Kindergarten- Sight Words Guided Reading Lesson Plan

2.      Valeria- Has speech issues and struggles with letter sounds (phonemic awareness).

3.      Sofia- Partially proficient in reading, tends to daydream and get off task and struggles with social cues.

4.      Jessica- Dyslexia, reading problems, LD, and auditory processing disorder. She has difficulty recognizing the difference in sounds and reads words incorrectly and without expression.

RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Review: I can write the sight words am and it with 90% accuracy.

Lesson Target: I can identify words from the –at family in my reading and writing with 80% accuracy.

Word Family – The patterns in words help you read and write them. Today we are going to look at the pattern –.

Function:

Students will demonstrate understanding by reading am, it, and –at family words within print in texts and around the room. Students will also show understanding by writing those same words.

Form:

Students will be given time to demonstrate knowledge in classroom discussions. Students will also be able to demonstrate understanding through their writing.

·         Pre-record audio of any reading for learners who require them, like those with dyslexia or memory problems.

·         The text-to-speech (TTS) app will let the learners see the text and hear it being read aloud simultaneously. It will then improve their reading problems as they try imitating the same.

·         Use Speechify app for learners with dyslexia and play live quizlets to help these learners.

Anticipatory Set

·         This lesson builds on the introduction of the –at family. Students are aware they can make additional words using –at.

·         Students will be excited to sing and rhyme identifying –at family words.

10 mins

Multiple Means of Representation

Small Group:

·Focus: High-Frequency Word Fluency

Word Work: Students will be given the letters a, t, i, and s. Then they will be asked to spell the words it, is, and at.

Next, we will see how we can take the word hat and change the first letter to make new words in the –at family.

Book Intro Cat in the Hat:

· Have you ever had a really silly friend?

·  Have you ever made a big mess in your house?

·What are some rules you should follow when you visit someone’s house?

·         Do a book walk and identify the H sound in hat//has. Also, look for –at sounds like in cat and hat.

·         Children will then read independently with teacher listening in a round robin format.

·         After reading: What was the Cat in the Hat like? What color was his hat? What was your favorite part?

·         Writing task for the second half of guided reading group (This may occur on the next day.) If you could do anything you wanted, what would you do?

Explain how you will differentiate materials for each of the following groups:

·         English language learners (ELL): Repetition of words and letter sounds. Allow for pointing to familiar objects while reading the story. The teacher points to a word that corresponds with the picture to help make connections. Praise effort.

·         Students with special needs: Repetition. Allow student(s) to begin with familiar objects to make connections such as cat and hat to develop the –at sound. Model vocabulary for students. Praise effort.

·         Students with gifted abilities: Have students individually or pair read a sight book looking for it, am, and at sounds.

·         Early finishers (those students who finish early and may need additional resources/support): This is a small group activity with differentiation. Once students finish the rotation and have teacher approval, they will move to the engagement activity.

15 mins 

3 rotations

Multiple Means of Engagement

·         Students use the story to build the words they found that have the –at sound and then put their finger under it and read it. Students use dry erase markers to do “Show Up” activity to write the words quickly and “show” their boards when the teacher prompts.

·         We looked at the -at family. Examples may include at, cat, bat, mat, and sat.

·         Students raise hands offering answers and participating.

Explain how you will differentiate activities for each of the following groups:

·         English language learners (ELL): Repetition of words and letter sounds. Allow for pointing of familiar objects while reading the story. The teacher points to a word that corresponds with the picture to help make connections. Praise effort.

·         Students with special needs: Based on needs, allow for an extended time when hearing the word and pointing to it in the book and copying words onto their dry-erase board. Allow students to work with a partner to increase confidence. Allow students to use letter cards to build words on the table prior to writing.

·         Students with gifted abilities: Have students look for multi-syllable objects with the review sound, – it in a selection of short reading books such as kitchen, kitten, mitten, and Rabbit.

·         Early finishers (those students who finish early and may need additional resources/support): This is a small group activity. Once students finish the rotation and have teacher approval, they will move to the engagement activity.

15 mins Working with a parent volunteer or the co-teacher

Multiple Means of Expression

Informal observations will be made while students are reading and writing both in small group and throughout the corner activities. As needed, the teacher will ask students to join a small group activity to assess their comprehension of the practiced site words for the day.

Students will independently complete a cut-and-paste worksheet matching site words with pictures.

Explain if you will differentiate assessments for each of the following groups:

·         English language learners (ELL): Allow students extended time as needed. Have the student begin by circling the –at in each word then repeating the word three times. Assist students in matching the word to the picture. Praise effort.

·         Students with special needs: Allow students extended time as needed. Have students circle the –at in each word and sound out the word with a peer. If students need assistance with cutting and pasting due to fine motor development, have the student cut and paste half of the pictures and have the student draw lines to connect the other half if a student becomes frustrated or the task becomes too lengthy. Students can also use letter cards to build the word next to the picture and repeat the sounds for some of the words. Praise effort.

·         Students with gifted abilities: Challenge students to write three words of their own using the –at the sound and draw the coordinating picture on the back of their worksheet. Praise effort. Praise effort.

·         Early finishers (those students who finish early and may need additional resources/support): After the teacher has reviewed the worksheet and determined that the student does not need additional support, have students make nonsense words using the –at sound. Writing them on the back of their worksheet to share later during floor time. If a student needs additional support, the teacher will work one-on-one or in a small group to guide students in correcting the worksheet. Praise effort.

15 mins

Dyslexia Instructional Strategy and Justification

Strategy: Use the text-to-speech app and Speechify technology for learners with dyslexia. These two apps will help the learners scan the text they are struggling to read and then read it aloud. Alghabban et al. (2017) affirm that since these apps present words auditorily, learners can concentrate on the meaning of words rather than spending all their brain and time trying to pronounce or sound them out. In addition, the technologies will allow these learners to focus on content and not the spelling and grammar when writing their answers to questions or while giving their thoughts.

Justification: Providing or using such speech apps and audio learners with dyslexia can improve their decoding and reading skills. Learners with dyslexia battle with reading and have a problem with writing effectively. Thus, by having the learner not be worried about their wrong spellings or the correct grammar, they can switch their focus on the lesson and comfortably form the best answers and thoughts with less struggle.

Differentiation Strategies and Justification

Strategy 1: Grouping learners with reading problems in one group will help them feel more comfortable learning in the classroom.

Justification: Learners who cannot read appropriately often feel excluded and intimidated reading with other gifted classmates because they cannot speak fluently, read, or express themselves. Therefore, grouping them in one group allows them to work freely with peers, making them feel they are on the same level and would easily challenge each other rather than feel intimated when grouped with more gifted learners. When such learners are grouped, they will not feel judged or secluded as they have peers with the same level and issue. Accordingly, this will allow them not to feel secluded and help them work on their reading ability while focusing on the material and content taught by the teacher.

Strategy 2: Playing live quizlets in class assists learners with dyslexia in remembering key terms or vocabulary and other important questions on the taught topic.

Justification: Some students have difficulty memorizing the keywords and other important concepts. Mostly, learners with dyslexia struggle with vocabulary as they can never read full descriptions. Therefore, a quizlet would greatly help as they work in groups. Most importantly, quilts would bring more fun to learners with dyslexia and help the more gifted learners by giving them a chance to challenge themselves.

 Strategy 3:  For learners struggling with encoding issues due to the inability to hear or understand sound, YouTube videos can provide subtitles that can easily be decoded and understood. These learners, like those with dyslexia, must focus on giving the best answers and their thoughts rather than grammar or spelling issues and even write their responses in their native language if necessary.

Justification: Learners with decoding issues struggle with reading English because some words are pronounced too fast or do not keenly listen to the articulate words. As such, to retain the attention and concentration of these learners, it is essential to help them with important learning resources such as YouTube videos with subtitles. As they watch the videos, they can also follow the subtitles to decode and understand the information being shared (Zikl et al., 2015). This will also help them understand that they should concentrate on their thoughts and writing rather than spelling or grammar mistakes.

Assessment Differentiation

Differentiating for Dyslexia: Consider or prefer online assessments.

Justification: Online assessments could advantage dyslexia learners, especially by using the text-to-speech app while wearing headphones. This will help the learners hear the questions asked rather than struggling to read the sentences that might be too complex for them. Online tests are good because they also promote better decoding as it implement differences in font size, font type, etc. Learners with dyslexia could improve their writing and reading skills by being exposed to the options of capitalization and fonts that work to their advantage instead of forcing them to do physical exams. Online exams can also work to their advantage as other learners (Awada & Plana, 2018).

Strategy 2: Include some details of pictures or illustrations of key terms like logos, pathos, and ethos in their assessment. Diagrams, drawings, and pictures can work to their advantage.

Justification: With pictures or illustrations provided for learners during an assessment, learners with dyslexia will have access to descriptive images rather than having to read descriptive sentences that might be complex or even confuse them. Awada & Plana (2018) advise that the illustrations should be different from the traditional English tests, which are often too heavy; the pictures should be simple so that when learners with dyslexia look at them, they can identify their meanings without having to decode the letters.

Extension Activity and/or Homework

Students are to share three words with their families that they learned today using the –at sound. They are to find three new words not discussed during class that include either the am, it, and/or at the sound and bring in a picture/book of one to share with the class during floor time.

10 mins