READING INTERVENTION LESSON PLAN

STUDENT: Jake

DATE: October 23, 2020

GOAL: Through explicit instruction, Jake will be able to identify select words from the Pre-

Primer 1 and Pre-Primer 2/3 word lists.

RATIONALE: Jake’s performance on the word lists and reading passages illustrated his need

for explicit instruction and practice with identifying high frequency words. The high frequency

words for instruction were taken from the Pre-Primer 1 and Pre-Primer 2/3 word lists because

Jake scored instructional at the Pre-Primer 2/3 level. Based on his prior success with the HFW

flashcards, new words were added to Jake’s list of sight words. Because all of the sight words

had already been introduced, a HFW Fly Swatter game was used to assess Jake’s ability to

automatically identify the sight words.

PENNSYLVANIA STATE CORE STANDARD(S):

CC.1.1.2.D Read grade-level high-frequency sight words and words with inconsistent but

common spelling-sound correspondences.

STEPS OF EXPLICIT INSTRUCTION:

1. T chooses eight of the following words to write on the whiteboard: with, was, same, all, other,

under, they, people, thing, said, there, going, sing, read, how, why.
2. T says, “We have been practicing with our sight word flashcards because it is important that

you are able to quickly identify sight words while you are reading a story. This way, you are not

taking a lot of time sounding out the word, and instead, you can pay more attention to what is

happening in the story. We’re going to play a game today to see how quickly you can identify

your sight words.”

3. T hands S a fly swatter.

4. T says, “I’m going to read the sight word from the card, and you are going to use the fly

swatter to find and hit that same sight word on the board.”

5. T says one of the sight words written on the board.

6. S uses the fly swatter to hit the appropriate sight word.

7. T may rotate through the list of sight words more than once.

8. After all sight words have been identified correctly, T erases the board and writes the

remaining eight sight words.

9. The game repeats with the new sight words.

ASSESSMENT:

Informally assess student performance throughout the game. Make note of the words the student

is unable to identify automatically as well as the words that the student is unable to identify at

all. If necessary, assist the student in finding the appropriate sight word by reminding him or her

of the distinctive features.

REFLECTION:

Jake demonstrated enthusiasm and motivation when playing the sight word game. The
intriguing and informal nature of the game seemed to encourage Jake to participate. Throughout

the game, he was successful in identifying the words on the board. He eagerly jumped and

laughed as he hit the board with the fly swatter. At times, Jake misidentified words at first

because of his eagerness to hit the board. Therefore, this may not be useful as a formal

assessment to gather data about his automaticity with sight word recognition. There were no

opportunities in which Jake was unable to identify any of the words written on the board.