Saint Mary-of-the-Woods College

Education Department
Lesson/Activity Plan Template
Teacher Candidate ___Amber White_____________________________________
Name of Lesson ___Fluency/Comprehension/Writing_______________________
Subject _ Language Arts_______________________

Grade __K____________

Rationale for lesson:

To increase the students sight word accuracy, fluency when reading sight word books at a
kindergarten level, comprehension to retell the text, and ability to form letters and recall how to
write letters to make a sentence. Guiding the student to remember to capitalize, write from left
to right, and remember punctuation at the end of a sentence. The student will read a familiar text
and then I will introduce a new text for the next session so that it will be a familiar text for the
next lesson.
Learning outcomes/objectives:
To increase the students reading strategies and fluency when reading sight words books at a
kindergarten level.
To increase the students accuracy when reading.
To increase the students ability to comprehend a text and to retell after reading.
To increase the students ability to form letters and to write on a line legibly to form a sentence.
Assessment of student outcomes:
Running record to assess students accuracy rate, error rate, and self-correction rate when
reading.
Writing sample on lined paper to assess how students writing ability progresses throughout our
lessons together.
Review sight words at each session to assess if the number of sight words he can recognize has
increased.
Record strategies student uses while reading.
Related Foundations/Indiana? Academic Standard:
K.RF.2.1

Demonstrate understanding that print moves from left to right across the page and
from top to bottom.

K.RF.2.2

Recognize that written words are made up of sequences of letters.

K.RF.2.3

Recognize that words are combined to form sentences

K.RF.2.4

Identify and name all uppercase (capital) and lowercase letters of the alphabet

K.RF.4.2

Blend consonant-vowel-consonant (CVC) sounds to make words.

K.RF.4.4

Read common high-frequency words by sight (e.g., a, my).

K.RF.5

Read emergent-reader texts, maintaining an appropriate pace and using selfcorrecting strategies while reading.

K.W.2.1

Write most uppercase (capital) and lowercase letters of the alphabet, correctly
shaping and spacing the letters of the words.

K.W.2.2

Write by moving from left to right and top to bottom.

K.W.6.2a

Capitalization Capitalizing the first word in a sentence and the pronoun I.

K.W.6.2b

Punctuation Recognizing and naming end punctuation.

K.W.6.2c

Spelling Spelling simple words phonetically, drawing on phonemic awareness.

Materials Needed:
Sight word text: Animals, lined writing paper, running record sheet, students iPad, flashcards
with sight words, Sunform alphabet sheet
Lesson/Activity Presentation:
Anticipatory set: What do you see on the front of this book? (a tiger) What do you think
this book will be about? (wait for response) Right, its about animals. Can you say that word
with me? (point to word and run finger under it as we read it together) Aaannnnimmmaaallss
(draw out sounds as I point to the letters) Lets see what animals we will find in our book. You
have read this book with Mrs. Shoaf before, havent you? (wait for response)
Teaching procedures: Open the book to the first page and listen to the student read the
pages. He knows the sight words I, like and to. Every sentence begins with the words I like to
and has a picture that corresponds with the action the animal is doing on each page. Record the
students abilities on the running record sheet. After listening to the student read the book, he
will choose a topic to write about. He can choose to write about the book or his topic of choice.
Guided & independent practice: Give the student time to sound out a word on his own to
see if he can self-correct. Provide support as needed after he has tried to self-correct. Exercise
his sight words with him to review for the next session. Review the alphabet letters using the
Sunform sheet: a, aaa, apple; b, buh, bat and ball; c, cuh, cat; etc. If have time, use the Starfall
website to review letters and sounds.

Closure: Introduce and read sight word text Mat Hid to prepare for next lesson. When
our hour is up, I will take the student back to his classroom.
Differentiated instruction:
One on one so adjust according to students individual needs and based on his performance that
day.
Cultural diversity emphasis (if appropriate):
N/A
Technology (if appropriate):
iPad: Starfall app
Reflection on lesson:
Student had 90% accuracy, 1:10 error rate, and 1:3 self-correction rate on the running record for
pre-assessment, so I chose a basic sight word book that he had read before in his classroom for
our first lesson. The student used the pictures in the book to read the words that he was
unfamiliar with based on what the animal was doing in the picture. He knew the sight words, I,
like, and to very well and read them easily. He used the pictures in the book to read the last
word in the sentences. I helped the student sound out the word he guessed at based on the
picture and once he actually looked at the letters, he knew how to sound out the word. He
guessed on a page that had a picture of a whale and said, I like to blow, by reading it as I like
to swim, based on what the whale was doing. Once we looked at the letters together, he was
able to tell me that it said, blow. I had to help him with words that have blends as he has not
had very many blending words up to this point in kindergarten. He has a difficult time
remembering how to read the blends because he wants to sound out each letter separately. The
student struggles with the letters p, q, and b as they all look similar to him. He has developed
reading strategies that enable him to try to read an unfamiliar word. He uses the pictures, can
blend sounds together after sounding out a word, and he trades a word or guesses a word that
makes sense based on the picture on the page. He read very fluently until he came to an
unfamiliar word that he had to stretch out each individual sound and then read it all together as
one word. The student has very little confidence in his writing ability because he wants to spell
the words correctly. I did not focus on spelling because of his age and I want him to be able to
try to sound out words and write them on his own. I had him sound out the word and helped him
on more difficult words to stretch out the sounds for him to hear and write. I learned that the
student is very proud of his ability to read and decode words but he needs a lot of guided practice
in writing because of his confidence level. He wants you to tell him how to write the words
since he does not know how to spell them yet. We will continue using sight words books so that

he will build his confidence in his reading and writing abilities with words that he knows. We
will continue to work on blended words and review his alphabet and sight words at each session.