Lesson Plan

Teacher Candidate’s Name: Amanda Pedi

Date: November 14, 2019
Lesson Title: Writer’s Workshop: Adding Sight Words to our Writing
Context: Kindergarten Writer’s Workshop

Central Focus: The purpose of this lesson is for students to continue to work on their writing pieces and add
their sight words to their writing. The students are working on personal writing pieces in this unit and are
beginning to add words to match their drawings. In this lesson, the students are using the strategy of looking
at the sight word wall for help with their sight words and practicing, “We can read and write our sight words with
a snap”.

Essential Questions: Where can we look for our sight words? How do I know where to add my sight words?
What can we do with our sight words? (Read and write our sight words with a snap)

NJCCCS Standards:
CCSS.ELA-LITERACY.W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or
several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction
to what happened.
CCSS.ELA-LITERACY.W.K.8 With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.

Learning Goals: Students will be able to use the strategy of looking at the sight word wall to identify their sight
words. Students will be able to read and write their sight words. Students will be able to add their sight words
to their writing pieces.

Academic Language:
Examine the learning goals to complete the chart below. Plan supports for at least 2 identified demands.
Identified Language Demands Planned Language Supports
Vocabulary (sight word wall, identify) Through whole group discussion and during the
whole group lesson. Teacher will model the
strategy for students to follow then allow them
time for independent practice.
Language Function Students will apply their knowledge of this
vocabulary by being able to recognize it first in a
whole group setting, then independently when
they continue to work on their writing pieces.
Syntax Teacher will discuss the strategy with the students
and then have them practice using the strategy as
a whole group then during independent practice.
Discourse When students meet back on the rug for a shared
activity, they will have the option to share what
they have added to their writing and what sight
words.

Procedure:
Examine the learning goals, essential questions, and NJCCCS Standards to complete the chart below.
Duration Instructional Strategies and Learning Tasks Assessment
9:50-9:55 Anticipatory Set: Teacher will invite students to the carpet in their assigned
seating spots and have them direct their attention to the front of the room.
Teacher will help students recall all the steps they have taken throughout
the week to becoming better writers. Students practiced drawing lines on
their paper to show how many words they wanted for their picture and today
we will be practicing how to add sight words and words to our stories.
9:55-10:10 Whole Group: Teacher will use the story that the teacher has been using as
a model throughout the unit (movie story) and place it on the easel. Next,
the teacher will remind the students that today is the day the students will be
adding words and sight words on the lines we mapped out. Teacher will tell
students to start at the first line and sound out the first word she wants to
write and identifying the letter sounds. If there is a sight word then we can
read it and write it with a snap. Teacher will remind the students that each
line on the page is one word and we keep one word per line. Teacher will
then plan out the sentence with the lines and model the strategy of looking
at the sight word wall for help with sight words. “What do I do if I can’t
remember how to write a sight word? What tool can I use?” turn and talk
with a partner. Once the sight words are written, the teacher model students
how to write the other words. This is done by sounding out the word then
checking for sounds heard throughout the word and writing them down as
we sound them out. Once we write our words we have to make sure our
words match our picture. Make sure to look at your lines and see how your
words match with your picture. Similar to what we do in reader’s workshop
our words have to match our pictures. Restate the goal: Remember writers,
today we are working on adding sight words and your words to your stories.
10:10-10:25 Independent: Teacher will call the table helpers to stand up first and have Informal:
them gather the writing folders for their table. Then teacher will dismiss the Teacher will
students back to their tables and have them begin to work on their walk around
independent writing. During this time, the teacher will check in with IEP and check in
students and struggling students to remind them of the steps discussed on struggling
during whole group. If needed, teacher will pull IEP students together into a students and
 group and will work alongside them to help with their writing pieces. low-level
students.
10:25-10:30 Closure: Teacher will tell students to stop writing and to begin to clean up Formal:
their writing pieces. If students would like to share they can bring their Teacher will
pieces to the rug and the teacher will choose a writer to share what they did check the
in writer’s workshop that day. Teacher will congratulate the students for writer’s pieces
excellent writing and show how adding words to the story helps us become after writer’s
better writers. Then have students clean up and begin transition to literacy workshop to
centers. see the
progress
students have
made.
Conference
after if
needed.
References: AFIRM Modules. National Professional Development Center. Retrieved November 13, 2019, from

https://afirm.fpg.unc.edu/afirm-modules

Accommodations:
Identified Support for …… Specific Planned Accommodation(s)
(ELL, advanced student, struggling Characteristic(s)
student, student with IEP or 504). (Strength/Need)
Kathleen (ADHD/OHI) Strengths: Kathleen is Kathleen will receive extra check in
always ready to be time from the teacher during
engaged in a lesson and independent writing time or small
enjoys contributing to the group support if she is struggling.
conversation when she is
familiar with the topic.
Need: Kathleen needs
 visual cues,
 manipulatives,
 multisensory cues,
 her attention must
be gained before
giving directions
 repetition of
instructions
expectations and limits
must be clearly defined.
Kylie (SLD) Strengths: Kylie is very Kylie will receive extra check in time
 willing to participate in from the teacher during independent
classroom discussions. writing time and small group support
She follows along and if she is struggling.
raises her hand when she
wants to contribute
something to the
discussion. Kylie has a
speech impediment,
which can affect her
confidence when
speaking to peers that are
not her two sisters (Kayla
and Kathleen)
Needs:
 Use of visual cues
 Manipulatives
 Multisensory cues
Gain student direction
before directions and then
provide repetition of
directions
Thomas (SLD) Strengths: Thomas is a Thomas will receive extra check in
very happy and bubbly time from the teacher during
child with a lot to say. He independent writing time or small
is not afraid to contribute group support if he is struggling.
to a conversation and
enjoys talking with his
peers.
Needs: Thomas has no
modifications or
accommodations listed in
his IEP, however, based
on observation he does
receive Core Plus More
which entails a push
in/pull out support for
reading and math.
Thomas needs to
occasionally be reminded

Modifications for Students with Disabilities:
Identified Support for ……
(see list above and include
ONLY those with disabilities)
Kathleen
Kylie
of the directions and what
his task is.
Specific Planned Modification(s)
Characteristic(s)
(Strength/Need)
Strengths: Kathleen is SWBAT: Identify 2-3 sight words she would like
always ready to be to use in her writing.
engaged in a lesson and
enjoys contributing to the
conversation when she is
familiar with the topic.
Need: Kathleen needs
 visual cues,
 manipulatives,
 multisensory
cues,
 her attention must
be gained before
giving directions
 repetition of
instructions
expectations and limits
must be clearly defined.
Strengths: Kylie is very SWBAT: recognize where to obtain her sight
willing to participate in words.
classroom discussions.
She follows along and
raises her hand when
she wants to contribute
something to the
discussion. Kylie has a
speech impediment,
which can affect her
confidence when
speaking to peers that
are not her two sisters
(Kayla and Kathleen)
 Needs:
 Use of visual
cues
 Manipulatives
 Multisensory cues
Gain student direction
before directions and
then provide repetition of
directions
Thomas Strengths: Thomas is a SWBAT: use the strategy of looking at the sight
very happy and bubbly word wall to identify 2 sight words he plans to
child with a lot to say. He use for his writing.
is not afraid to contribute
to a conversation and
enjoys talking with his
peers.
Needs: Thomas has no
modifications or
accommodations listed in
his IEP, however, based
on observation he does
receive Core Plus More
which entails a push
in/pull out support for
reading and math.
Thomas needs to
occasionally be reminded
of the directions and
what his task is.
Materials / Use of Instructional Technology:
 Teacher Materials-mentor story (going to the movies)

 Student Materials- writer’s paper and writing folders, sight word wall.

Homework / Assignment for Next Class: None

 The main learning outcomes of this lesson were for students to be able to use the sight word wall as a

tool and begin to add sight words and words to their writing. The purpose of this lesson was for students to

become aware of the tools in their classroom that can help them prepare to start writing. One of the main

takeaways from this lesson was to expose students to “we can read and write our sight words in a snap”.

In terms of my student learners, this lesson was implemented at this time in the unit because I noticed a

similar problem amongst my students. The majority of the students in my class could not begin writing the

words because they did not know where to start writing or what words they should use. So the purpose of this

unit was for students to set themselves up to prepare to begin writing. I noticed that by showing students the

strategy of using lines to set up their page and by using the sight word wall to find their sight words, the

students began to become more comfortable with their writing and during share, a lot more students were

excited to share what they had written . During the informal assessment when I checked in with my struggling

writers and IEP students, I noticed that they were having a much easier time finding their sight words and they

knew exactly where to look for their words.

If I were to change some thing within this lesson, then I would change the timing of the lesson. I

noticed how many students wanted to share at the end of the lesson and I had only allotted time for some

students to share and not all. I want all of my students to have an equal opportunity to share their writing

pieces and feel confident with what they have shared. I feel that I should have given my students some more

time to write because I noticed that a lot of the students were still excited to continue to write.

These changes will help improve student learning because the students will have more time to form

their ideas and get them down on paper. The challenge with interrupting the students from their writing is that

the next day, the students will have a harder time remembering what they have written. I want to make sure

that when I stop the students, I stop them at a good point and allow them plenty of time to wrap up their

thoughts and prepare for the next day.