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Sight-Words

By: Maria Mariani

Grade Level: First Grade (30 – 45 minutes)

Materials: Cookie cut-out example (1)

Worksheet (26 photocopies for class) crayons, colored pencils, markers for coloring

Poem (26 photocopies for class, 1 overhead copy)

Tic-Tac-Toe board (26 photocopies for class)

List of sight-words (26 photocopies for class)

Bingo chips for the tic-tac-toe game

Chocolate chip cookies and candy to use for prizes

“If You Give a Mouse a Cookie” book by: Laura Numeroff

GLCE: R.WS.01.06 make progress in automatically recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in third grade.

CCSS: CCSS.ELA-Literacy.RF.1.3g Recognize and read grade-appropriate irregularly spelled words.

Objectives:

1. Students will practice and review the following sight-words; a, all, give, good, new, not, their, then.

2. Students will become more familiar with these words by recognizing them in the context of a poem, by practicing the words during an activity, and by completing a worksheet.

Anticipatory Set: I will begin by showing a picture of a cookie and tell students that chocolate chip is my favorite type of cookie.

Introduction: I will ask a few students to share their favorite types of cookies. I will ask for a show of hands. How many like chocolate chip cookies? Sugar cookies? Oatmeal raison cookies? Peanut butter cookies? Sandwich cookies (like Oreo cookies)?

Input/Modeling: Next, I will pass out the list of sight-words and the poem, “Cookies” to the class. I will ask the students to follow along as I read the poem. Then I will ask the class to choral read the poem along with me. When we finish reading, I will ask if anyone can find the sight-words in the poem. If students have difficulty finding the sight-words, I will go through each line of the poem and point out the words to them. The students will be asked to use a marker or hi-lighter to mark the sight-words in the poem. I will model finding the sight-words on the overhead transparency. When we finish finding the sight-words, I will ask students to count how many words they hi-lighted and write the number at the top of the page.

Check for understanding: Students will play tic-tac-toe. They will be given a worksheet with a tic-tac-toe chart drawn on it. Students will be given a list of sight-words and will be asked to cut the words out, mix them up, and paste them into each of the squares on the tic-tac-toe chart. They will be given two more sight-words on their lists; “and” & “me.” When I call out a word, students will cover the word with a chip. The first person to get 3 words covered in a row will win. We will play the game for 5 minutes. Students who get a tic-tac-toe will win a prize.

Independent Practice: Students will be given a worksheet and will be asked to draw a picture of their favorite type of cookie. They will also be asked to write the 6 sight-words from the poem on the lines provided at the bottom of the page. If there is extra time to fill at the end, I will read the book, “If You Give a Mouse a Cookie.”

Closure: I will ask a few students to share their favorite type of cookie and their drawing with the class.

Adaptations for Diverse and/or Special Needs: I will model which words to hi-light on the overhead and observe the students as they hi-light the words in their poem. If a student seems to be having difficulty completing the task, I will walk over to their desk and help them find the word. I will also walk around while students are completing the worksheet, to make sure students are staying on task and offer assistance to those needing the extra help.

Rubric

| |Above Expectations |Minimum Expectations |Below Expectations |

|Students recognized and identified |Able to recognize and identify many|Able to recognize and identify some|Unable to recognize and identify |

|the sight-words in the poem and |words from the list. |words from the list. |words from the list. |

|while playing bingo. | | | |

|Students wrote the sight-words from|Able to write all 6 sight-words, |Attempted to write the sight-words.|Did not attempt to write the |

|the poem, wrote a sentence, and |write a sentence, and illustrate a | |sight-words |

|illustrated a picture of their |picture of their favorite cookie. | | |

|favorite cookie. | | | |

Reflection: The anticipatory set, introduction and modeling, independent practice and closure parts of the lesson went well. If I do this lesson again, I would change the activity in the “check for understanding” section. Rather than have students cut out words and paste them onto their tic-tac-toe boards, I would create the tic-tac-toe boards ahead of time. Some students finished their tic-tac-toe boards quicker than others and as a result the early finishers started to get bored. It took 15 minutes for all of the students to create their tic-tac-toe boards. The rest of the lesson went well and most students either met or exceeded the expectations for the assignments.

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