LITERACY LESSON PLAN: SIGHT WORD BINGO

Teachers Name: Jennifer L. Mollen (Jenny)

Focus of the Lesson: Sight Words (Preprimer List)
Grade Level(s): Kindergarten
Type of Lesson: Small Group
Standard(s): English K.6d, K.7c, K.8a (Link: VDOE English S.O.L. s)

Materials:
Teacher Materials:
o Preprimer Word List
Student Materials:
o BINGO Boards (located in the appendix)
o Board Markers

Procedures:

Minutes What is the teacher doing? What is the student doing?

The instructor should start by

The students should be listening
2-3 minutes explaining the game to the
to instructions.
students. See directions.

After giving directions, the

instructor can pass out materials The students are waiting to
1-2 minutes
to each student in the group. See receive their materials.
materials.

After passing out materials, the

Students are waiting for the
instructor can begin playing the
instructor to call out words. If a
5-10 minutes game. The instructor will call
word that is called out is on their
out words from the Preprimer
board, they should mark it off.
list. See Preprimer word list.
 When the game is over, the
instructor can conclude with a The students are participating in
3-5 minutes
review of all the sight words. See the concluding review.
conclusion.

Directions:
Sight Word BINGO is played just like a normal game of BINGO.
o Students will be given a board with the sight words. It is important to note
that everyones board is different, so not everyone gets bingo at the same
time.
o The instructor will have the list of Preprimer words with them. From the
list, they will say a word. The students are to find the word that is said on
their board and place a marker.
The instructor should give the students 10-15 seconds to find the
word on their own. Then, the instructor should show the students
the word (by writing it on a whiteboard, etc.). This will give the
students a chance to go back and find the word on their board if
they missed it.
o The instructor should continue saying words until a student in the group
has bingo. The instructor can decide how many rounds they want to
complete with the group.

Conclusion:
It is important for the instructor to review all the sight words once the game is
complete. The easiest way to do this is to show the students the whole list of
Preprimer words, and have them shout them out together.
o The instructor could already have prepared index cards, each with one of
the words on it. Then, they could hold them up one at a time for the
students to shout out. This would come in handy for showing the students
the words during the game, too.

Preprimer Word List:

but dog for

he my is
red up down
his sad us
all to at
with green by
I me
 RATIONALE:

According to Words Their Way, frequently assessing students word recognition in

isolation should provide the feedback you need to determine whether or not to back up or move

forward in reading levels, spelling features, or instructional support, (Bear 2016). After

completing numerous literacy assessments with my case study student, it was apparent where his

language and literacy development was lacking most words in isolation. The child was unable

to identify any of the words on the Preprimer word list. Being that children are expecting to at

least begin reading by the end of kindergarten, it is important that the child begin learning these

words and having memorized sight words. As the year moves forward, it is important to assess

the child frequently on these words in order to determine the next steps, as described in Words

Their Way. I chose to create a lesson with the Preprimer word list in order to support the student

in gaining this knowledge, and as a way to test if the child just needs more practice with the

words or if he needs further assistance with a reading specialist.

When playing sight word bingo, the child will practice identifying the words on the

Preprimer word list. The goal of this lesson is for him to eventually be able to complete the task

in under ten seconds when the teacher says a word, he should be able to find it immediately. As

stated by Lesley Morrow, sight words are words immediately recognized by the reader, and the

goal is for the child to eventually know all of the words on the Preprimer list as sight words

(Morrow 2015). By completing this lesson, the case study child will also be working towards

meeting some goals listed on the Virginia Standards of Learning for English. Many of the

English S.O.L.s for kindergarteners do not explicitly state sight words or words in isolation,

but there are a lot about reading. According to standard K.6d, the child should demonstrate an

understanding and read fifteen meaningful, concrete words, by the end of the year. While not
all of these words would be considered meaningful or concrete, they are a bridge to getting

there. By understanding these words, the child can word towards reading books that contain

other words they will learn along the way. Standard K.7c states that the child should

demonstrate a speech-to-print match through accurate finger-point reading in familiar text that

includes words with more than one syllable. This goes with the part of the lesson where the

child listens to the word and then finds it on their board. Lastly, standard K.8a states that the

student will expand their vocabulary by [discussing] the meaning of words. Completing this

lesson with the student works toward all of these standards as it promotes his growth as a reader.

For this lesson, I would look forward to working with a small group of students. Working

with a small group allows for greater appreciation of each other both the teacher of the students

and the students of the teacher. Also, by working in a small group, the students receive more

concentrated and individualized attention which ultimately supports their learning. Something

that makes me nervous about this lesson is the students needing help recognizing all of the

words. However, they have to start somewhere and its okay if they start not knowing anything. If

this game continues to be played, then eventually the students will know the words like the back

of their hands. The next steps following this particular lesson would be to complete a similar

lesson, but with the proceeding word lists. Once the student(s) have master the Preprimer word

list, they should move onto the primer, first grade, and second grade lists. These lists can be

made into bingo like this lesson, or other activities can be used to practice these words.

Sources:

Bear, D. Invernizzi, M. Templeton, S. Johnston, F. 2016. Words Their Way. Upper Saddle River,

NJ: Pearson Education

Morrow, L. 2015. Literacy Development in the Early Years. Upper Saddle River, NJ: Pearson

Education.
 Appendix:
Bingo Boards