Author:
Cindy Peterson
Subject:
Elementary Education
Material Type:
Lesson, Teaching/Learning Strategy
Level:
Lower Primary
Tags:
  • Reading
  • Writing
    License:
    Creative Commons Attribution Non-Commercial
    Language:
    English
    Media Formats:
    Text/HTML

    Education Standards

    K-1 -“See Me” High-Frequency (Sight) Words

    K-1 -“See Me” High-Frequency (Sight) Words

    Overview

     

    Students will use beginning sight words to confidently read and write.  This is meant as a mid to end of the year Kindergarten lesson.  It is a beginning of 1st grade lesson meant as a review and/or initial activity for students to then choose to do independently throughout the school year as they learn and add additional High-Frequency words to their base of knowledge.  

     

    STRATEGY:  High-Frequency (Sight) Words -  (K-1 Grade Level)

    FOCUS:  Sight Word Reading/Writing

     

    STANDARD:    LA 1.1.3 Word Analysis:  Students will use phonetic analysis to read and write grade-level text.

    INDICATOR:      LA 1.1.3.c Recognize and read grade-level (phonetic and non-phonetic)words in text

    STANDARD:      LA 1.2.1 Writing Process:  Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-level.

    INDICATOR:     LA 1.2.1.g Persevere in writing tasks of various length and complexity.

     

    OBJECTIVE/LEARNINGTARGET:

    I can recognize, read, and write beginning/grade appropriate High-Frequency (Sight) words in order to create sentences using these words.

    TIME REQUIRED:     20-40 minutes

    MATERIALS NEEDED: 

    1. Access to Epic! (www.getepic.com) (Specifically the books I See by Joe Cepeda; Can You See Me? By Ted Lewin; See Me Run and/or See Me Dig by Paul Meisel or Leveled-readers that have a theme that use the sight words See and Me.  (This is just an example and any books corresponding to any sight words can be substituted.) 

    2. Grade-level lined paper with an illustration box (multiple copies) for students to create several pages in order to be stapled into a student-created booklet.  They could also be three-hole punched and kept in an individual student binder in order for students to continue to add pages throughout the year.

    3.  Checklist (See Attached)

     

    STRATEGY OVERVIEW AND RATIONALE:

    Students will use beginning sight words to confidently read and write.  This is meant as a mid to end of the year Kindergarten lesson.  It is a beginning of 1st grade lesson meant as a review and/or initial activity for students to then choose to do independently throughout the school year as they learn and add additional High-Frequency words to their base of knowledge.  


    STEP BY STEP INSTRUCTIONS:

    1. Introduce the High-Frequency (Sight) Words of the Day/Week to students.  In this lesson we are using see and me.

    2. Students will log into their Epic accounts and choose any or all of the books previously listed (I See (Level B) by Joe Cepeda; Can You See Me? (Level C) by Ted Lewin; See Me Run and/or See Me Dig (Level F) by Paul Meisel) or the teacher could assign leveled readers according to students’ individual reading levels.

    2.a Extension activity:  Epic has a comprehension activity/quiz that is available with each book.  

    3. The teacher will then give students 2 sheets of lined paper that include an illustration box.  The teacher will write two partial sentences on the white board for students to copy --  “I see a _______.” and “See me _______.”   They should write each sentence on a separate sheet of paper. 

    The teacher should remind students that a sentence starts with a capital letter and ends with a period. (Teacher could demonstrate this on either the white board or using a document camera).

    Students should try to write/spell the finishing word for their sentence the best they can.  If some students are not able to correctly spell the word, encourage them to try to use inventive spelling and think about their beginning and ending sounds. 

    4.  Encourage students to write at least 1 of each sentence (more if time allows)  in order to begin to create pages for a Sight Word Book.  They should also add illustrations.

     Additionally, they could add a cover sheet and add a title, such as ________’s Sight Word Book.

    5.  Have students use the included checklist to make sure they have met all requirements of the assignment.  They may need assistance to fill this out at first.  It could be laminated and displayed in the room or kept in a folder for students to refer back to if this will be an ongoing activity throughout the year.