EL Support Lesson
Creating Sight Word Books
Students will be able to read sight words.
Students will be able to use sight words in a spoken and written sentence using visual supports.
- Introduce the lesson by displaying the read-aloud text and doing a picture walk. Pause as you go through the picture walk and ask students to share what they see with a partner using the sentence starter, "I see ________."
Building academic language
- Read aloud the text using a shared reading format. Begin by reading the text aloud once and think aloud, noting the words and the pattern in the story. Pause and write, "I see a ________," on the board and go over each word, having students repeat each word after you as you point to the words.
- Explain that the words "I," "see," and AAre sight words. Tell the class that sight words are words that you can read by sight or memory. The more sight words you can read and write, the easier it will be to read more stories.
- Read the text a second time. This time as you read, have the students read along with you on the "I see a ________" part of the text. As you read, pause every few pages to ask students questions such as: "What do you think will happen next?" "What do you see on this page?"
- Prior to the start of the lesson, create an illustrated word bank for animal words.
- Explain that now the class will get to make their very own sight word book!
- Demonstrate how to use the illustrated word bank and the sight word cards to write a sentence using the frame, "I see a ________." and model how to draw an illustration that goes with the sentence.
- Have students use an illustrated word bank (that includes animal words) and sight word cards to make their own sentence and accompanying drawing using the sentence, "I see a ________."
- Pair students together to share their page with a partner.
- Gather the pages together to make a classroom book.
Additional EL adaptations
- Before students begin to work on their pages, pair them with a partner to verbally share their sentences using the sentence frame, "I see a ________."
- Have students write a second sentence using the same sight words. As they write encourage them to sound out the words on their own (e.g., D-O-G). Have students share their sentences with a partner.
Formative Assessment of Academic Language(2 minutes)
- As students are putting together their pages, assess if they are able to accurately find and place the sight words to create a cohesive sentence.
- Collect student work samples and check that drawings match the sentences.
Review and closing(3 minutes)
- Gather the students together and read aloud the classroom book with student assistance (have students read the pattern sentences along with you either as echo or chorally read).