UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Lea Carr PSMT Name: Natalie Glynn

Lesson Plan Small Reading Groups Lesson Plan Topic: Reading books and
Title: going over sight
words
Date: 3/30/2023 Estimated Time: 40 Minutes
Grade Level: Kindergarten School Site: Doral Academy -
Saddle Campus

1. State Standard(s):
● RL.K.1 With prompting and support, ask and answer questions about key details in a text.
● RL.K.3 With prompting and support, identify characters, settings, and major events in a
story.
● RL.K.7 With prompting and support, describe the relationship between illustrations and the
story in which they appear (e.g., what moment in a story an illustration depicts).
● RL.K.10 Actively engage in group reading activities with purpose and understanding.
● RI.K.4 With prompting and support, ask and answer questions about unknown words in a
text
● RI.K.5 Identify the front cover, back cover, and title page of a book.
● RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
● RF.K.3C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is,
are, do, does).
● SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten
topics and texts with peers and adults in small and larger groups.
● SL.K.1A. Follow agreed-upon rules for discussions (e.g., listening to others and taking
turns speaking about the topics and texts under discussion).
2. Teaching Model(s): Group Learning
3. Objective(s): Students will be able to identify as many sight words as they can within a 50-
second time period. Students will be able to read through a reading-level-appropriate book in
their groups.
4. Materials and Technology Resources:
● Reading Level Appropriate Book
● Timer
5. Instructional Procedures:
a. Motivation/Engagement: Prior to starting the reading groups, the teacher will call on
students to set up reading groups around the classroom. Once the classroom is set up and
 ready to start, the first group of students (Red Group) will come over to the desk and take
their seats.
● Hook: To start the lesson, the teacher will begin by testing the students on their
ability to recognize sight words. For the lower level reading group, 25-30 words
will be completed. For the higher level reading groups, the teacher will aim for 40
words. Each student will go and their numbers will be written down so teachers
can monitor their progress after.
● Management Issues:
● If the class tends to get noisy, the teacher will call out their classroom “quiet”
phrase, “Waterfall!” and the students reply by saying “Shhh!” The teacher will
remind students that this is a reading group, and voices need to be at a quieter
level. If the issue persists, students will be spoken to again individually by the
teacher.
○ Technology Use: No technology was used during this lesson.
○ Developmental Activities or Learning Experiences:
■ For each reading group, students will be assessed briefly on their ability to
recognize sight words in a short period of time.
■ After completing the sight word activity, the teacher will pass out the
reading group book that they will be reading. The teacher will ask the
students to identify the front of the book, and the back of the book, and
ask the students to look at just the pictures in the book before they begin to
read. If it is a familiar book that they started the day before, they will
finish the book. If they finished the book the day before, they will start a
new one today based on their level.
■ Following this, the teacher will ask the students what they think the book
is about based on the pictures alone. Each student will have the
opportunity to answer and share their thoughts.
■ Students will then start to read the book aloud. Each student will read a
page, then will continue to take turns reading aloud to their group.
■ If unfamiliar words arise, the teacher will ask students what they think the
word means based on the pictures.
■ Teacher will provide any assistance on words that students may struggle to
pronounce.
○ c. Closure: Once the book has been completed, the teacher will ask students to
give a thumbs up, thumbs down, or “in the middle” on how they felt about the
book. Students will get the opportunity to share their opinions on the book after.
○ d. Extension: If time persists, students in the small group will be allowed to look
ahead at the next book they are reading.
6. Accommodations, Modifications, and Differentiations for Diverse Learners:
- Accommodations: Allow for students to sit where students feel most comfortable and
where they may learn the best, provide quiet sensory toys for students to use to get
 their energy out when sitting in small groups, work with reading less lines on the
page
- Modifications: Assessed on a different standard, given the same book but with some
differences
- Differentiations: Have a book with larger text, take breaks frequently

7. Assessment and Evaluation of Learning:

a. Formative: Keeping track of how many sight words they are able to recognize in under a
minute
b. Summative: State Testing

8. Homework Assignment: No homework assignment will be assigned as objectives were met

during classtime.