Intern Name: Olivia Kinert

Topic/Title of Lesson: Match Em Up!

Grade: 1st
Length of Lesson: 45 min.
Date Taught: Apr. 27. 2017
LESSON PLAN TEMPLATE
In this lesson The students will be practicing identifying sight words amongst
other sight words. Then, they will practice selecting which words fit best within
Overview a multitude of sentences. This will test if they can identify, in more detail,
sentence structure. When having multiple sentences in front of them, with a
span of word options, they really have to consider what fits best.
Standards of ELA.K 4.5 Recognize a selection of high-frequency sight words.
ELA.K 4.4 Read fifteen or more meaningful, concrete words.
Learning ELA.K 4.3 Read and explain their only writing.
Who is my audience? How does it affect the words I use and the way I use
Essential Questions them? What is my purpose for writing? How does it affect the way I write?
What is my plan for writing this text? How do I know if I got my point across?
Students will be able to select/pick out which sight words are being asked
from the group of other sight words that are in front of them. They should also
Objectives be able to spell the sight words they are working on and hopefully, will be able
to decifer which word fits best for all the sentences given to them.
I can pick out which sight words are being stated amongst all the other
Learning Target words. I can select what sight words fits best within each of the sentences
given to me.
Sight Words for this Lesson [high, every, near, add, food, between, own,
below, country, plants, last, school, father, keep, trees, never, started, city, earth,
eyes, light, thought, head, under, story, saw, left, dont, few, while, along, might,
Key Vocabulary close, something, seemed, next, hard, open, example, beginning, life, always,
those, both, paper, together, got, group, often, run, important, until, childen,
or Concepts side, feet, car, miles, night, walked, white, sea, began, grow, took, river, four,
carry, state, once, book, hear, stop, without, second, later, miss, idea, enough,
eat, face, watch, far, Indians, really, almost, let, above, girl, sometimes,
mountains, cut, young, talk, soon, list, song, being, leave, family, its]
Materials Sight word cards, white boards, dry erase markers, assessment worksheet
For the hook, Im treating it more as a warm-up. I want the students to be able
to review the words and practive with just the identification of them before we
Introduction/Hook do the sentence activity. So we will lay out all of the words that we will be
working with and I will call out a word and whoever touches it first will receive
the card as a point.
Instructional o GREET THEM! This is something new to them as for lessons with me
so, I want to get them excited.
Activities o Warm-Up , this is an activity they are used to!
o Lesson Activity. I will write a number of sentences for the kids to work
on together, with writing their final, individual answers on their white
boards.
o Closing activity, give each of them three sentences and five words to
choose from. Must do alone.
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 o Assessment
With sight word work, they arent as used to doing the activity that I have
Accommodations planned. And, I am making this lesson harder than the last time. So, they might
need repeated guidance with what they are doing.
They will each get three sentences, each having one blank within the sentence.
Closure Activity They will also be given an option of five sight words. They must select the
right words for each blank, having two words remaining.
I will be giving them a handout that is very similar to the closing activity. I will
Assessments have five sentences, with blanks, and then they will have seven sight words as
choices. They will be doing this individually, away from the group.
VA Standards of Learning
Resources Mrs. Agreste
Previous Lesson Plans

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Reflection on a Lesson Plan Taught
Virginia Teachers for Tomorrow
Intern Name: Olivia Kinert
Date of Lesson Taught: Apr. 27. 2017
Cooperating Teacher: Agreste
Cooperating School: Tallwood ES
Subject Taught: Word Study
Grade: 1st
Time of Day: Mid-Morning

1. What steps did you go through to create this lesson? With whom did you talk, discuss,
or edit your lesson?
I discussed with Mrs. Agreste that I would like to do another sight word lesson
because I loved doing the last one, but that I wanted to make it more challenging. So
we discussed what I could do and then she gave me the new set of words. I was able
to use my last lesson plan to help support this one.

2. How did the SOLs and Objectives help focus your instruction?
With sight words, the SOLS and Objectives arent as helpful because they are telling
you what you basically already know. They provide the words and guide as to the
pace, but from their you have a lot of personal control.

3. What parts of the instructional plan worked as you anticipated?

EVERYTHING! I was so nervous to make this activity more challenging for the kids,
but they proved to me that I was worrying for no reason. They were so excited for the
new way of doing the lesson and were so into it. They also did so well with what I was
asking from them and they were doing great with their new set of words.

4. What, if any, adjustments needed to be made once you began?

I had to send one student back to her desk because I gave her multiple chances to try
and keep her eyes on her own area; but, she was not able to listen and she had to do
the assessment on her own withut any practice. Though, thankfully, she did pretty
decent.

5. How well did you anticipate the materials needed?

The materials for lessons such as this are simple and at a minimum. They love
working with the white boards and this time their sight words were cut individually so
it was easier to move them around.

6. How effective was the assessment you chose to use? (If no assessment was used,
what will the future assessment be and how will you gauge its effectiveness?)
The assessment went very well. We only had practiced up to three sentences and five
words at one time, so I was nervous to give them the worksheet with five sentences
and seven words, but they killed it.
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
7. To what degree do you feel that this lesson was a success? What evidence do you
have for the success of the lesson? (Hint: Student learning is the key to a lessons
success!)
I feel so great about this lesson. I am so glad that I was able to reinvent an old lesson
and they still enjoyed the activity even though it was more difficult. Yes, I am glad
that they did so well but I am even more excited that they were loving it and doing so
wonderful with their new words.

8. How did the time spent preparing for your lesson contribute to its success?
I really tried to think about how to make it harder for them, because they are
progressing with their words. So, I feel like how I was able to do that came out well
and I am glad I took the time to do a worksheet this time because Mrs. Agreste and
the kids both seemed to like it! And the more practice, the better.

9. If you could do this lesson again with the same students, would you do anything
differently? If so, what?
I would not change a thing. I felt so confident during and after the lesson because of
how smoothly it was going and because of how great the kids were doing. I am proud
of this lesson.

10. Any last comments/reflections about your lesson?

I used to only feel comfortable enough doing reading group lessons. But now that I
am two lessons in of something else, I am very proud of myself.

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)