GCU College of Education LESSON PLAN TEMPLATE Kindergarten: Sight Words Guided Reading Lesson Plan Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Kindergarten Date: March 1, 2020 Unit/Subject: ELA Instructional Plan Title: Dr. Seuss Lesson Summary and Focus: Students will easily read high frequency words: am, it, and the –at family. Classroom and Student Factors/Grouping: National/State Learning Standards: RF.K.3.C Read common high frequency words by sight. RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Specific Learning Target(s)/Objectives: Review: I can read the sight words am and it with 90% accuracy. 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. Academic Language Key vocabulary: Word Family - The patterns in words help you read and write them. Today we are going to look at the pattern -at. 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 think time to demonstrate knowledge in classroom discussions. Students will also be able to demonstrate understanding through their writing. Resources, Materials, Equipment: Easel, sentence strips, markers, picture cards, pocket chart, reading books, magnet letters, pens, paper, ABC chart, individual books Technology: Section 2: Instructional Planning 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. Time Needed 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 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 o ...

1. GCU College of Education
LESSON PLAN TEMPLATE
Kindergarten: Sight Words Guided Reading Lesson Plan
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Kindergarten
Date:
March 1, 2020
Unit/Subject:
ELA
Instructional Plan Title:
Dr. Seuss
Lesson Summary and Focus:
Students will easily read high frequency words: am, it, and the –
at family.
Classroom and Student Factors/Grouping:
National/State Learning Standards:
RF.K.3.C Read common high frequency words by sight.
RF.K.3.D Distinguish between similarly spelled words by
identifying the sounds of the letters that differ.

2. Specific Learning Target(s)/Objectives:
Review: I can read the sight words am and it with 90%
accuracy.
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.
Academic Language
Key vocabulary:
Word Family - The patterns in words help you read and write
them. Today we are going to look at the pattern -at.
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 think time to demonstrate knowledge in
classroom discussions. Students will also be able to demonstrate
understanding through their writing.

3. Resources, Materials, Equipment:
Easel, sentence strips, markers, picture cards, pocket chart,
reading books, magnet letters, pens, paper, ABC chart,
individual books
Technology:
Section 2: Instructional Planning
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.
Time Needed
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,

4. 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 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 of familiar objects while
reading the story. Teacher points to 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 the 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.
Time Needed
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.

5. · 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. Teacher points to word that corresponds with
the picture to help make connections. Praise effort.
· Students with special needs: Based on needs, allow for
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
student 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 on
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.
Time Needed
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 at small group and throughout the corner
activities. As needed, 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 student begin by circling the –at in each
word then repeating the word three times. Assist student in

6. matching the word to the picture. Praise effort.
· Students with special needs: Allow students extended time as
needed. Have student 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 student cut and
paste half of the pictures and have student draw lines to connect
the other half if student becomes frustrated or 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 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 teacher has reviewed
worksheet and determined that 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 student needs additional support,
teacher will work one on one or in a small group to guide
students with correcting the worksheet. Praise effort.
Time Needed
15 mins
Dyslexia Instructional Strategy and Justification
Strategy:
Justification:
Differentiation Strategies and Justification
Strategy 1:

7. Justification:
Strategy 2:
Justification:
Strategy 3:
Justification:
Assessment Differentiation
Differentiating for Dyslexia:
Justification:
Strategy 2:
Justification:
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 sound and bring in a picture/book of one to share with
the class during floor time.
Time Needed
10 mins
Rationale/Reflection
· Small group instruction with teacher using Word Wall:
Teacher worked in three small group rotations after anticipatory
set to introduce the –at sound (example words on word wall)
with students in groups of comparable levels of understanding
so that the instruction could be differentiated based on current

8. levels.
· Show Up and Targeted Feedback: Engagement strategy of
using white boards for students to show their answers. This is
more kinesthetic and engaging for students and a quick check
for the teacher to determine what students still need some
reinforcing of the concept.
· Independent work: Students complete a cut and paste activity
that has a dual purpose of developing fine and gross motor
skills as well as assessing individual student understanding of
the site word sounds.
Reflection: In 250 words, discuss how the lesson plan could be
adjusted when co-teaching and collaborating with another
teacher.
© 2020. Grand Canyon University. All Rights Reserved.
Class Profile – Kindergarten
Student Name
English Language Learner
Socioeconomic
Status
Home Language
IEP
504 Plan
Reading Proficiency Level (Lexile)
Math Proficiency
Level
Other

9. Internet Available at Home
Alessandra
N/A
Low
English
No
No
0-120
Proficient
Needs constant reassurance.
No
Alia
N/A
Low
English
No
No
150-190
Partially proficient
None
No
Amelia
3
Mid
Spanish
No
No
115-200
Proficient
None

10. Yes
Antonio
5
Low
Spanish
No
No
230-395
Partially proficient
None
Yes
Arthur
4
Low
Spanish
No
Speech. Sees speech pathologist twice a week for 15 minutes
each for phonics and phonation (producing the sounds).
150-190
Proficient
Knows letters/sounds but is having difficulty applying
(phonics).
Yes
Emiliano
2
Med
Spanish
No
Speech. Sees speech pathologist daily for 15 minutes each for
letter and sound relationship recognition (phonics).

11. 55-115
Partially proficient
Does not know letters/sounds.
Yes
Evie
N/A
Med
English
No
ADHD. Difficulty with task completion and executive
functioning.
230-395
Proficient
Difficulty maintaining peer relationships (sharing); difficulty
with transition between activities, and following directions.
Yes
Genie
2
Low
Spanish
No
Support for academics and social/emotional development.
25-100
Proficient
Born prematurely. Developmental milestones consistently
behind peers.
Yes
Hannah
4
High

12. Spanish
No
No
115-200
Proficient
Wears glasses.
Yes
Iris
2
Med
Spanish
No
No
55-115
Proficient
None
Yes
Jace
N/A
Med
English
No
No
0-120
Proficient
Did not attend preschool; was taught at home by Mom or Dad
until kindergarten.
Yes
Jaiden
N/A
Low

13. English
Emotional disturbance (trauma). Struggles to build and maintain
relationships with peers and teachers.
No
115-200
Minimally proficient
Quiet and withdrawn and frustrates easily.
Yes
Jessica
N/A
High
English
LD. Auditory processing disorder. Difficulty with recognizing
differences in sounds. Reads words incorrectly and without
expression.
No
55-115
Proficient
Eager to please, needs reassurance. Requires assistive device
for hearing.
Yes
Kyle
N/A
Low
English
No
No
Unknown
Unknown
New student. Has not yet been screened. Waiting for records
from previous school.

14. Yes
Liam
N/A
High
English
No
No
230-395
Proficient
Difficulty sitting still during learning; watching for signs of
ADHD and/or gifted.
Yes
Natalie
2
Low
Spanish
No
Support for social/emotional; specifically for behavioral
outbursts.
115-200
Minimally proficient
Retention; for social/emotional concerns.
No
Nicolas
N/A
Mid
English
No
No
150-190

15. Partially proficient
Quiet. Watching for signs of dyscalculia; tends to invert
numbers.
Yes
Orion
4
Low
Spanish
No
No
150-190
Proficient
None
Yes
Sarah
N/A
Low
English
No
No
0-120
Partially proficient
Very quiet; Lacks motivation. Did not attend preschool. Has
little academic foundation.
No
Sebastian
N/A
Mid
English
No

16. No
110-190
Proficient
Eager to please and hard-working.
Yes
Shirah
N/A
High
English
No
No
25-100
Proficient
Did not attend preschool. Home life was not stable; Mom was
just awarded full custody from Dad. Dad is no longer involved.
Yes
Sofia
2
Low
Spanish
No
No
25-100
Partially proficient
Tends to daydream and get off task. Struggles with social cues.
Yes
Tiffany
N/A
Low
English

17. No
No
230-395
Minimally proficient
Quiet, will avoid work. Placing on list for gifted testing.
No
Valeria
N/A
Low
English
No
Speech. Sees speech pathologists four times a week, 15 minutes
each (phonemic awareness and letter blend sounds).
0-120
Proficient
Struggles with letter sounds (phonemic awareness).
No
ELL Levels
Scored as:
1
Pre-emergent
2
Emergent
3
Basic
4
Intermediate
5
Proficient
Grade
Reader Measures; Lexile
1

18. 120L – 295L
2
170L – 545L
3
415L – 760L
4
635L – 950L
5
770L – 1080L
6
855L – 1165L
7
925L – 1235L
8
985L – 1295L
9
1040L – 1350L
10
1085L – 1400L
11/12
1130L – 1440L
Special Education Key Terms
Acronym/Identification
Details
Category
504 Plan
Plan for students with mental or physical impairments that
presents limitations, including learning, but not significant
enough to qualify for an IEP. Includes accommodations.
ADHD
Attention deficit hyperactivity disorder. Difficulty with focus,
attention to detail, task completion, restless, impulsive.

19. OHI, 504 Plan, or IEP based on severity of influence on
academics.
APD
Auditory processing disorder. Difficulty recognizing sounds.
504 Plan or IEP based on severity of influence on academics.
ASD
Autism spectrum disorder. Developmental disorder often
including difficulty with social interactions and communication
and sometimes learning.
IEP
Deaf-Blindness
Hearing and visual impairments concurrently affecting
communication and learning.
IEP
Deafness
Requires use of assistive technologies.
504 Plan or IEP based on severity of influence on academics.
Depression
Can be considered emotional disturbance based on severity.
504 Plan
Dyscalculia
Difficulty understanding numbers and math facts.
LD, IEP
Dysgraphia
Difficulty with handwriting and fine motor skills.
LD, IEP
Dyslexia
Difficulty with reading and language. Affects fluency,
comprehension, decoding, writing, and spelling.
LD, IEP
Dyspraxia
Difficulty with muscle control and coordination.
504 Plan or IEP based on severity of influence on academics.
ED
Emotional disturbance. Includes anxiety, depression, ODD,
bipolar, OCD, eating disorders, psychotic disorders.

20. 504 Plan or IEP based on severity of influence on academics.
Executive Functioning
Difficulty organizing and managing tasks, time management,
and remembering details.
504 Plan
Hearing Impairment
May require use of assistive technology or hearing device.
Difficulty with taking notes, following discussions, or followi ng
directions due to impaired hearing.
504 Plan or IEP based on severity of influence on academics.
IEP
Individualized Education Program. Includes modifications.
Legal document that provides support and services to students
to make academic progress.
Intellectual Disability
Presents significant limitations on learning and adaptive
behavior.
IEP
Language Processing Disorder
Difficulty associating a meaning with sounds.
LD, IEP
LD
Learning disorder
LD, IEP
Memory
Difficulty with storing and retrieving information.
504 Plan or IEP based on severity of influence on academics.
Multiple Disabilities
Simultaneous disabilities that impair physical movement and/or
learning. Such as having an intellectual disability and
orthopedic impairment.
IEP
Non-Verbal Learning Disabilities
Often presents as high verbal skills and lower motor and
visual/spatial and social skills (e.g., social cues).

21. LD, IEP
OCD
Obsessive compulsive disorder: Repetitive behaviors, over -
thinking, anxiety.
504 Plan or IEP based on severity of influence on academics.
ODD
Oppositional defiant disorder. Negative thinking, defiant of
others’ requests, refuses to follow directions, aggressive.
504 Plan
OHI
Other health impairment. Chronic or acute health problems that
do not fall under any IDEA category that impairs the physical
and/or learning environment (e.g., asthma, epilepsy, diabetes,
Tourette syndrome, lead poisoning, leukemia, rheumatic fever,
sickle cell anemia, hemophilia, ADHD, heart conditions).
IEP
Orthopedic Impairment
A physical impairment that affects the educational performance
(e.g., birth defects, bone tuberculosis, cerebral palsy,
amputations).
504 Plan or IEP based on severity of influence on academics.
Speech/Language
Difficulty with articulation possibly due to a skeletal, muscular,
or neuro-muscular impairment. Difficulty with syntax,
semantics, pragmatics, phonics, morphemes.
OHI or LD based on severity of influence on academics.
Traumatic Brain Injury
Acquired injury to the brain that significantly affects
functionality including memory, cognition, sensory processing,
physical functions, speech, abstract thinking.
IEP
Visual Motor
Difficulty processing what is seen and the ability to copy such
as taking notes.
LD, IEP (often seen with dysgraphia or non-verbal learning
disabilities).

22. © 2019. Grand Canyon University. All Rights Reserved.