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Teacher Candidate: Amber Jordan Lesson/Observation # _3_ Subject/Grade: English Language Arts/ Kindergarten Date and Time of Lesson: Monday, March 17, 2014 9:00 Learning Objective: Students will identify and recall sight words through reading and writing. Alignment with Standards: CCSS.ELA-LITERACY.RL.K.4 Ask and answer questions about unknown words in a text. CCSS.ELA-LITERACY.RL.K.10 Actively engage in group reading activities with purpose and understanding. Developmental Appropriateness or Cross-curricular connections: Learning objectives are appropriate for development because they state exactly what the students should know after given a lesson on the standards. Prerequisite knowledge is important for students to be able to understand the lesson being taught. Prerequisite knowledge gives students knowledge that they can build off of. Most of these students have not had prerequisite knowledge because they came from their homes. This guided reading lesson will give practice with sight words and reading with fluency. Assessment(s) of the Objectives: Lesson Objective Objective: Students will identify and recall sight words through reading and writing. Assessment(s) of the Objective Pre-Assessment- Students are assessed in previous weeks of what words they know and do not know. During-AssessmentStudents will be assessed on whether or not they can read, identify and recall words, and follow directions. Post-AssessmentStudents will spell sight words with magnetic letters, write on white boards, and use sound boxes. Use of Formative Assessment Future instruction will be based on the assessment data gathered at the end of the lesson. Each assessment will help to guide the next days guided reading groups lessons and what we need to focus on.

Accommodations: Accommodations will be made for any student that may need it. All students will have their own guided reading book, pointer, marker, white board, sound boxes, and magnetic letters. For the speech and ELL students, they have students sitting beside them in case they do not understand and need clarification. These students are their buddies that they can quietly ask them for help. Instructions will be explained before the students start their activity. I will repeat any instruction details if it is needed. For the autistic child, extra help will be given by me.

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Materials: Copy of the lesson plan Guided Reading Book Pointer Marker White board Magnetic letters Sound boxes Procedures: 1. To begin our lesson, students will be seated at the table. 2. We will begin by discussing what the title is and what the book is about. 3. We will begin reading together as a group. Students will point to each word as we read and follow along. 4. Throughout reading, students will be asked to recall words, spell them, and then say the word again. 5. After reading the entire book, students will take turns reading pages by themselves. During this time, students simply read and are not expected to spell words. 6. After reading we will practice spelling him with magnetic letters. Students will spell it one time, mix and fix, and then identify what letter is mixing. 7. Students will then be able to practice writing the word, him on their white boards. They will also practice writing, is, see, and my. 8. After writing sight words on white boards, students will use sound boxes to write other sight words such as, cab, dad, cat, sad, and cap. 9. Students will give all materials back to me at the end of the guided reading time. Essential Questions: 1. What was the book about? 2. What did we see him on? 3. Who was George Washington? Activity Analysis: Reading the Guided Reading Book- This Is George Washington By reading the book, students are exposed to sight words and other words. Reading with the students gives them practice with reading and identifying words. Students are able to read with the teacher as well as on their own. Students are exposed to new stories and in this particular book a historical person. Writing on White Boards Writing on the white boards is a fun activity for the students. This is a way that students are able to practice writing letters and words. Students are able to hear the word, write it, and see it. Repetition is key in kindergarten and helps the students learn to write, say, and spell words. Writing on the white boards allows students to recall and identify letters and words. References: Shepard, D. (2008). This is george washington. New York: Harcourt Achieve Inc.