Dawn Spurck
Language, Grammar and Vocabulary, Reading Foundation Skills, Geometry
Material Type:
Lesson Plan, Reading
Lower Primary
  • NE ELA
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    Education Standards

    My Home- Writing, Math and High Frequency Words

    My Home- Writing, Math and High Frequency Words


    Students will use two-dimensional shapes to build a house on a page, then write a sentence using sight words and encodable words such as "I have a little house." They can be required to identify each shape as they remove it from their "house."

    Writing, Math and High Frequency words

    Tomi Sue Wille

      Creative Commons License

    Lesson Title & Subjects: Reading Sight words and Writing simple sentences, Math- shapes

     Topic or Study: Two Dimensional Shapes, Writing Sentences, High Frequency words

    Grade Level: Kindergarten

    Nebraska State Standards:

    • Math-MA 0.3.1.a Describe real-world objects using names of shapes, regardless of their orientation or size (e.g., squares, circles, triangles, rectangles, hexagons, cubes, cones, spheres, and cylinders).
    • MA 0.3.1.c Compare and analyze two- and three-dimensional shapes, with different sizes and orientations to describe their similarities, differences, parts (e.g., number “corners”/vertices), and other attributes (e.g., sides of equal length).
    • MA 0.3.1.d Model shapes found in the real world by building shapes from materials (e.g., clay and pipe cleaners) and drawing shape
    • Writing-LA 0.2.1.b Generate representations of ideas (e.g., pictures, labels, letter strings, words, simple sentences) and organize ideas relevant to a topic
    • LA 0.2.1.d Compose simple, grammatically correct sentences.
    • Reading-LA 0.1.1.d Demonstrate knowledge that print reads from left to right and top to bottom.

    • LA 0.1.3.c Recognize and read grade-level (phonetic and non-phonetic) words in text.

    Lesson Objectives:

    Students will create and describe the shapes needed to draw their home.

    Student will compare and analyze the shapes on their drawing including numbers of sides and corners/ vertices.

    Students will write a simple, grammatically correct sentence to describe their home using their grade level high frequency words. Sentences must have a capital and a period.

    Students will correctly read their sentence and grade level high frequency words. 

    Instructional Materials:

    Writing journal with primary lined paper and a blank space for drawing; board use for review of lesson on shapes and sight words.


    1. Student Prerequisite Skills/Connections to Previous Learning:

    Students need to have already learned and practiced two-dimensional shapes: circle, square, rectangle, triangle, and have learned the vocab words: sides and vertices, and they must be able to count the number of sides and vertices. Also, students should have already learned various sight words such as: little, big, is, my.

    1. Presentation of new information:
    • Tell students they will get to write about their houses. Discuss different kinds of houses. Discuss sizes of houses. Discuss how houses can be drawn with shapes.
    • Review prior knowledge of high frequency words: is, my, little, big.  This will depend on words you have taught in class already.
    • Also review the shapes learned in the recent math lessons.
    • Name the shapes learned in math lessons recently and ask students to identify shapes in a house drawn on smartboard by the teacher.
    • Draw different sized houses and label them little or big by asking students to help determine the correct label.
    1. Guided Practice:
    • In their writing journals, on the next blank page, have student write their names. 
    • Have the students draw their house using shapes on the drawing portion of the journal.  Instruct them to draw their houses using shapes such as squares, rectangles, and triangles.
    • Model on the teacher example how to write a sentence about your house.  Make sure to use high frequency words such as this, is, my etc.  High frequency words you have previously taught in class.
    • As students to share to a partner or aloud what sentence they think they might want to write about their house.
    1. Independent Student Practice:
    • Have the students write a sentence of their choosing in their journal.
    • Circulate and assist while student write the sentence in their journals on the printed lines.
    • Remind them to use a capital and a period.
    • Direct student attention to the word wall or other location in the classroom for words that are not high frequency or easily known to the students.
    1. Culminating or Closing Procedure/Activity/Event:
    • Have students show their journal to the teacher, one at a time, while others work in centers/learning stations or read books.
    • Students will read their sentences and identify the shapes used in their houses.  
    • Teacher will use the My House checklist to document progress and use as formative information for future lessons.

    Differentiated Instruction Accommodations:

    Picture cards can be made available for ESL/Speech students or the para aid can assist with writing as necessary.

    Student Assessment/Rubrics:

    As students show their writing journal to the teacher, she will determine what skills the student is proficient at or possible reteaching using the information gathered on the provided checklist.