SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)

Formative
AND/OR
Summative
Assessment
Evidence
Objectives
A-B-C-D

DETAILS
Miss Sydney Geyer
English Language Arts
Second Grade
October 15, 2014
CC.1.1.2.D:

CK

Know and apply grade level phonics and word analysis skills
in decoding words.
Distinguish long and short vowels when reading
regularly spelled one-syllable words.
Decode two-syllable words with long vowels and words
with common prefixes and suffixes.
Read grade level high-frequency sight words and words
with inconsistent but common spelling-sound
correspondences.
Read grade-appropriate irregularly spelled words.
Informal Evaluation
I observed that all of my students were verbally
participating in the activity.

Second grade students will be able to recognize ten

sight words, isolated and in text, with 100% accuracy.

Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Students will underline the new group of ten sight words
in blue (as they have color-grouped each previous set of
sight words)
Hook/Lead-In/Anticipatory Set
I will share the Hickety Pickety Bumblebee sight word
chant with the students.
Explicit
Instructions

Big Idea Statement

Sight words do not follow a phonemic pattern; they are

CK

Big Ideas
Essential
Questions

words that students should be able to recognize at first

glance, without sounding out.
Essential Questions
What is a sight word?
How do we echo?
How do we read sight words in isolation?
How do we read sight words in context?
Key Vocabulary
And
Away
Big
Blue
Can
Come
Down
Fine
For
Play

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Pre-Assessment of Students
Students echo the sight words as I read them aloud
using their reading trackers to help them focus in on the
individual words.
Modeling of the Concept
The students follow my lead in reading and echoing each
word and sentence containing the word.
Transition
Since this is such a small group (10 students) we sit
together at a table and I guide the changes in the
lesson.
Guiding the Practice
I lead the students through the reading and speaking of
each word and sentence.
Providing the Independent Practice
Students read along at the same time as me after we go
through the word list once, echoing.
Lesson Sequence
1. Students get out their Dolch Pre-Prime Sight
Vocabulary lists.
2. They underline the new ten sight words with blue.
This is the last ten words in the set completing a set of

30 sight words.
3. I read each isolated word aloud and the students echo
it.
4. We then read all the words together.
5. I read the words in context (sentences) aloud and the
students echo.
6. We read the sentences all together.
7. I then read and show the students the Hickety Pickety
Bumblebee chant and ask them to stand up and spread
out.
8. We then follow the directions of the chant as a group,
using the words written on the board as a key.
9. We get back into out large group and reread the sight
words as a group and review the assignment to read
them at home with someone.

Adaptations/Accommodations for Students with Special Needs

I read each word first slowly and clearly, allowing the lower
level learners to hear how it is to me pronounced.
Student with severe hearing impairment will have word
cards to follow along with so that he can speak aloud with
the class.
Student with ADHD should thrive in this kinesthetic learning
activity.
Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure

Dolch Pre-Prime Sight Vocabulary

Reading Trackers
Hickety Pickety Bumblebee chant handout

Summary & Review of the Learning

We reread the sight words all together as a group (both
isolated and in context)
Homework/Assignments
Students are to practice reading the new and old sight
words and sentences with someone at home. Not to be
completed alone, it is vital for someone to hear the child
reading to assist and adjust any mistakes.

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature

Teacher
Self-reflection
What
worked?
What would
you
change?