Sight Word: We

Teacher: Miss Amanda Holder

Grade: Full-Day Kindergarten

Content Area: English Language Arts

Content and Standards:

 Standard–CC.1.1.K.B: Demonstrate understanding of the 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.1.1.K.D: Know and apply grade-level phonics and word analysis

skills in decoding words. Demonstrate basic knowledge of one-to-one letter-

sound correspondence. Associate the long and short sounds with common

spellings for the five major vowels. Read grade-level high-frequency sight

words with automacity. Distinguish between similarly spelled words by

identifying the sounds of the letters that differ.

Prerequisites:

 Students should be able to recognize the letters of the alphabet.

 Students should be able to produce the sounds of the letters in the alphabet.

 Students should know the basic organization of print.

Essential Questions:

 How can I use my knowledge of the alphabet to read words?

 How do I learn to read and write high-frequency words?

 How can I use my new knowledge of high-frequency words to read a book?

Materials and Equipment:

 Sight Word: We SmartBoard Presentation (Appendix I)

 Projector/SmartBoard/Speakers

 Student iPads (one for each student)

 “We” Books (one for each student) (Appendix II & III)

 SeeSaw Assignment (Appendix IV)

Instructional Objective:

Students will know the high-frequency word “we” and be able to recognize, use, and

write the word.

Instructional Procedures:

Before:

 Students will sit on the carpet for instruction.

 Students will review the two sight words “this” and “in” by reading the word on

the SB and whispering the words in their hands.

 Students will be introduced to the new sight word “we”.

 Students will listen to the “we” song by HeidiSongs (mp4 attached to SB

presentation).

 Compare “I” and “we” so that students understand the usage of the word

“we”.

 Have students air write, knee write, arm write, and carpet write the word “we”.

 Students will look at three sentences on the SB using the word “we”. Ask the

students to repeat the sentences after they are read aloud.

  Students will come up with their own sentence using the word “we” and Think,

Pair, Share the sentence.

During:

 Introduce the “We” book to students and read the book as a whole group

using prior sight word knowledge and “picture power”.

 Model for the students how to partner read the book with one student being

the “teacher” and the other student being the “student”.

 Students will participate in partner reading of the “we” book with their PB and

J partner.

After:

 After reading, the students will gather back at the carpet with their iPads.

 Model for the students how to complete the “We” Seesaw activity.

 Students will complete the “we” activity on Seesaw.

Assessment:

 Through Total Participation Techniques throughout the lesson, the students

will be informally assessed.

 While students are participating in the partner reading, they will be informally

assessed on whether or not they are recognizing the word “we” and reading

the sentences.

 Students will be formally assessed on their ability to write, recognize, and

read the word “we” on their independent Seesaw activity.

Differentiation

 Students who need extra support will receive additional teacher assistance in

reading and writing.

 Students who need more challenging activities will be given a more difficult

book to read during partner reading.

 Appendix I: Sight Word-We Presentation

February 12, 2019

this in

we
I go to school. We go to school.

Let's write we!

We love Kindergarten!

We went to recess.

We have gym today.

Appendix II: “We” Book (Easy)
Appendix III: “We” Book (Difficult)
Appendix IV: SeeSaw Activity