Saint Mary-of-the-Woods College

Education Department
Lesson/Activity Plan Template
Teacher Candidate ___Amber White_____________________________________
Name of Lesson ___Fluency/Comprehension/Writing_______________________
Subject _ Language Arts_______________________

Grade __K____________

Rationale for lesson:

To increase the students sight word accuracy, fluency when reading sight word books at a
kindergarten level, comprehension to retell the text, and ability to form letters and recall how to
write letters to make a sentence. Guiding the student to remember to capitalize, write from left
to right, and remember punctuation at the end of a sentence. The student will read a familiar text
and then I will introduce a new text for the next session so that it will be a familiar text for the
next lesson.
Learning outcomes/objectives:
To increase the students reading strategies and fluency when reading sight words books at a
kindergarten level.
To increase the students accuracy when reading.
To increase the students ability to comprehend a text and to retell after reading.
To increase the students ability to form letters and to write on a line legibly to form a sentence.
Assessment of student outcomes:
Running record to assess students accuracy rate, error rate, and self-correction rate when
reading.
Writing sample on lined paper to assess how students writing ability progresses throughout our
lessons together.
Review sight words at each session to assess if the number of sight words he can recognize has
increased.
Record strategies student uses while reading.
Related Foundations/Indiana? Academic Standard:
K.RF.2.1

Demonstrate understanding that print moves from left to right across the page and
from top to bottom.

K.RF.2.2

Recognize that written words are made up of sequences of letters.

K.RF.2.3

Recognize that words are combined to form sentences

K.RF.2.4
K.RF.4.2

Identify and name all uppercase (capital) and lowercase letters of the alphabet
Blend consonant-vowel-consonant (CVC) sounds to make words.

K.RF.4.4

Read common high-frequency words by sight (e.g., a, my).

K.RF.5

Read emergent-reader texts, maintaining an appropriate pace and using selfcorrecting strategies while reading.

K.W.2.1

Write most uppercase (capital) and lowercase letters of the alphabet, correctly
shaping and spacing the letters of the words.

K.W.2.2

Write by moving from left to right and top to bottom.

K.W.6.2a

Capitalization Capitalizing the first word in a sentence and the pronoun I.

K.W.6.2b

Punctuation Recognizing and naming end punctuation.

K.W.6.2c

Spelling Spelling simple words phonetically, drawing on phonemic awareness.

Materials Needed:
Sight word text: Mat Hid, lined writing paper, running record sheet, students iPad, dry erase
board, dry erase marker and eraser
Lesson/Activity Presentation:
Anticipatory set: What do you see on the front of this book? (a boy) What do you think
this book will be about? (wait for response) Right, its about a boy hiding. Lets read the title
together. (point to words and run finger under them as we read it together) Mmmaaattt
HHHiiiiddd (draw out sounds as I point to the letters/words) I am going to listen as you read the
book since we read it together last time. Prompt student to begin reading by placing his finger
under the first word on the first page.
Teaching procedures: Open the book to the first page and listen to the student read the
pages and he points to the words. Watch for signs as he reads the familiar words and sounds out
unfamiliar words. Record the students abilities on the running record sheet. After listening to
the student read the book, he will choose a topic to write about. He can choose to write about the
book or his topic of choice.
Guided & independent practice: Give the student time to sound out a word on his own to
see if he can self-correct. Provide support as needed after he has tried to self-correct. Review
sight words by having student write them on a dry erase board. Observe the student review
alphabet letters and sounds he struggles with on the Starfall app on his iPad. Writing on lined
paper: students choice of topic. Guide hand to form letters as needed and help him to draw out
sounds for phonetic spelling practice.

Closure: Introduce and read sight word text Hop to prepare for next lesson. When our
hour is up, I will take the student back to his classroom.
Differentiated instruction:
One on one so adjust according to students individual needs and based on his performance that
day. He needs more guidance in the writing to build his confidence than during the reading
portion of the lesson.
Cultural diversity emphasis (if appropriate):
N/A
Technology (if appropriate):
iPad: Starfall app
Reflection on lesson:
Student read with an accuracy rate of 88%, an error rate of 1:5, and a self-correction rate of 1:3.
The word in the text that gave the student the most trouble was saw because he is not able to
sound it out by decoding the sounds. I reminded him how to say the word when it appeared in
the text the second time but he did not remember the sound even the third time it appeared in the
text. The fourth and final time, he didnt remember how to say it automatically but was able to
self-correct. I continued to remind him that aw makes an ahhh sound. We will continue to work
on blended words and sounds as he has not had a lot of practice with them up to this point in
kindergarten. He is currently in the second nine weeks of kindergarten. The student exhibited
difficulty forming the letter s and lost confidence in his writing when presented with words that
had an s. He asked me to help him write an s, so I put my hand over his and guided his hand to
write an s. The student continues to use the strategies of looking at the pictures to determine
unfamiliar words, blending the CVC sounds when he is unsure of a word, and trading/guessing a
word that makes sense based on the picture on the page or the first letter in the word. The
students reading of the text was fluent until he came to unfamiliar words and the blending of
sounds, such as the aw in saw. The student also asked me to tell him the word do because he did
not know it and was unsure how to decode the sounds to make sense. The student showed more
confidence in his phonetic spelling during the writing portion of the lesson but as I noted earlier,
he became agitated trying to form the letter s. We will continue reviewing his sight words and
letters during each lesson. We will continue with the sight word kindergarten level books and
they increase in difficulty as we move through the set.