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Bethany Poon

Lesson Observation
EDSOE 548 B (SM 14)

Lesson Topic: Guided Reading (sight words)
Grade level: Kindergarten
Length of lesson: 10 minutes

Stage 1 Desired Results
Content Standard(s): CCSS.ELA-Literacy.RF.K.3.c Read common high-frequency words by
sight (e.g., the, of, to, you, she, my, is, are, do, does).
Understanding (s)/goals:
- I can read the words I, am, and a in a
snap.
Essential Question(s):
- Where [in the text] is the word I/am/a?
- Variation: Point to I/am/a.
Student objectives (outcomes):
- Student will identify the sight words I, am, and a in a story.
Stage 2 Assessment Evidence
Performance Task(s):
- Student will correctly point to the sight
words I, am, and a in the story I Am by
Catherine Peters.
Other Evidence:
- Student will correctly read sight words I,
am, and a when shown a flash card of
those words or when directed to those
words in the story.
Stage 3 Learning Plan
Learning Activities:

Materials:
- I Am by Catherine Peters (level B)
- Flash cards with words I, am, and a

Introduction: Today, were going to read a book about a little girl. This little girl is telling us
all of things that she is. Shell tell us that she is a reader. Are you a reader? Show me a thumb
up if youre a reader. Shell tell us that she is a singer. Are you a singer? Show me a thumb up if
youre a singer.

Before Reading: There are some words that we need to know before reading. These words are
ones that we should be able to read without sounding them out. You may have heard them
called sight words or snap words. [Show flash card with word I.] This is the word I. Look
with your eyes. Trace I with your finger. Say I. [Repeat with remaining sight words. Lay out
all words so that they are visible.] Point to the word I/am/a.

Reading: Take a look at the cover. What does this first word say? [Point to I.] What does the
next word say? [Point to am.] Together, those words make up the title: I Am. Flip open to the
first page. What words do you see? (More scaffolding: Point to the word I/ What does this
word say? Have student read each word individually and model how to read them together
in a sentence. Have student repeat sentence if able or repeat each word separately. Help
student point to each word as it is read throughout the book.)
Bethany Poon
Lesson Observation
EDSOE 548 B (SM 14)


After Reading: We practiced reading words in a snap without sounding them out. Which 3
words did we practice reading today? [Lay out flash cards used before reading.]
Stage 3.5 Accommodations and Modifications
- All questions can be answered with one word responses or by pointing
- Repetitive nature of level B book provides multiple opportunities to engage with
targeted sight words before during reading
- Behavior system: visual of rules, scented tokens for on-task behavior
- Alternative activities prepared in case of disengagement with lesson: alphabet
sequencing puzzle, alphabet play-dough mats, file folder phonics activities