Instructional Plan

Print Awareness Lesson

Teacher name: Blanca Rodriguez

Plan Title: Making up sentences
Grade/Subject: Kindergarten Language Arts
TEKS: Reading/Beginning Reading Skills/ Print Awareness. Students
understand how English is written and printed. Students are expected to:
Recognize that sentences are compromised of words separated by
spaces and demonstrate awareness of word boundaries.

Objective: The student will read, identify, and write sight words in sentences
format. The students will have to identify and create sentences from troubling
sight words such as my, to, are, will, like, did, they, find, said, here, away, yes,
do, down. Student will have to demonstrate awareness of sight words and
word boundaries while constructing a sentence.
Materials/Resources:
Lesson Time Allotment: 30 minutes
T: Teacher
L: Learner

Focus: (5 minutes)
T: Lay out flash cards of the sight words being used during the activity. Read each sight word to
the student and show the student a related picture to each specific sight word

S: Flashcards will mix from order that teacher presents them, and then the student will strive to
identify each sight word individually. While the sight word is being presented by the teacher, the
student will also have to recreate it by utilizing play-dough.

Instructional Plan
T: Teacher will correlate pictures and sight words in manner that allows the student to make a
connection with personal life, which will be an instrument to help memorize each specific sight
word.
Check for Understanding:
T: Support will be given to the student if unable to identify a sight word, but student will be
encourage to sound out beginning letters and make inferences from pictures and already known
words.

Instructional Delivery: 10 minutes

T: Teacher will introduce already known sight words in order to allow the student to build some
confidence while constructing sentences. Teacher will have flashcards with a picture for the
words look, play, I, am, can, not, and, see. It will be explained to the students that sentences can
be created by using the previous words.
An example will be given to the student such as I can see. It will be demonstrated to the
student that by adding on words we can make a more descriptive sentence such as I can see the
hat.

The student will also be explained that there are specific steps to follow while writing a sentence
such as: Use capital letter at the beginning of the sentence; Use finger spaces between each word;
Use punctuation (period) at the end of each sentence; Not to forget to use the special word (sight
word). The student will be given a checklist in order to check off that each step of creating a
sentence is completed.

T/S: Student will select another sight word and with help of the teacher a sentence will be
created.
Check for understanding: The student will have to check off when each step for writing a
sentence is completed in order to help the student verify that the sentence has been written
correctly.

Guided Practice: 5 minutes

T: The teacher will recite each sight word individually to the student.

S: The student will have to make the sight word by using magnet letters.

Instructional Plan
T/S If the student seems to be struggling with a specific word, the student will be asked to
identify the beginning sounds in the word. If the student is unsuccessful identifying key sounds
in the word, then the teacher will spell out the letters of such word in order to avoid mistakes
such as confusion of letters.
S: Student will be required to make connections with specific struggling sight words, for
instance the student will have to stop and tell a real personal life episode when such sight word
was seen or used.

Independent Practice: 5 minutes

T: Teacher will introduce eastern eggs containing sight words inside, and will lay out pictures
for each sight word.
S: Student will have to open up each egg individually, recognize the sight word inside it, and
match it with the correspondent picture. Student will also have to verbally create a sentence for
the word and write it down upon teachers request.

Closure: 5 minutes
T: Teacher will introduce the following video of a sight word song, and sing along in order to
build confidence in the student and encouragement to sing along.
S: The student will have to watch the video and attempt to recognize the words in the video and
say it aloud before it is sang in the video. The student will also have to identify previously used
sight words, if presented in the video.

Sight Word Song

Check for Understanding: Student will have to sing along and recite the letters of
unknown sight words.