two letters around in the words house and made. Before telling me she was
finished, she flipped the bag back over to check her spelling and fix any mistakes. After that she became automatic in
spelling out the word and reading it whole. The words she had trouble reading were said and saw. I paused after each
of those words, and we again tapped them down our arms. CB wrote them on her bumpy sheet three more times,
spelling the word while writing and repeating the whole word at the end. She really enjoyed using the bumpy paper
to write her sight words on.

For the closure activity, CB used her bumpy sheet tracker as a guide to fill in the missing letters of her sight words.
After filling in a letter, she read the word aloud. During this time, she was able to fill in all of the correct letters and
read all of the words correctly. I then assessed her using the initial assessment preprimer and primer lists. I had her
read each list two times giving her only a few seconds to read the word. While reading, she made some self-
corrections on the words said, made, sat, and his. She mastered each list with 100% accuracy! She was able to read
25/25 preprimer words and 25/25 primer words, both times. I was so proud of her; I immediately came up with an
extension activity. Since she was able to read the sight words in isolation, I flipped back to the first chart paper with
the sentences. I had her read me each sentence from our explicit instruction activity, which she also mastered with
100% accuracy.

I think working one-on-one with CB really benefited her. She loves that teacher-student direct attention and seems to
work really well in small group settings. She enjoyed being the only student who got to work with me, while the rest
of the class was completing something by themselves. I believe this lesson was an appropriate amount of time for her
attention span and also did not overload her with information. We worked relatively slowly and it was very
repetitive, until I could see that she was beginning to master each word. I gave her the sight word zip lock bags to
take home to practice with her reading each night. She was also really excited about that! The next lesson will focus
on reading fluency and word recognition, in context, at the pre-primer level.