Sight Words- Dolch Words (Level B)
It is necessary to teach sight words in such a manner that the student gains automaticity. Increased exposure to sight words increases students’ ability to learn new words and improves attitudes toward reading.
PDE Standard 1.1 (Learning to Read Independently) E: Demonstrate a rich listening and speaking vocabulary, the ability to understand and use words to acquire and convey meaning. The learner will recognize high frequency and familiar words in isolation and in context.
When given 5 cloze sentences, students will be able to write the correct sight word in each of the 5 sentences with 100% accuracy.
The teacher will ask the students if they have ever had a bad day. The teacher will guide class discussion concerning why the students had a bad day, what happened during the bad day, and what might have done to make their day better.
Materials- one copy of Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst. Aladdin Paperbacks, 1972. Dry erase markers, dry erase board, cloze sentences worksheet, sight words flashcards, Bingo cards, Bingo chips
Presentation- The teacher will present 5 flashcards to the class with the following sight words: could, made, him, found, and were.
For each flashcard, the teacher will first pronounce the word. Second, the teacher will have the students echo a choral response to the word pronunciation. Third, the teacher will use the word in a sentence. Fourth, the teacher will ask students to create their own sentence using the word. Fifth, the teacher will pronounce the word and ask for a choral response.
Guided Practice-The teacher will write the 5 sight words on the board. The students will play a Bingo game. The students will have Bingo cards at their desks with the sight words on them. The students will place a Bingo chip on each word as they hear it while the story is being read. If they win, they must repeat the words they have heard.
Independent Practice- Students will work independently to fill in 5 cloze sentences. Each of the sentences will be missing one of the 5 sight words taught in the lesson. The students may use the word bank that is written on the board.
The teacher will review the lesson by asking students to briefly summarize the book. The teacher will review the sight words by holding up a flashcards containing each of the words and asking for a choral response from the class to say the word correctly.
The teacher will evaluate the lesson by collecting the students’ independent practice papers and grading them for accuracy. The teacher will also evaluate the lesson by observing student answers during the lesson review and during the guided practice.