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
K.RF.4.2

Identify and name all uppercase (capital) and lowercase letters of the alphabet
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: Hop, lined writing paper, running record sheet, students iPad, sight word
flashcards
Lesson/Activity Presentation:
Anticipatory set: What do you see on the front of this book? (wait for response) What
do you think this book will be about? (wait for response) Lets read the title together. (point to
words and run finger under them as we read it together) HHHHoooppp (draw out sounds as I
point to the letters/words) I am going to listen as you read the book since we read it together last
time. Prompt student to begin reading by placing his finger under the first word on the first page.
Teaching procedures: Open the book to the first page and listen to the student read the
pages and he points to the words. Watch for signs as he reads the familiar words and sounds out
unfamiliar words. 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. Review
sight words by exercising the words with him. Observe the student review alphabet letters and
sounds he struggles with on the Starfall app on his iPad. Writing on lined paper: students choice
of topic. Guide hand to form letters as needed and help him to draw out sounds for phonetic
spelling practice.

Closure: Introduce and read sight word text The Jet 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. He needs more guidance in the writing to build his confidence than during the reading
portion of the lesson.
Cultural diversity emphasis (if appropriate):
N/A
Technology (if appropriate):
iPad: Starfall app
Reflection on lesson:
Student read with 91% accuracy, a 1:11 error rate, and a 1:2 self-correction rate. He read the text
more fluently today than our last session. The student continues to use visual cues to read
unfamiliar words, traded/guessed a word that made sense according to the visual cues, and had
difficulty with the blended words drop and plop. I guided the students finger to read letters or
words that he missed so that he would stop and sound them out. He traded the word plop and
said glop and did not know how to say the unfamiliar word, O.K., and asked me to tell him the
word. He had difficulty with the word do as he did in the book from the last lesson. The student
took more time to sound out the words today and appeared much more focused during his
reading than during our last session. The student took more time to try to sound out words today
also. He told me he had been practicing writing the letter s and exhibited much more confidence
when he chose to wrote about the book today. He still asked me to guide his hand as he wrote
the first s backwards but he tried harder at sounding out the words to write phonetically. I can
already see a slight improvement in the students reading ability and his handwriting. I reminded
him to try to stay on the lines on the paper today and he did a much better job. We will continue
with the next sight word book in the kindergarten series for the next lesson to build confidence in
his reading abilities and to increase his fluency. Also, I will continue to praise him on his
handwriting ability to develop confidence in his writing.