Name: Hannah Clemmons Unit Title: N/A Lesson Title: Sight Word Draw Subject Area(s): Language, Sight Words Time required: 10 minutes Format/Grouping: groups of three repeated activity Purpose: Students practice recognizing sight words in a fast-paced, game environment in order to reinforce their ability to quickly read the Dolch 2nd grade sight words. Key Vocabulary: 2nd Grade Dolch Sight Words
Date: November, 2010
Grade: Accelerated 2nd
Materials or Technology Needed: Sight word flash cards- deck for each pair (http://www.learningbooks.net/D2.pdf) Activity/Material Preparation Needed: Create skill-based groups of three to work together on a certain deck of words (if differentiating) Objectives: Students will read sight words as quickly as possible. With each repetition, students will gain more familiarity with different sight words and become more confident in reading these sight words. Standard(s): Common Core: Foundational Skills.2nd.3.f. Recognize and read grade-appropriate irregularly spelled words.
Anticipatory Set/Connection to Prior Knowledge: Have you ever heard of old-fashioned quick draws like those done in the Old West? Can someone explain? We’re going to do something similar working with our sight word recognition. Activity: Differentiation/Extensions: Explain that students will be divided into groups of three: two Create different decks for different levels of readers. Below participants and one judge. The judge will show the word of the grade level students may have less cards in their deck and/or sim“draw” and the participants will try to identify the word as quickly pler words that are still being mastered. Oppositely, students as possible. The participant who wins the word will take the card above grade level may use decks with harder words and/or may and put it in his or her pile. The participant with the most cards at have more words in one deck. the end of the deck in the winner. Self-corrections are allowed, but shouting an answer will automatically make the other participant Divide children thoughtfully, changing groups and decks each the winner of the card. The winner becomes the judge and the time the activity is performed. Also, be cognizant of which chiljudge becomes the second participant. dren will create problems if grouped together in a competitive Pick three volunteers to demonstrate the process using two or situation. If these types of groups are created, be prepared to prothree words. Give out groups, decks of cards and release children vide extra scaffolding so that the activity runs smoothly. to find a quiet place in the room. Remind children that problems may arise if they are too close to another group. Circulate during the game time helping any groups as needed. As time runs out, ask if everyone has had a turn to be a participant in the game. Give two minute warning before group will reconvene. Closure: Bring children back together. Ask how the activity went. Did anyone learn a word that they didn’t recognize immediately at the beginning? How do you think we will use these new sight word skills? Why are they beneficial? Overall feelings about the activity? Have children mark how their deck was for them (too difficult, just right or too easy) on the three blank cards in the deck. Collect decks and student responses. Assessment: Track participation over time, noting groups, decks used and level of engagement. Circulate during activity to assess children’s individual frustrational (or lack there of) levels (mark: frustrated, instructional or proficient). Use these notes and student responses to inform following group and deck choices.