Choice Board Activity 2 - Language Arts Learning Centers
Name: Ally West___________ Topic: High-frequency Sight Words________
Mini Lesson Topic
Name the teaching point.
Materials
Gather materials, more text…
Connection
Tell them what you taught the
previous lesson. During the last
workshop, we learned how to...
Explicit Instruction
Tell them how to do it. Watch
me do it… or Let’s take a look
at how (author) does this when
s/he writes
Guided Practice
Ask them to try it out with a
partner, or with you for a few
minutes. Now try it out with a
partner…
Mini Lesson - Center #1
K.FFL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding
isolated words and in connected text.
1. Demonstrate knowledge of one-to-one letter sound correspondence by producing
the most frequent sound for each consonant.
2. Associate the long and short phonemes with common spellings for the five major
vowels.
3. Read common high-frequency words by sight.
4. Decode regularly spelled CVC words.
5. Distinguish between similarly spelled words by identifying the letters that differ.
 4-5 fly swatters
 Laminated sight word flies
 Sight word worksheets
 Pencils
 Crayons
During the last lesson we learned how to associate the long and short
phonemes with common spellings for the five major vowels. We completed
two worksheets for this lesson and completed a whole class activity using the
Promethean board.
 The teacher will first prepare the center by spreading the laminated flies out
around the ABC rug. The teacher will also place 4-5 (depending on group
size) worksheets on the table near the rug for students to complete as the
swat flies.
 The teacher will show the students how to complete the activity before
students begin rotating.
 The teacher will use a fly swatter to swat a “sight word fly”. Then the teacher
will write the sight word down on the worksheet and place the “sight word
fly” back on the rug. The other students in the group will be doing the same
thing until everyone has swatted 6 flies. Once everyone has swatted 6 flies
and written all of their words down on the worksheet they will copy the
word with a crayon in the box above the written word. Then they will rotate
to the next center after 15 minutes.
Students may be asked to have a competition of who can swat and say the
most sight words (if there is extra time). The teacher will assist with this
competition. The group will be divided in half (partners). Each student will
have a fly swatter but will take turns swatting a word and saying it to the
teacher.
Ex. One partner swats “sight word fly” and says it to the teacher. The teacher
says correct or assists and picks up the fly. Once student says it correctly the
next student will go (one partner from each group will be completing this at
the same time). This will continue until all of the flies are picked up.
Independent Practice
Remind students how the
teaching point can be used in
independent writing. (There
should be a link between the
mini lesson and the students’
independent writing lives).
The students will need to be able to read/say high frequency sight words
quickly because these words appear often - in stories, homework, classwork,
etc.
Students may be asked to use the sight words in a sentence during
independent writing. (Ex. Write a sentence using one sight word and the
word cat.)

Group Wrap Up
Restate the teaching point. Ask:
Did you try what was taught?
Did it work for you? How will it
affect your future writing?
The teacher will explain how students need to be able to read/say high
frequency sight words quickly because these words appear often - in stories,
homework, classwork, etc.
The teacher will ask the class if everyone was able to complete the sight word
worksheet.
The teacher will ask each student to say one sight word.
The teacher will ask a few students to say a sentence using a sight word.

Name: _____________________________________
Write a sight word on the line using a pencil. Once you have written 6 sight words with a
pencil write the sight word with a crayon in the box above the line.

AND
EXAMPLE: _AND_________________ 5.
_______________________________

1. _______________________________ 6. _______________________________

2. ________________________________

3. ________________________________

4._________________________________