Lesson Plan: Guided Reading (Focus: Sight Words) 3/26/2018

Name: Tayler Gottschalk

School: Lincoln Elementary Grade Level: K # of Ss: 22

IC:
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Objective: (condition) (audience) (behavior verb) (degree)

During guided reading time kindergarten students will be able to identify the sight words look,
here, and see.
IC:

RF.K3. Know and apply grade-level phonics and word analysis skills in decoding words. a.
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or
many of the most frequent sound for each consonant

Objective: (condition) (audience) (behavior verb) (degree)

During guided readings kindergarten students will be able to segment words with three letter
sounds. Students will demonstrate this by saying the sound and moving the manipulative.
Students must say the sounds and the word to be proficient.

Books:
Reading (modeled, shared, interactive, guided, independent):
____________________________________________________________________________
Anticipatory Set:

Group 2: As a warm up, students will be given three sight words (here, look, see) and
a baggie of letters. Ask students to use their baggie of letters to spell out each sight
word.
Group 1: Introduce yourself to students making “I like…” statements. Ask students
what word came up in each of the statements (like). Ask students to make 1 “I like…
statement each.

Group 3: As a warm up, students will be given three sight words (here, look, see) and a
baggie of letters. Ask students to use their baggie of letters to spell out each sight word.

Modeling (I can):
All groups: Remind students that as they read they have “powers” that they can use.
Today we will be focusing on pointer power. Pointer power means we can point to the
words as we read.

Model for students with the title of the book how to appropriately use pointer power,
making sure to point to each word as you read.
Check for understanding-
Have students read the title of their book, pointing to each word.
Guided Instruction (We can):

Group 2 (level C):

Have students look at the cover of the book Animal Skeletons.
Ask students what they think the book is about based on what they see on the cover.
Point out the word skeletons, have students make predictions or use sound power to
figure out the word.
Ask students how we can see skeletons (X-Ray).
Picture walk through the book.
Read the book together
Close with group segmenting activity using (camp, sand, plot)
Group 1 (level B):
Picture walk through the book We Like Hats
Ask students, what kind of hat is the dog wearing? Guide students towards color words.
Have students put sticky notes over color words.
Read the book together
Close with group segmenting activity (hat, mat, red)
Group 3 (level E):
Picture walk through Hide and Seek
Ask students to keep an eye out for our sight words (look, here, and see)
Read book
Pages 8-12 have “looked” Page 8 the -ed ending is covered with a sticky note. Have
students read page.
If students read “looked” ask how they knew it would say looked even when the ending
was covered up.
Remind students to look out for changed endings in the next few pages.
Students will reread the book

Check for understanding-

Listen to students read and observe words they struggle with.
Reteach (if needed)-
Pick a different book if needed or model the activity again.

Independent Practice (You can):

All groups will end their session reading to themselves using a whisper phone. Their
guided reading book will be sent home in their book bags on Tuesday.

Closure:
Remind students that as they read they have a lot of powers they can use. Debrief by
asking students what powers they used today.

Assessment:
Students are observed during readings and the teacher will make notes of any areas to
work on or areas of improvement.

Enrichment/Extension/Modification:
Enrichment: Students/ groups that are proficient at sight words 1-50 will be introduced
to sight words 51-100

Extension: Every day this week students will work on different sight words
 Modification: Group 1 will only work on 1-2 sights words at a time

Materials:
Leveled reading books
Baggie of letters
Word cards (here, look, see)
Segmenting boxes
Manipulatives to slide