SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC Reading CK
Name Raven Hrtyanski
Subject Language Arts
Grade Level Kindergarten
Date/Duration One class period
Big Ideas  Authors use words to tell the story and we can use
Essential Questions  What words do we know in the story?
 How can we use our sight words in a sentence?
PA/Common  Standard - CC.1.1.K.B Demonstrate understanding of the
Core/Standards organization and basic features of print. • Follow words left to
right, top to bottom, and page by page. • Recognize that spoken
words are represented in written language by specific sequences
of letters. • Understand that words are separated by spaces in
print. • Recognize and name all upper and lower case letters of
the alphabet.
 Standard - CC.1.2.K.E Identify parts of a book (title, author) and
parts of a text (beginning, end, details).
 Standard - CC.1.2.K.L Actively engage in group reading activities
with purpose and understanding.
 Standard - CC.1.4.K.A Use a combination of drawing, dictating,
and writing to compose informative/ explanatory texts.

Objective  Students will recognize their sight words in text and then use
Bloom's Taxonomy them to compose a sentence.
Webb's Depth of
Knowledge (DOK)
Formative &  Students will be assessed on their writing.
Summative
Assessment
Evidence
ISTE Standards for 
Students

Framework for 21st

Century Learning
Accommodations,  Made dots on the page so that students could trace the letter if
Modifications needed
SUPERVISING
TEACHER’S
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step Procedures

RATIONALE for the CK
Learning Plan
Introduction Activating Prior Knowledge
Hook/Lead-In/Anticipatory Set
 Review of sight words
Explicit Big Idea Statement
Instructions  Authors use words to tell the story and we can use
Essential Questions Statement
 What words do we know in the story?
 How can we use our sight words in a sentence?
Objective Statement
 Students will recognize their sight words in text and then use them
to compose a sentence.
Transition
 Moving from carpet back to desks
Key Vocabulary
 Like
 Am
 I
 my
Lesson Procedure PreAssessment of Students
 review of sight words
Modeling of the Concept
 showing studnets how authors use their sight words
Guiding the Practice
 writing out the sentence before the students do on the easel
then again as we write it as a class
Providing the Independent Practice


Reading Materials  elmo

Technology  journals
Equipment  pencils
Supplies  erasers
 book
Evaluation of the Formal Evaluation
Learning/Mastery Informal Evaluation
of the Concept  Looking at the students journals
Closure Summary & Review of the Learning
 As a class we read the sentence out loud and drew a picture of
what we wrote.
Homework/Assignments
 None
Teacher 
Self-reflection 