EEI Lesson Plan Template

Name: Viviana Rivera Pima Course: 290B Instructor: Ana Govern

Subject: Reading Topic: Sight Words Grade Level: K Duration: 30Mins

Sight word cards, pre-cut

Teacher modeling page
Dry erase pocket or cover sheet
Document camera
Construction paper
Markers
Scissors
Assessment chart
Memory Match worksheet, pre-cut

Purpose: This lesson will help students be acquainted with new sight words.

Components Description of Plan

Content Standard Demonstrate understanding of the organization and basic features of print.
Choose ONE standard and type it out
along with the number. a. Follow words from left to right, top to bottom, and page by page.

b. Recognize that spoken words are represented in written language by specific

sequences of letters.

c. Identify that a sentence is made up of a group of words.

d. Recognize the difference between a letter and a printed word.

e. Understand that words are separated by spaces in print.

f. Recognize and name all upper and lowercase letters of the alphabet.
K.RF.1
Learning Objective Blooms Level: Knowledge
Choose ONE level of complexity
from Blooms Revised Taxonomy Objective: SWBAT identify three new sight words using their hands.
Write ONE objective that is ONE
simple sentence with ONE carefully
chosen verb

Est Anticipatory Set Teacher will (TW): Students will (SW):

# of A quick "hook" to grab the
Mins student's attention
Activates prior knowledge of
5
the objective
Requires active participation
from ALL learners
Students must literally
interact with the OBJECTIVE
1. TW initiate a rhythm by
clapping.
2. TW introduce new rhythms.
3. TW state the objective.
1. Students will imitate the
clapping as a whole class.
2. Student will imitate the new
rhythms as a whole class.
3. SW interact with the objective
by orally repeating what the
teacher has stated.

Est Teaching-Modeling Teacher will: Students will:

# of Teacher demonstrates and
Mins shows examples of what
students are expected to do
10 (how to solve the problem,
answer the question, do the
activity etc.).
1. Display a modeling page
using document camera
and hide it with a dry erase
page.
1. Watch the promethean board.
2. Continue watching the
promethean board.
3. Watch the teacher.
4. Continue watching the teacher.

Check for Understanding
Est . Teaching-Input
# of Using effective and varied
Mins
strategies, the teacher
5 provides information and
vocabulary students will need
in order to grasp the concept,
strategy, or skill.
Check for Understanding
Est Guided Practice
# of An opportunity for each
Mins
student to demonstrate new
learning by working through
5 an activity or exercise with
the teachers guidance.
This is the heart of the lesson
and should have the most
minutes assigned to it.
Est Closure
# of ALL students must engage in
Mins brief closure activity to
cement learning and optimize
1 transfer.
Do not introduce anything
new during Closure.
Check for Understanding.
Students must re-engage
with the OBJECTIVE
n/a Independent Practice
AFTER proper closure, it is
important to provide time for
additional practice. It may be
group or individual work in
class or it might be
homework.
EEI Lesson Plan Template
2. Write a new sight word on
the line of the modeling
page.
3. Model spelling out the
word and clapping while
spelling and saying the
word. EX. teacher will say
A (clap) N (clap) T (clap),
ANT! (clap) (clap).
4. Repeat the process one
more time with a different
word.
Teacher will: Students will:
1. Continue to display a modeling 1. Continue to watch the
page using document camera promethean board.
and hide it with a dry erase 2. Continue watching the
page. promethean board.
2. Write a new sight word on the 3. Watch the teacher.
line of the modeling page. 4. Continue watching the teacher
3. Model spelling out the word and
clapping while spelling and
saying the word. EX. teacher
will say C (clap) A (clap) T
(clap), CAT! (clap) (clap).
4. Repeat the process one more
time with a different rhythm.
Teacher will: Students will:
1. Rewrite the first word. 1. Will get into pairs.
2. Point to each letter of the word 2. Double high-five their partner
and say it out loud. as each letter is said by teacher
3. Then say the whole word. and students.
4. Repeat the process using the 3. Students will then say the
two other words and different whole word and double high
rhythms. their partners using the
designated rhythm.
4. Repeat the process with other
words and rhythms.
1. SW will regroup.
2. SW will be given a word they have learned and be asked to perform the
same process.
3. Then SW will repeat the process when teacher prompts them with a clue
(EX. Im thinking of a word we learned today starting with an A.)
Students will:
1. Be given a piece of construction paper.
2. Trace their hand on the construction paper using a pencil.
3. Write the words theyve learned on each of the fingers.
4. Be told they now have a cheat sheet for the new words.
 EEI Lesson Plan Template

Do not introduce anything

new during Independent
Practice.

Checks for Understanding 1. Teacher will monitor participation.

List at least THREE quick, informal 2. Teacher will ask students to demonstrate their knowledge by prompting them to
strategies that you used to check complete the activity.
understanding throughout the 3. Teacher will ask students to use new sight words in a sentence.
lesson.
Checks should be varied (i.e., self-
check, verbal check, written check).
Assessment Options Pre- and Post-Assessment of Objective: Pre assessment: students will be asked if
Describe how you will pre- and post- they know the sight words. Post-assessment: students will be asked if they can
test students understanding of the demonstrate the skills they have learned.
objective. These do not need to
happen on the same day as the
lesson.
Alternative Assessment Options: None.
Alternative options for diverse
learners should also be provided
Differentiation Options Content Scaffold: ensure students have achieved clapping a rhythm.
Describe how you will reach diverse Content Challenge: some students may have trouble clapping the rhythm and may
learners by varying the: be offbeat.
Content
Process Process Scaffold: I am still unsure what to put here.
Product
Process Challenge:

Product Scaffold:
Product Challenge:
21st Century Learning Technology: Promethean board
Describe how you will incorporate
technology and/or the 4 Cs: Critical Thinking: Students will have to predict what letter will come next while
Critical Thinking clapping
Creativity
Collaboration
Creativity: Students will be able to decorate their hand
Communication
Collaboration: Students will have to high five their partners

Communication: Students will have to communicate what they have learned to each
other and teacher/

Appendices/Additional Information: [insert materials/links/screenshots below]