Design for Learning

Instructor: CaDric Moulton Grade Level/Cooperating Teacher: Kindergarten/ Ms. Burton

Lesson Title: Lets read with expression!
Date: November 19, 2015
Curriculum Area: English Language Arts
Estimated Time: 30 minutes
Standards Connection:
9.)Activelyengageingroupreadingactivitieswithpurposeandunderstanding.[RL.K.10]
Learning Objective(s):
Students will identify the difference between reading with expression and without expression
when being modeled by a teacher with 100% accuracy.
Learning Objective(s) stated in kid-friendly language:
Today boys and girls you are going to be able to pick out when I am reading with expression and
when I am not.
Evaluation of Learning Objective(s):
Students will listen to a teacher read a passage from a book. The teacher will model both reading
with expression and reading without expression. The teacher will model both before the student
will tell the teacher which one they believe is reading with expression and reading without
expression. The teacher will then ask the student to explain how the were able to recognize
reading with expression and reading without expression.
Engagement:
The teacher will have all the students come to the carpet and sit in a place where they can see the
teacher easily. Good morning class! Today we are going to be doing a few things with reading.
We are going to going to talk about the difference between a good and a bad reader and we are
going to read this book The Pigeon Needs a Bath. Have you ever read this book before? Do you
think you know what a good reader is? The teacher will give the students a chance to think about
what a good reader before calling on a student. A good reader is someone who can read through a
book and it sounds very good when they are reading. They are able to pronounce every world and
read every punctuation mark. They can also tell you what the book is about when they are
finished reading it. It is important to be a good reader. When you are a good reader you can also
recognize different punctuation marks so you can know how to read the sentence. Do you all
think you are good readers? Do you enjoy reading? Great! Im glad you all enjoy reading. The
teacher will then demonstrate the difference between a good and bad reader by reading a short
passage. The teacher will first show students a rubric that has a guideline for what a good and bad
reader is. The teacher will explain this to students. Following the teacher will model both reading
with expression and without expression. The teacher will ask students which one they think is the
better reader. I am going to read to you all a short story I want you to tell me if you like how I am
reading when I am done. So, make sure you are paying close attention. The teacher will then read
the short passage from Dont let a Pigeon Drive the Bus (Attached). Did that sound good? Why
not? The teacher will then read the same passage but with expression. Did that sound good? Why
do you think so? The teacher will listen to the students feedback based on how she read the
passage was read verses the second time the passage was read. The teacher will then transition
into the teaching portion of the lesson.

Learning Design:
I. Teaching:
The teacher will explain to students that the style of reading that she demonstrated that
they thought sounded better is called expression. The teacher will discuss expression with
students. She will review punctuation marks with students to teach them about reading
with expression. When I was reading you all liked how I read best the second time. That

is because you could understand me and I made the reading sound interesting. That is
called reading with expression. Reading with expression can make a big difference in
reading. The teacher will explain to students how to know when to read a sentence a
particular way. For us to know how to read a sentence with expression we have to look at
the end of the sentence at the punctuation. Each punctuation mark means something
different. The teacher will then hold up different punctuation marks and will ask the
students to explain what each punctuation mark means. Can someone tell me what a
question mark is? We have seen them many times before. The teacher will draw a
question mark on the board. A question mark means that someone is asking a question.
When we see a question mark at the end of a sentence we have to read the sentence just
like we are asking a question to someone. The teacher will then show students and
exclamation point. Can anyone tell me what this is called? Have you all seen this before?
Yes, you have! This is an exclamation point means that someone is saying something
loudly because they are excited or mad about something. What about when a word is in
bold, it stands out more than the other do we know what that means? That means that it
is being said loudly or that they really want us to say that word a little louder than we say
the other words. Make sure you look for these punctuations marks while we read the
book. This will be very important to do class. The teacher will then transition to reading
the students the book The Pigeon Needs a Bath! Now we are going to read The Pigeon
Needs a Bath! I think you all will really enjoy this book. While I am reading I want you
all to see if I am reading like a good reader. What is a good reader again? Right! A good
reader reads so people can understand them and with expression. The teacher will then
model expression to students while reading the book. When the book is complete the
teacher will ask the students several questions to informally assess their comprehension.
Did you all enjoy this book? Why do you think the pigeon didnt want to take a bath?
When do you think the last time the pigeon took a bath? Did the pigeon get angry? Why?
Did you see a lot of punctuation in this book? When do you remember seeing
punctuation? Was taking a bath as bad as the pigeon thought it would be? The teacher
will then transition the students into thinking about reading with expression. Do you all
think we would have understood the book the same way if there were no exclamation
marks, periods, words in bold and question marks? I dont think so. I think it would of
sounded completely different/ The teacher will then read a section of the book
demonstrating what it would of sounded like if the book didnt have punctuation. This
didnt sound good did it? I dont think so either. Without punctuation the whole story is
completely different and we dont understand how pigeon is feeling. The teacher will then
use the sentence strips to practice reading with expression with the students that are
related to the book. Ok class lets look at some sentences. I am going to read a sentence
and if you think I read the sentence wrong and want to tell me how to read it with
expression you can quietly raise your hand and you can tell me how to fix it. The teacher
will complete this process for three sentences. Then the teacher will ask students to read
the sentences together (choral read). The teacher will change the sentence by adding
different punctuation marks. Now lets read together. Lets practice reading the sentences
with expression. I am going to put different punctuation marks at the end of the sentence
and we will have to change our voice to match the punctuation. So if it has a exclamation
mark we are going to read it like we are excited or even like we are upset about
something. The teacher will read the sentences again with the students. The teacher will
make changes to a few sentences by changing the punctuation marks. The students will
be reading the sentences with the teachers assistance.
II. Opportunity for Practice:
Now that we have practiced reading sentences together we are going to see what
happens when we change the punctuation in the sentence. The teacher will display a
variety of sentences for the students to read. The teacher will be monitoring the childrens
reading and will help them when needed. So first lets read this sentence together. That

pigeon needs a bath! Ok class lets read it together. The students will repeat the sentence
after the teacher. Good job class! Lets see what happens when I change the sentence so
instead of having an exclamation mark at the end it will have a question mark. That
pigeon needs a bath? Doesnt that sound different? Yes, youre right it does. Lets try
another one. The teacher will read the another sentence. What do you see? Did I read
that like it was a question? Yes, so lets read it together. Good! We are starting to see the
difference between a question mark and an exclamation mark. Good job class! The
teacher will then read a short passage to students modeling reading with expression. Lets
see if we can recognize our punctuations marks while I am reading. This time you wont
be able to see it you will just have to let me know while I am reading. While I am reading
you are going to put a thumbs up on your chest if you here me read a question or if you
hear me read something with an exclamation mark. The teacher will read a short passage
to the students, Dont Let the Pigeon Stay up Late. (attached bellow) while the teacher is
reading she will stop when reading an exclamation point or a question mark. Wow class I
saw your thumbs up on your chest a lot of times. You sure could pick out the exclamation
points and question marks I was reading. Great job class! So now whenever you read you
will be able to pick out punctuation marks and read fluently.

III. Assessment
The teacher will read a short passage to the students. Ok boys and girls now that we know
what it sounds like to read with expression I want to see if you read with expression. I am
going to call you up individually to my desk and you are going to read a few sentences
from, Dont let the Pigeon finish that Activity Book! Now when you come and read with
me I want you to remember to read with expression. So that means that we are going to
read so I can hear you and at every punctuation mark you will stop. The teacher will call
students to her desk individually. She will provide feedback to the students. (Providing
feedback McRel strategy). While I am working I want you all to read your books and
think about how you can read with expression!
IV. Closure:
You all did a great job today! I am extremely proud of you. The teacher will conclude the
lesson by asking the students several questions pertaining to The Pigeon Needs a Bath.
Did you all enjoy the book we read today? What was your favorite part of the book? Why
do you think pigeon didnt want to take a bath? Was taking a bath as bad as pigeon
thought it would be? After the teacher has asked the students questions about the book
the teacher will ask questions pertaining to reading with expression. We also talked about
reading with expression. The teacher will ask the students to tell her what each
punctuation mark means. So each time we see an exclamation point we know that
someone is saying something in a loud voice and a question mark means someone is
asking a question. What does it mean when a word is in bold? Does that mean we read
the word quietly or loudly? Right! Loudly. Good job class! You all did an amazing job
today. ( McRel strategy reinforcing effort)
Materials and Resources:
Sentence strips
The Pigeon Needs a Bath!
Rubric
Copies of the punctuation marks to review with students
Short passage to demonstrate good reading and bad reading
Dont Let the Pigeon Finish the Activity Book
https://www.teacherspayteachers.com/Product/A-Patriotic-Turkey-Poem-for-Thanksgiving168657

Differentiation Strategies (including plans for individual learners):

Green: Students who are able to read the teacher will ask them to read a few sentences. The
students will read the senteneces with expreesion
Data Analysis:

Reflection:

2
Fluent

Non-fluent
Bad readers do not stop at period
They read very quietly so barely anyone can
hear them.
They do not read exclamation marks or
question marks
When bad readers read they sound like a robot.
They are not fun to listen to.

Good reader stop at periods.

They read so everyone in the classroom can
hear them.
They read exclamation marks and question
marks.
They can even change their voice when the
characters change in a story.

Don't Let the Pigeon Drive the Bus!

Dont let the pigeon drive the bus
I thought he would never leave.
Hey! Can I drive the bus?
No? Please!

Don't Let the Pigeon Stay Up Late!

Dont let the pigeon stay up late! First of all, Im not even tired.
In fact, Im in the mood for a hot dog party!
What do you say?
No! I heard theres a show about bird on TV tonight. It should be a
good show.
It should be educational. How about five minutes?

Samford University
Design for Learning

Design for Learning

Instructor: Lindsay Donahoo & CaDric Moulton Grade Level/Cooperating Teacher:
K/Mrs. Burton
Lesson Title: New Vocabulary
Date: October 19, 2015
Curriculum Area: English Language Arts
Estimated Time: 30 minutes
Standards Connection:
40.) c.) Identify real-life connections between words and their use (e.g., note places at school that
are colorful). [L.K.5c]
Learning Objective(s):
After listening tot the teacher read I was so Mad, students will demonstrate an understanding of
the vocabulary words and actively respond questions asked by the teacher with 100% accuracy.
Learning Objective(s) stated in kid-friendly language:
By the end of this lesson you will understand the meaning of the new vocabulary words from the
book I was so Mad.
Evaluation of Learning Objective(s):
After listening to the book I was so Mad students will comprehend and be able to apply new
vocabulary words. Students will be asked a variety of questions about the words that correlate to
their lives. They will be able to recognize more complex words and pronounce them fluently.
Students will be gathered to the carpet to be taught the lesson. To make sure that the students are
fully engaged and focused on the teachers instruction the teacher will say Good morning class,
today we will be reading I Was So Mad by Mercer Mayer. This is a great book that I think you all
will really enjoy. Lets look at the cover of the book, based on the cover what do you think I Was
So Mad will be about? Great! After letting a few students answer the question the teacher will
then introduce the vocabulary words to the students, the definition of the word will be explained
as well. Following, the teacher will read I Was So Mad. While reading students will be asked a
variety of questions; Have you ever been told you couldnt do something? (students will share
with their partner) Where do you think he is going? Why do you think his dad wouldnt let
him play with his sisters dollhouse? Why do you think his family doesnt allow him to do some
of these things? Do you think he was still frustrated at the end of the story? Asking the
students these questions while reading the story will improve their reading comprehension skills
and will give them the opportunity to hear the vocabulary words mentioned in the text, which will
increase their knowledge of the words. Once the reading is complete the teacher will review the
words with the students for the third time. By the end of the reading students will have
knowledge of the words and will be able to explain the meaning of the word. The vocabulary
words will be continued to be used throughout the week to ensure the students knowledge of the
vocabulary words will continue to grow. Following the reading students will be given an activity
to complete while working in at one of the Centers.
Engagement:
The teacher will read I Was So Mad by Mercer Mayer. She will start by introducing new
vocabulary words before reading to the class and ask them questions about the words that apply
to their lives. Class, are you all ready to start a fun new lesson? When I call your table, please
come take a seat on the carpet quietly. She will call each table individually to the carpet.
Alright, before we get started I need all eyes on me, I need everyone to look up here and pay
attention because I dont want anyone to miss anything. Today we are going to learn some new
vocabulary words! When you go home this afternoon, you will be able to tell your family 4 new
words that you will learn today. Let me ask you class, have you ever heard of the word allow?
After a few students give their answers the teacher will tell them the definition. Yes, allow means
to let someone have or do something. Are there things that you are allowed or not allowed to do,
either here at school or at home? Yes, there are certain things we are allowed to do and things
that we shouldnt do or shouldnt have. When youre not allowed to do something, do you get
frustrated? Does anyone know what the word frustrated means? After a few students answer,
the teacher will share the definition with students. Yes, it means to be mad or upset because you

cant do something you want to do. What about the word practice, what does it mean to
practice? Yes! It means to do it over and over so that you will be better at it. We do a lot of
practice here at school dont we class? The last word I want to introduce to you before we start
the lesson is decide. What do I mean when I say that he decided to go play outside instead of
playing inside? Yes class, decide means to make up your mind about something. Alright, lets not
waste anymore time and dive into the book! Today I am going to read I Was So Mad by Mercer
Mayer. Has anyone read a book with Critter, this main character on the cover? Mercer Mayer
has written several books about Critter. Hearing the title of the book and looking at the picture
on the cover, what do you think the story is about? The teacher will go through the pictures in the
book with the class before she starts to read it. After looking at the pictures, what do you think
happens in this story? I want each of you to turn and talk to your neighbor about what you think
happens in the book. The teacher will allow students about 1 minute to discuss their answers
among their partners and then call on at least 2 sets of students asking them what their partners
answers were. Okay great answers, both of you! Why might they think that will be what happens
in this book? Is it the expressions on Critters face? So many great responses guys! The teacher
will record 2-3 of the responses the students made. Now that we have made predictions of what
we think happens, lets see if we were right! The teacher will then read the book, while modeling
expression. Now lets take a look at our predictions. I think everyone was right! (Transition to
teaching...)
Learning Design:
I.
Teaching: The teacher will once again explain the objective the class. She will
introduce and define the new vocabulary words: allow, decide, frustrated and
practice. The teacher will use I Was So Mad by Mercer Mayer. Then she will reread the book to the class. Class, I am going to read the story a second time, do you
think that you can pick out our new vocabulary words when you hear them or when
you see a character doing these things? Well I think that you can! When you hear one
of the words or see the word being described in the pictures or what Im reading, I
want you to give me a hand signal, thumbs up on your chest, okay? One more thing
before we get started, if you can handle it. Every time I say I was so What word
do you think will come next? Yes, you are all correct! The sentence is I was so mad.
Do you think we can all say the word mad together when I get to that sentence?
Friends do you think you are up to the task? I think you can do it, but i want to hear
you all say, We can do it! Every time we get to a vocabulary word used in the
book and I see someone giving me the thumbs up, we will stop and discuss the word
and how it is being used in the book. Okay, here we go! When the teacher gets to a
vocabulary word or the word is implied, she will stop and discuss the word with the
class. The first word in the book that is frustrated, so the teacher will stop on that
work and talk about how it is used. Okay class, I see some thumbs up! In the book it
says I was so mad. He is mad because he isnt allowed to do something that he
wants to do, so this means he is frustrated, right? Everyone sound out and clap the
word frustrated with me, FRUST-RAT-ED. How many times did we clap? Yes
class, we clapped 3 times! Lets continue reading until we come across another
vocabulary word. Remember the words are: allow, decide, practice and the word we
just went over frustrated. The teacher will continue reading until she gets to the next
word. Okay, I see some more thumbs up, great job class! Yes, we heard the word
decide. Everyone sound out and clap the word decide with me, DE-CIDE. How
many times did we clap class? Yes, 2 times! Alright friends, lets put our listening
ears on and try to find two more words! Everyone sound out and clap the word
allow together with me, A-LLOW. Great job class! One more word, DE-CIDE.
Clap out that word with me, DE-CIDE! Great job!
II. Opportunity for Practice: Okay class, I have some cards that I want you all to help me match.
The teacher will lay out cards that have been pre-made. The cards illustrate the vocabulary words
that the students have been learning. I am laying out cards. All of these cards match a vocabulary
word that we have learned today. The teacher will show the students the pictures. Now we are
going to see if we can match the picture to the correct word. So we will match the pictures to
practice, decide, allow, and frustrated. Lets begin! The teacher will review the cards with the

students one by one. She will call on students who raise their hand and will ask them to explain
why they choose the picture.
III. Assessment: The students will be given cards to match the words with the picture in a
matching game. These are the same cards as used in the practice. Such a great job today class!
The cards that we went over will be in at the read to a partner station in your centers. You will
pay a matching game with them just like you do with your word family matching games. I will be
over there to help you if you need help sounding out a word because I know how hard these
words are. But I know that you can do it! I also want to see how well you know the words so do
your best!
IV. Closure: Im so proud of each of you and how well you all did in with this difficult words
today! Im going to hold up a picture and I want you to tell me what word that the picture
describes. The teacher will hold up pictures for the four vocabulary words and also include not
allow, to show the difference in the two. Yes, you all did a wonderful job! You guys got every
single one right!
Materials and Resources:
I Was So Mad by Mercer Mayer
Paper
Printer
Laminator
Pictures from the Internet
Scissors
Differentiation Strategies (including plans for individual learners):
There are about five students in this class that would definitely have a hard with this on their own.
For them I printed off the picture cards twice and under the picture was the word. This way those
students played the matching game with just the pictures.
Data Analysis:
I didnt use a rubric for the assessment, but as I was watching them in the reading center I
definitely noticed that a few of the students struggled. There were ten students in all that were
able to do this game and over all they had a 75% success rate. I was very proud of them and the
only word that they really have trouble with was practice.
Reflection:
I think that it was much more difficult to teach a partner lesson than I thought. We worked great
together and it helped get the lesson plan done but it was difficult sharing the lesson. Mrs. Burton
explained to us as well that she believed that it is more difficult to teach a partner lesson,
especially for our first lesson. She thought that we did a great job, but that maybe we should have
split up the teaching more for example one of us do the engagement, teaching and assessment and
the other would read the book and explain it and then do the practice with the class and the
closure. For our first lesson I think it went really well. I was definitely nervous and having
Lindsay there with definitely made it easier. I think the content of the lesson was still taught and
hearing the students using the words in the classroom felt amazing. I was very surprised of how
well they knew and learned these words overall. I wish that we could have put together a better
assessment, but with the words that we were given it was difficult to pick an assessment. I think
now that we have learned more about vocabulary in class I can definitely teach a better
vocabulary lesson.

allow

decide

not
allowed

frustrated

practice
Samford University
Design for Learning

Design for Learning

Instructor: CaDric Moulton Grade Level/Cooperating Teacher: Kindergarten/ Ms. Burton
Lesson Title: See Sight Words
Date: October 22,2015
Curriculum Area: Language Arts
Estimated Time: 35 minutes
Standards Connection:

22.) Know and apply grade-level phonics and word analysis skills in decoding words.
[RF.K.3]
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do,
does). [RF.K.3c]
Learning Objective(s):

When given 5 flashcards students will be able to recognize the word see with no error.
Learning Objective(s) stated in kid-friendly language:

By the end of the lesson you will be able to recognize the word see when shown a
variety of sight word flashcards.
Evaluation of Learning Objective(s):

After reading Forest Animals and working with the sight word see students will be able
to recognize the word in text. Each student will be asked a variety of questions after
reading the book to improve their reading comprehension. While reading the teacher will
have the students locate, write and spell the sight word. Before the teacher has read the
book to students she will pass letters out, the letters to spell the word see. The students
will then spell the word and trace their fingers on the letters. This will improve the
students ability to recognize the word and know how to write it. Following the teacher
will give each student sentences. First the students will read the sentence, then they will
have the words in a sentence and will have to correctly match the sentence. All of the
students will be given different sentences. This prevents students from copying each
others work, allowing them to decode the sentence on their own. After students have
read the sentence the teacher will ask the students to point to the word see, along with a
few other questions related to sentences. During this time the teacher is able to assess the
students reading ability. The teacher will evaluate the students ability to recognize the
sight word see. Students will also have the opportunity to write out the sight word and
the sentence they have received on a dry erase board. The teacher will assess the students
ability to spell, and write the word.
Engagement:

The teacher will gather the small group of students that she will be working with from the
classroom and take them to the workroom located next door, there are three students in
the group. Once the students are in the classroom she will direct them to the back large
table. Ok girls lets sit at the big table by the window today. The teacher will then begin
the lesson by introducing a new sight word to students, see. Good morning girls, today
we are going to do something a little different. We are going to read a book called Forest
Animals. The teacher will show students the cover of the book and ask the students a few
questions pertaining to the book. Can someone tell me what a forest is? Have you ever
been in a forest? What kind of animals can you find in a forest? After listening to the
students responses the teacher will show some pictures of a forest and animals that may
be in a forest to students. I have brought some pictures for us to look at. These are all
pictures from a real forest and animals that can be found in one. Have you seen any of
these animals before? Where? Youre right! The teacher will then transition the students
into a discussion about the sight word see. Now we are going to look at our sight word.

Can someone tell me what our sight word is that we are learning today? Correct! The
word see is our sight word. I am going to hand you all letters so that we can spell it
out on our own. The teacher will pass out die-cut letters so students can spell out the
word, and feel it. Ok friends! I am now going to pass out letters. Once you get your bag
with letters inside please do not open until I say go. Students will open and their bags and
pull out the letters. The teacher will show students the sight word to students, the word
that been printed out on a piece of paper. This is a very common word that you will see
when you are reading so it is important that we work on it so we can know exactly what it
is when we read it, so we wont even have to sound it out. The teacher will explain to the
students what all they will be doing today. Today we are going to start by reading a book;
the book is called Forest Animals by Bruce Larkin. Has anyone read this book before?
The teacher will ask the students a few questions about the book to ensure they are
actively thinking and engaged. What do you all think this book is about? What kind of
animals live in the forest? The teacher will listen to a few responses giving each student a
chance to share. Awesome! We are going to have to read to find out what type of animals
going to be in the book. Can someone remind me what word we are going to be looking
for again, our new sight word? The teacher will give students a few seconds to respond.
Great! You girls are amazing!
Learning Design:

I. Teaching:
The teacher will read Forest Animals to the students. She will stop on the first page and
point out the sight word to students. Does anyone see the sight word we were just talked
about? The teacher will give students 10 seconds to think and respond to the question.
Great! Thats exactly right. The teacher will continue reading the book to the students.
Once the book is finished she will then provide each student with a copy of the book. Ok
now I am going to give you all a chance to read Forest Animals with me. The teacher will
use choral reading, to keep the students engaged and to help them read through the book
before they read some of it on their own. The teacher will then read the book with the
students. Now I am going to give you all a copy of the book we just read. We are all going
to read the book together! Can everyone open up to the first page? Great! Now can you
point to where we will start reading. Once complete the teacher will ask the students a
few questions: Can someone name one of the animals they remember from the book? Are
these animals that you can find in your backyard? Students will responded to the
questions while the teacher pulls out copies of the book for each of the students. Those
are great answers. Now that we have read a book with our sight word lets work on how
to spell the word, but first we are going to read some sentences. Students will be given a
bag with sentences from the book cut out on them. They will have the opportunity to read
the sentence out loud independently. Each sentence is different ensuring that students are
able to recognize the words in the sentence on their own. Once students have read the
sentence the teacher will ask the students several questions. Can you point to the word
see? Can you point to a word with a period? Point to the capital letter. What word is
that? Once all the questions have been answered and the teacher feel as though she can
move on she will collect the materials and given a whiteboard so students can practice
writing the sight word and writing sentences. Ok friends! How do we spell the word
see? The teacher will then write the word on the whiteboard and show the word to
students. She will then sound the word out and discuss with the students the double ee
in the word. Now, I want you all to try. Can you write the word see on for me please? The
teacher will give the students time to write the word. She will wait until all the students
have written the word. Great! That wasnt too hard was it? The teacher will give students
a different sentence. Ok friends, lets write these sentences. Remember to have good
finger spacing! Also friends what do we put at the end of a sentence? Right! A period! Ok
friends lets begin. After students have written their sentences they will read the sentences

out loud. Following the teacher will ask the students a few questions pertaining to the
sight word and sentences:
Can you circle the capital letter? Draw a square around the word see. Circle the word
that ends with a period. Great job friends!
II. Opportunity for Practice:
Once the initial lesson is complete the students will have a chance to practice using the
sight word in a sentence. Students will be given another sentence that has been cut wordby-word. The sentence will read, I see one. Each student will be responsible for
decoding the sentence. Once the sentence has been decoded the teacher will have a
picture (or a word) of a forest animal. Students will then select a forest animal and place
the picture (or a word) at the end of the sentence in order to complete the sentence. When
the sentence is put together the student will then read the sentence out loud.
III. Assessment
To assess the students ability to recognize the sight word the teacher will provide 5
flashcards. Each card will have a different sight word on the card. The classroom teacher
has previously taught the words on the flashcards. The teacher will hold up a card, one at
a time asking the students to read it out loud. From of the five-sight word flashcard the
word see will be written. The teacher will measure the students ability to recognize the
sight word, as well of the other sight words. Students should fully be able to recognize
the sight words, with no error.
IV. Closure:
To end the lesson the teacher will review the lesson with the students. She will ask the
students to recall what they did during the lesson. She will make sure the students leave
the lesson with an understanding of the sight word see. Students will be able to spell
and recognize the word when written in text. The teacher will ask questions to end the
lesson like: Who remembers what a forest is? What is one of the animals you remember
being mentioned in the book? Can someone tell me the sight word we worked on today?
Can you spell see?
Girls, did you enjoy the lesson today?
Materials and Resources:
Forest Animals by Bruce Larkin
Dry erase boards and markers
Erasers for the dry erase boards
Sentences for the students to read pertaining to the reading
Sight word written on a large piece of paper
Sight word flashcards
Die-cut letters

Differentiation Strategies (including plans for individual learners):

Green: For the learners that seem to be learning the information quickly, the flashcards be a little
more complex.
Red: Review the lessons with the student. Have the student write and read more sight words,
while giving her individual attention.

Data analysis:

I worked with three students during this lesson. Each of the children perform on a different level
so their assessments were varied. One of the students is a good reader she is working on
recognizing her words quicker and her spelling. Her flashcards were a more difficult than the
other girls but she did not miss one. She was a little slower at answering them but she didnt miss
any. The other girl knows her sight words as well but she lacks confidence in reading them and
looks for guidance. She missed one of the words but quickly corrected herself on the word (she).
The other student was definitely quieter and less willing to read the words but once encouraging
her to read she only missed two of the 5 flashcards (she, and he).
Reflection:
Overall I believe the lesson went very well and the students learned the content. This was my
observed lesson so I was a nervous but I tried not to let my students see that. The students
performed very well and enjoyed the lesson. Having sentence strips and the white boards to
create sentences helped the students greatly. They were able to not just read but create their own
sentences as well, which made a difference in the lesson. The students enjoyed and I think that the
lesson was overall effective.

Samford University
Design for Learning