ALEX Lesson Plan

     

Word a Day

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  This lesson provided by:  
Author:Holly Costello
System: Shelby County
School: Vincent Elementary School
  General Lesson Information  
Lesson Plan ID: 2308

Title:

Word a Day

Overview/Annotation:

Word a Day allows students to develop a bank of sight words that are meaningful to them. Each student picks words to add to his/her individual word bank. The teacher can specify particular categories or let the student choose any word. The student then finds a picture or symbol to illustrate each word using a variety of resources.

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: K
20 ) Demonstrate understanding of the organization and basic features of print. [RF.K.1]

a. Follow words from left to right, top to bottom, and page by page. [RF.K.1a]

b. Recognize that spoken words are represented in written language by specific sequences of letters. [RF.K.1b]

c. Understand that words are separated by spaces in print. [RF.K.1c]

d. Recognize and name all uppercase and lowercase letters of the alphabet. [RF.K.1d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K20- Demonstrate understanding of the organization and basic features of print.
ELA.AAS.K.20a- Follow words from left to right, top to bottom, and page to page.
ELA.AAS.K.20d- Recognize and name all uppercase and lowercase letters of the alphabet.


English Language Arts
ELA2015 (2015)
Grade: K
21 ) Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [RF.K.2]

a. Recognize and produce rhyming words. [RF.K.2a]

b. Count, pronounce, blend, and segment syllables in spoken words. [RF.K.2b]

c. Blend and segment onsets and rimes of single-syllable spoken words. [RF.K.2c]

d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) (Words, syllables, or phonemes written in /slashes/ refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word.) [RF.K.2d]

e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. [RF.K.2e]

English Language Arts
ELA2015 (2015)
Grade: K
22 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.K.3]

a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. [RF.K.3a]

b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. [RF.K.3b]

c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). [RF.K.3c]

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. [RF.K.3d]

English Language Arts
ELA2015 (2015)
Grade: K
35 ) Add drawings or other visual displays to descriptions as desired to provide additional detail. [SL.K.5]

English Language Arts
ELA2015 (2015)
Grade: 1
22 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.1.3]

a. Know the spelling-sound correspondences for common consonant digraphs. [RF.1.3a]

b. Decode regularly spelled one-syllable words. [RF.1.3b]

c. Know final -e and common vowel team conventions for representing long vowel sounds. [RF.1.3c]

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. [RF.1.3d]

e. Decode two-syllable words following basic patterns by breaking the words into syllables. [RF.1.3e]

f. Read words with inflectional endings. [RF.1.3f]

g. Recognize and read grade-appropriate irregularly spelled words. [RF.1.3g]

English Language Arts
ELA2015 (2015)
Grade: 1
40 ) With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. [L.1.5]

a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. [L.1.5a]

b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). [L.1.5b]

c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). [L.1.5c]

d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. [L.1.5d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.40- With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
ELA.AAS.1.40a- Use picture word cards to sort words into categories (e.g., colors, clothing).
ELA.AAS.1.40b- Sort familiar words into like groups (e.g., duck, swan, and bluebird are all birds; triangle, square, and circle are all shapes).
ELA.AAS.1.40c - Identify real life connections between words and their use (e.g., note places at home that are cozy).


Digital Literacy and Computer Science
DLIT (2018)
Grade: K
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Insight Unpacked Content
Evidence Of Student Attainment:
Students:
  • will will show ideas by using different applications on a device.
  • will change and fix those ideas on the device.
Teacher Vocabulary:
  • text
  • image
Knowledge:
Students know:
  • how to type or use speech to text to type basic letters and words.
  • how to delete letters and words.
  • how to resize an image.
  • how to move an image around.
Skills:
Students are able to:
  • type and edit text.
  • resize and move images.
Understanding:
Students understand that:
  • an artifact created digitally can be reviewed and revised easily and in the same platform.
  • text and images can be used together to convey an idea or information.
Digital Literacy and Computer Science
DLIT (2018)
Grade: K
2) Demonstrate use of input devices.

Examples: Mouse, touch screen, keyboard.

Insight Unpacked Content
Evidence Of Student Attainment:
Students:
  • will use a mouse and keyboard to enter information.
Teacher Vocabulary:
  • mouse
  • keyboard
  • screen
Knowledge:
Students know:
  • input devices are used to manipulate computing devices or enter information.
Skills:
Students are able to:
  • use a mouse, keyboard, or other input device to navigate on computing devices and enter information.
Understanding:
Students understand that:
  • they may need to use other pieces of equipment to navigate, select programs, or enter information into a computing device.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 1
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Insight Unpacked Content
Evidence Of Student Attainment:
Students:
  • will type and edit letters, words, and simple sentences correctly.
  • will use a digital tool to draw a simple picture.
  • will insert, move, and size a digital image.
Teacher Vocabulary:
  • image
  • cursor
Knowledge:
Students know:
  • how to type letters, words, and simple sentences.
  • how to delete letters, words, and simple sentences.
  • place the cursor where they need to delete or add.
  • how to draw a simple picture digitally.
  • insert, move, and size an image.
Skills:
Students are able to:
  • type, review, and edit typed text.
  • create a simple drawing using digital tools.
  • select, size, and place images.
Understanding:
Students understand that:
  • an artifact they create using digital text, images, and drawings can be used to convey ideas and information.
  • because the artifacts are digital, they can be edited and revised easily.

Local/National Standards:

 

Primary Learning Objective(s):

The student will read sight words that are found in his/her environment.
The student will expand his/her vocabulary by adding new words to a sight word bank each day.
The student will use a variety of resources (clip art, magazines, etc.) to represent sight words pictorially in a sight word bank.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

0 to 30 Minutes

Materials and Resources:

index cards or sentence strips, markers, glue, scissors, metal rings, old magazines

Technology Resources Needed:

desirable but not essential, clip art collection software, multimedia encyclopedia (optional), printer, any assistive technology special needs students would use to access computer

Background/Preparation:

 
  Procedures/Activities: 
1.)Give students a specific category and ask them to choose a word that relates to that category. Each individual student chooses a word.

2.)Each student spells and writes his word on an index card or sentence strip. The teacher assists in spelling, or if the word is in the classroom the student may be asked to find it and copy it.

3.)The student finds a picture to represent the word in a magazine, from clip art on the computer, from a website, etc. The student glues the picture next to the word.

4.)Laminate the cards. (Optional)

5.)Punch a hole in the card and add it to the student's sight word ring.

  Assessment  

Assessment Strategies

Students will be assessed periodically throughout the school year in a variety of ways. The student will read the cards aloud to the teacher. The student will match words to pictures on teacher-made tests. The student will identify sight words in other material (poems, stories, textbooks).

Acceleration:

The activity is already set up to allow each student to work at his or her own level whether it be a low or high level of ability.

Intervention:

 

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.