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Lesson Plan Form: CCSS - ELA-Literacy - RF.K.3.c
Lesson Plan Form: CCSS - ELA-Literacy - RF.K.3.c
Lesson Plan Form: CCSS - ELA-Literacy - RF.K.3.c
IV. INSTRUCTION
A. ENGAGEMENT:
How will you introduce the content and get students interested?
I will let my students know that we have been learning sights words and I’m introducing a new one for
this week. I will have already written the sight words on a index card.
Step #3: Teacher will listen and give clues to students about pictures.(4 min)
a. What will the teacher do?
b. Teacher will say, “Did you notice that some pages have objects that are little and some are big.”
c. What will the students do? Students will respond by saying, “Yes, I did notice that the house is
small.”
Step #5: Each student will read a page while other students repeat(5 min)
a. What will the teacher do? Teacher will say, “Now that we are finish lets have one of you read a
page and the other will repeat. Remember, to always use your pointing finger to show what
word you are reading. If you come to a word you do not know, sound out the first letter.”
b. What will the students do? One student will begin reading, while the others repeat. Every
student get a turn to read a page while the others repeat.
C. APPLICATION ACTIVITY:
How will students apply what they learned?
Students will be able to read sight words when they are reading grade level books.
V. ASSESSMENT STRATEGIES:
Formative:
How will you check for understanding throughout the lesson and monitor progress?
I will check for understanding by first, reviewing todays sight word. Then giving students highlighters and
have them highlight the sight word, “little or big.” On each page.
Summative:
How will you know if they mastered the standard?
I WILL GIVE MY STUDENTS AN ASSESSMENT OF GRADE LEVEL SIGHT WORDS. “I WILL
POINT AT A SIGHT WORD ON A LIST AND STUDENT WILL BE ABLE TO READ .
VII. CLOSURE:
How will you conclude the lesson?
I will conclude the lesson by having students practice writing the sight word, “Little
and Big.” On back of the book.