| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | English |
| What topic | Sight Words |
| What length (min) | 5 |
| What age group | Year or Grade 2 |
| Class size | 20 |
| What curriculum | (1) Model Display the High-Frequency Word Cards are, the, to, and you. Use the Read/Spell/Write routine to teach each word. Read Point to and say the word are. This is the word are. Say it with me: are. We are playing. Spell The word are is spelled a-r-e. Spell it with me. Write Let’s write the word in the air as we say each letter: a-r-e. Follow the same steps to introduce the words the, to, and you. Use these sentences: Pat is on the slide. Please give the book to Pam. You are my friend. (2) Practice Have children work in pairs to make up sentences using the words. Word Bank You may wish to begin a Word Bank, a list of words that you have learned, by adding this week’s high-frequency words. Note words that have regular and irregular sound/ spellings. Throughout the year, place related words together, such as words that contain the same spelling patterns. As children master words, remove them from the Word Bank. |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 8 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Sight Words
Year/Grade 2
English
20
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Sight Words | 1 | Model display of high-frequency word cards. Read the word "are" and have students say it with you. |
| 2 | Word Instruction | 1 | Follow the Read/Spell/Write routine for "are": Read, Spell, Write in the air. Repeat for "the," "to," and "you" using provided sentences. |
| 3 | Printable Cards Activity | 1 | Distribute printable cards to students. Instruct them to fill in the words learned today while practicing in pairs. |
| 4 | Practice with Pairs | 1 | Allow students to work in pairs to create sentences using their sight words. Provide guidance and assistance as needed. |
| 5 | Collect/Check Printable Cards | 1 | Randomly check or collect the filled printable cards without student presentation. Ensure comprehension and correct usage of words. |
| 6 | Word Bank Activity | 1 | Introduce the Word Bank, asking students to collectively add the words learned today and discuss regular and irregular spellings. |
This lesson plans aligns with the national curriculum by addressing the introduction and practice of high-frequency words through interactive and practical approaches, ensuring students develop foundational literacy skills.
"Good morning, class! Today, we're going to dive into something that will help you become better readers and writers. We're going to learn about sight words! First, let's look at our high-frequency word cards. Can anyone tell me what sight words are? [Pause for student responses.] That's right! Sight words are common words that we see all the time in books, and knowing them helps us read faster and with more confidence."
"Now, let’s start by looking at our first word. This is 'are.' Who can say that word with me? Ready? 'Are!' Great job!"
"Now that we know our first word, let’s go through our Read/Spell/Write routine! We will do this for each of our sight words today. First, we read the word 'are.' Let's spell it together: A-R-E. Excellent! Now, let’s write it in the air with our fingers. Ready? Air spell! A-R-E! Fantastic!"
"Next, we have the word 'the.' Let's read it together: 'the.' Now, spell it with me: T-H-E. Great! Now, let's write it in the air! Ready? T-H-E. Awesome job!"
"Our third word is 'to.' Let's read it: 'to.' Now spell it with me: T-O. Very good! Let’s write it in the air: T-O. Well done!"
"Lastly, we have the word 'you.' Let’s read it together: 'you.' Now, spell it with me: Y-O-U. Super! Now let’s write it in the air: Y-O-U. You are all doing amazing!"
"Now it’s time to put those words to work! I’m going to hand out some printable cards to you. On these cards, I want you to fill in the words we just learned: 'are,' 'the,' 'to,' and 'you'. Make sure you write them carefully!"
"As you work, I want you to practice saying the words out loud with your partner. Remember, the more you say them, the better you will remember them!"
"Now that you've filled out your printable cards, I want you to team up with a partner. Together, you’re going to create sentences using the sight words we learned today. For example, you could say, 'You are my friend.' Take a few minutes here to come up with as many sentences as you can! If you need help, just wave at me!"
[Circulate the room while students work, providing support and encouragement as needed.]
"Okay, friends, let's pause our sentence creation. I’m going to collect your printable cards now. You don’t need to present them to the class; I will just check to make sure you have written the words correctly. If I see any mistakes, I’ll help you fix them. Everyone, raise your cards when you’re ready for me to collect them!"
[Collect cards and review them quickly for comprehension.]
"Great job today, class! Now, let’s talk about our Word Bank. This is a special place for all our high-frequency words. Who can remind me what words we learned today? [Pause for responses.] Yes, we learned 'are,' 'the,' 'to,' and 'you.'"
"Let's add them to our Word Bank! As we write them on our poster, let’s also discuss any common ways we can remember their spellings. Some words are easier and more straightforward, while others might be a bit tricky. What do you think? [Encourage responses.] Awesome!"
"Well done today, everyone! I’m proud of each of you for working hard on your sight words. Don’t forget to practice these words at home, and I can’t wait to see how you use them in your writing!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A classroom with children} | - Introduction to sight words - Importance of sight words in reading and writing - Brief overview of the lesson |
| 2 | {Image: High-frequency word cards} | - First word: "are" - Reading practice: "Are!" - Importance of speaking and hearing words |
| 3 | {Image: Teacher with students spelling} | - Word instruction for "are" - Read: "are" - Spell: A-R-E - Write in the air: A-R-E |
| 4 | {Image: Children writing in the air} | - Continue with word "the" - Read: "the" - Spell: T-H-E - Write in the air: T-H-E |
| 5 | {Image: Students engaged in activity} | - Introduce word "to" - Read: "to" - Spell: T-O - Write in the air: T-O |
| 6 | {Image: Students working in pairs} | - Final word: "you" - Read: "you" - Spell: Y-O-U - Write in the air: Y-O-U |
| 7 | {Image: Printable cards on desks} | - Printable cards activity - Fill in learned words: 'are', 'the', 'to', 'you' - Practice saying words out loud with a partner |
| 8 | {Image: Students collaborating} | - Pair up to create sentences - Example: "You are my friend" - Encourage creativity and collaboration |
| 9 | {Image: Teacher reviewing cards} | - Collect and check printable cards - Ensure words are written correctly - Provide support for mistakes |
| 10 | {Image: Word bank poster} | - Review learned words - Add to the Word Bank - Discuss spelling tips and tricks |
| 11 | {Image: A proud teacher giving feedback} | - Conclusion of lesson - Encourage home practice - Share excitement for writing with sight words |
| Question | Answer |
|---|---|
| What are sight words? | |
| Can you say the word 'are' with me? | |
| How do you spell the word 'are'? | |
| What is the next sight word we learned after 'are'? | |
| Can you spell the word 'the'? | |
| How do you write the word 'to' in the air? | |
| What is the last sight word we learned today? | |
| Can you create a sentence using the word 'you'? | |
| What did we do with our printable cards? | |
| What is our Word Bank? | |
| Can you remind me of the four sight words we learned today? | |
| Why is it important to practice sight words at home? | |
| How can we remember the spellings of difficult sight words? |