Melissa Schmidt’s Kindergarten Class

Reading/Writing (Sight Word- Said) Lesson Plan

Tuesday, March 10, 2020
Teacher: Kaitlin Howley
Grade Level: Kindergarten

I. Content and Standards:

a. CCSS.ELA-Literacy.RF.K.2 - Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
b. CCSS.ELA-Literacy.RF.K.3 - Know and apply grade-level phonics and word
analysis skills in decoding words.
c. CCSS.ELA-Literacy.RF.K.3c - Read common high-frequency words by sight.
II. Prerequisites: Students should be able to orally identify each letter of the alphabet by
sight, and should be able to segment each letter sound in order to read a grade-level
sight word. Students should also be able to participate in a whole-group discussion
collaboratively to brainstorm words in a word family.
III. Instructional Objective:
a. Students will be read, write, and identify any missing letter in the sight word
“said” by listening to an instructional video by Jen Richardson & Jack
Hartmann, and by participating in a whole group activity to form the word one
letter at a time, in order to demonstrate understanding of high-frequency sight
words.
IV. Instructional Procedures: Sight Word “Said” Activity (Whole Group Lesson)
a. Part I- Intro to Sight Word “Said” (5 Minutes) - Students will begin this
seated on the red rug. Teacher will begin by having students then show the
Jack Hartmann “Sight Word: Said” video on the projector.
b. Part II- “With Sight Word Activity” (10 Minutes)- Students will now be
asked to return to their tables, each retrieving a paper-clipped bundle of letters
forming the word “said”. As soon as they are seated, the teacher will explain
to the whole group that now we will work together to form the word, “said”
one letter at a time. Teacher will first say, “Alright my friends, show me how
you can write the word, ‘said’ using your letter cards. When I ring my bell,
start forming the word.” As she rings the bell and students begin working, she
will circulate around the room to monitor student understanding in an effort to
identify any students having trouble forming the letter. After each student has
 formed the word, she will have students then identify which letter is missing
from the word, by raising that letter in the air as she spells the word on the
board, intentionally leaving out a letter. This will continue to determine how
well the students recognize the sight word spelling.
c. Part III- “Said” Exit Ticket (10 Minutes) - To formatively assess students’
ability to spell and recognize the word “with” by sight, the teacher will
distribute a brief exit ticket worksheet. The worksheet will require students to
circle every “with” word shown within a cluster of sight words (including
“the”, “go”, “were”, “when”, etc.), will have students write the word “said”
three times, and will require students to circle the word “said” within 3
sentences. After students have completed the exit ticket and turn it in, the
lesson will conclude.
V. Materials and Equipment:
a. “Said” Jack Hartmann Sight Word Video
b. Pencils
c. Index Cards, blank
d. Index Cards, with “said” written, cut into individual letters
e. Exit Ticket “Said” Worksheet (See Appendix A)
VI. Assessment/Evaluation: Students will be evaluated on their ability to independently
form the word “said” using their letter cards. They will also be evaluated on their
ability to spell the word “said” independently, and identify it within a group of sight
words on a worksheet.
VII. Differentiation: Student needs are being met through the use of video/song and
whole group discussion to support the needs of students needing additional support
and to elicit higher level thinking.
VIII. Technology:
a. Computer Projector Screen (to display “Said” Sight Word Video)
IX. Self-Assessment:
a. Was each student able to read each new sight word?
b. How may this lesson be differentiated to meet the individual needs of students
more?
c. Were students successful in forming and identifying the missing letter in the
sight word “said”?
Reflection: