GENEVA COLLEGE

BEAVER FALLS, PA
LESSON PLAN FORMAT

NAME: _Shila Tozier__________________________________ DATE:

_4/19/2021____________

SUBJECT: _Whole Group Reading___________________ GRADE LEVEL: _1__________________

I. TOPIC AND GENERAL GOAL

Reading and Sight Words: Students will read through a decodable reader, “Be Bold and
Show It” and highlight the sight words in it.
II. REFERENCE TO PA OR COMMON CORE STANDARDS
Standard - CC.1.1.1.D
Know and apply grade-level phonics and word analysis skills in decoding words. • Identify
common consonant diagraphs, final-e, and common vowel teams. • Decode one and two-
syllable words with common patterns. • Read grade-level words with inflectional endings. •
Read grade-appropriate irregularly spelled words.

III. LESSON OBJECTIVES - OBJECTIVES MUST BE WRITTEN USING OBSERVABLE VERBS

TSWBAT find sight words in their decodable readers, highlight, and read them, with 50%
accuracy.

IV. MATERIALS
SIGHT WORD LIST (ON TEACHER COPY OF THE READER)
DECODABLE READERS
STUDENT HIGHLIGHTERS
TEACHER HIGHLIGHTED READER
BLANK DECODABLE READER FOR THE TEACHER
SIGHT WORD CARDS
V. A. INTRODUCTION
HAVE STUDENTS PULL OUT HIGHLIGHTERS OR CRAYONS FOR THEM TO GO OVER THEIR SIGHT WORDS.
STUDENTS NEED OUT ONE COLOR FOR OLD SIGHT WORDS AND ONE FOR -OA OR -OW WORDS. REVIEW THE
OLD SIGHT WORDS WITH STUDENTS USING THE SIGHT WORD CARDS. NEXT, PASS OUT THE DECODABLE
READERS TO STUDENTS, HAVE THEM WRITE THEIR NAMES ON THE PAPER BOOKS. TELL STUDENTS THEY WILL BE
LOOKING FOR -OA AND -OW WORDS AS WELL, AND NEED TO USE THEIR NEXT COLOR TO FIND THEM.
B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES)
HAVE STUDENTS READ THE TITLE OF THE BOOK AND ASK THEM IF THERE ARE ANY OF THEIR SIGHT WORDS IN
THE TITLE. MOVE ON. READ TO STUDENTS ONE PAGE AT A TIME. HAVE THEM HIGHLIGHT THE SIGHT WORDS
THE TEACHER POINTS OUT OR A STUDENT FINDS. WHEN THEY FIND A SIGHT WORD, ASK STUDENTS, “IS THERE
A SIGHT WORD ON THIS PAGE THAT WE WENT OVER? RAISE YOUR HAND IF YOU CAN FIND IT.” CALL ON A
STUDENT TO GIVE THE ANSWER. WHEN THEY HAVE IT, TELL STUDENTS TO USE THEIR CRAYON TO GO OVER THE
 WORDS. HAVE THEM CONTINUE THIS PROCESS UNTIL THE STORY IS OVER. CALL ON DIFFERENT STUDENTS EACH
TIME AND USE THE POPSICLE STICKS.
SIGHT WORDS:
 HEARD—P. 2
 FALLS—P. 4
 BEGAN—P. 5
-OA AND -OW WORDS
 SHOW—P. 6
 SNOW—P. 2
 COAT—P. 3
 BOWL—P. 5
 BOAT—P. 6
C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS, PRODUCTS, OR LEARNING
ENVIRONMENT)
MODEL HIGHLIGHTING THESE WORDS FOR LOWER-LEVEL STUDENTS IN ADDITION TO TELLING STUDENTS
TO HIGHLIGHT THE WORD. EX. “HIGHLIGHT THE WORD “KNOW” AND MODEL IT FOR THEM (USE GRRM
HERE—LATER ON, WAIT FOR THE STUDENTS TO HIGHLIGHT BEFORE THE TEACHER DOES, BUT ALWAYS
HIGHLIGHT WITH THEM).

D. CLOSURE (SUMMARY)
HAVE STUDENTS SUMMARIZE WHAT THEY READ TO END THE STORY. SCAFFOLD WITH SPECIFIC QUESTIONS:
 WHAT DID THE FOX DO WHEN HE SAW THE GRAPES?
 HOW DID HE TRY AND GET THE GRAPES?
 WHAT HAPPENED AT THE END OF THE STORY? WAS THE FOX DISAPPOINTED OR EXCITED HE GOT THE
GRAPES?
VI. ASSESSMENT/EVALUATION
Students should be able to pick out 50% of the sight words on their own and read them
with 50% accuracy.

VII. MODIFICATIONS AND/OR ACCOMMODATIONS

SHOW THE LOWER LEVEL STUDENTS THESE WORDS OR GIVE THEM A BOOKLET WITH SOME OF THE WORDS
HIGHLIGHTED.

VIII. SELF-EVALUATION

Cooperating Teacher Approval _________________________________________________