Pre service Teachers Name: Jisha Kottayathukudilil Mani

School:
Year level:1
Lesson Focus: learning an increasing number of high-frequency sight words
recognised in shared texts and in texts being read independently

Lesson Time and Date: Lesson Duration:55M

Learning Outcomes (What do you want the students to learn in this lesson? i.e. what new
Knowledge/understandings, Skills, Values and attitudes will they be able to demonstrate?)
Learning an increasing number of high-frequency sight words recognised in
shared texts and in texts being read independently (for example 'one',
'have', 'them', 'about')
Links to curriculum (use appropriate curriculum framework e.g. AusVELS,
Victorian/Australian curriculum)

Know that regular one-syllable words are made up of letters and common letter
clusters that correspond to the sounds heard, and how to use visual memory to
write high-frequency words (ACELA1778)

Students Prior Learning (What has already been taught/learned about this content/skill?)
Students read short predictable texts with familiar vocabulary and supportive images,
drawing on their developing knowledge of concepts about print and sound and letters.
Students identify the letters of the English alphabet and use the sounds represented by
most letters.

Teaching and Learning Preparation (What resources will you need to prepare?)

Smart Board, Printed sight words, Link Dolch sight words. Computer,
headphone, webcam
Organise playgroup those who are in Dandenong library.
Make sure they are accessible through online
Print the short term target words onto card.

Teaching and Learning plan

Lesson Phase
Orientation Show students the sight word lists.
/Introduction
Tell the students that today, they are
How will you motivate and going to review the words on the list
explain the learning and spell the words with magnets.
intention of this lesson?

What kinds of questions
might you ask?
This should link to prior
learning experiences.
Teaching strategies/
Learning Activities
What strategies will the
students be engaged in to
achieve the learning
outcomes?
How will you cater for a
diversity of learning needs?
How will you manage
transitions between various
lesson phases/activities?
What kinds of questions
might you ask?
What formative and/or
summative assessment
strategies will be used in
this lesson?
Conclusion /Closure
How will you capture the
main ideas of the lesson?
What kinds of questions
will you ask?
Extended Activity
Assessment
Distribute the sight word lists.
Pick up the baking pan and some magnet
letters.
Start at the top of any list and use the
magnets to write the words on your baking
pan.
Have a volunteer read the words from your
pan.
Have students pair up. Give each pair
a baking pan and some magnetic
letters.
Have the students recount what you
did in your model. This will help you
check for understanding.
Have students complete the activity.
Walk around and monitor the students as
they complete the activity.
Students will be working with their partner
to build and read the words.
Students will be taking turns during this
activity.
Enrichment: Advanced students can be asked to
use different sight words to make sentences.
Support: Help struggling students with sounding
out the words on their lists.
Have the students pick a word they had a hard time
reading and write it down
Have students paired up
Connect to play group via online
Let them read story book to play group children
Work with each student and individually
assess them based on how they represented
each word.
Students who complete one list can be
given another.
If time is limited, assess pairs instead of individual
students.