Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Hopping Along with Sight Words

No description
by

Brian Felker

on 23 May 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Hopping Along with Sight Words

How will we know when we get there? Performance Tasks:

Whole Group Instruction
Small Group Instruction
Guided Reading
Independent Centers
Peer Partners Understandings The Student will be able to:

• recognize high frequency words quickly in isolation and within text.

• recognize that words are made up of letters and that words make sentences.

• spell high frequency words with accuracy. Unit Introduction Throughout the entire year in Kindergarten we focus on sight words as a constant addition to every unit of instruction. Sight words are introduced and presented through the use of centers on a weekly rotation. The centers presented appeal to different multiple intelligences and are differentiated by student ability. How will we get there? This unit of study is an ongoing unit that lasts the entire school year. This unit is a companion to all other units taught and occurs simultaneously as a support and extension of the base unit of study. The unit is tiered into three levels, provides a variety of instructional practices, assessments, and differentiation techniques.

Each week students are divided into groups and move through 5 centers while participating in guided reading sessions with the teacher. The following is a sample week of centers that could be included in this unit: Center 1: SMART Board Center 2:
Sight Word Claymation Another way in which we present sight words is through the use of hands-on clay letter formation. In this center we will recreate letters of sight words by molding the clay to match the letters. In this center we will use laminated sight word cards. The students will make clay letters that build sight words. This center addresses bodily-kinesthetic and visual-spatial multiple intelligences. The tier 1 activity will include the students seeing a word and creating one word out of clay. In the tier 2 activity kinders will see the words, build two, and then say the word. In tier 3 kinders will see the words, build three or more words, and then say a sentence that includes one or more of the words. The assessment for this center is teacher observation and student checklist completed by the teacher. Sight Word Companion Unit Hopping Along with Sight Words Established Standards ELACCKRF3:
Know and apply grade-level phonics and word analysis skills in decoding words.

c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). Essential Question How many sight words can you read? So, Where are we going? The students will know sight words with automaticity The student will be able to identify 80-100 sight words by the end of Kindergarten. Other Evidence:

Self-check Center Assessments
Teacher Observation
Teacher Checklist
Independent Center Recording Sheets
ESGI Web Assessment Program One of the ways in which we present our sight word centers is through the use of the SMART interactive whiteboard. This center addresses auditory, visual-spatial, bodily-kinesthetic, and interpersonal intelligences. Kinders unscramble and organize sight words each day and then progress to tiered activities. Tier 1 activities include speaking, listening, and matching sight words. Tier 2 activities include memory matches, multiple choice with self-checking assessments, and writing sight words. Tier 3 activities include a charting die game, using sight words in sentences, and recognizing sight words at random with an automatic word generator. Center 3: I Spy Sight Words In this center students will use a magnifying glass to hunt for sight words. When they find a sight word that they can read they will record it on their recording sheet. This center addresses visual-spatial and intrapersonal multiple intelligences. The tiered groups will be differentiated by the number of words found and recorded. Students will fall into authentic tiers based on natural ability to identify sight words. The assessment for this center is based on the number of words that students can identify. Center 4: Bean Bag Sight Word Toss In this center the teacher will write sight words on large cards and place on the floor. Each student will take turns throwing the bean bag to a square. If the student can read the word the bean bag lands on, the student picks up the card and the student with the most cards at the end is the winner of the game. If the student misses the word, the other student gets the chance to say it. This center addresses bodily-kinesthetic, visual-spatial, interpersonal, auditory, and logical mathematical mulitple intelligences. The tier 1 activity will use eight sight word cards, tier 2 will use 12 sight word cards, and the tier 3 activity will use 16 sight word cards. The assessment for this activity will include a recording sheet and peer assessment. The student recording sheet will include the list of words they correctly identified. Center 5: Sight Words Pocket Charts In this center students will build sentences in a pocket chart using sight words that are provided in ziploc bags that are color coded. In tier one the students will be allowed to use the book that corresponds to the sight words in the ziploc bag to trace the sentence. In tier two students will also use the book but are required to write sentences without dotted lines and are only given a few words. In tier three students will build sentences without assistance and record the sentences in their book on the blank lines. This center addresses interpersonal, visual-spatial, and bodily-kinesthetic multiple intelligences. The assessment for this center is the final book produced by the student. Thank You! Jennifer Mitchell

Michelle Jones

Brian Felker The Goals? Handouts
Full transcript