edTPA Lesson Plan Template*

Central Focus: High-Frequency Words

Subject: Kindergarten, English

Essential Standard/Common Core Objective:

CCSS.ELA-LITERACY.RF.K.3.C
Read common high-frequency words by sight
(e.g., the, of, to, you, she, my, is, are, do, does).

Date submitted: 12/8/15

Date taught:

Daily Lesson Objective:

Learn to read the words and, the, you, she, and he with 80% accuracy.
21st Century Skills:
Academic Language Demand (Language Function and
Vocabulary): N/A
Learning and Innovation Skills
Prior Knowledge:
Read the words to, a, and I.
Activity

1. Focus and Review

2. Statement of Objective
for Student
3. Teacher Input

Description of Activities and Setting

Class, yesterday we went over the high-frequency words to, a, and I.

Who can tell me what a high-frequency word is? (CFU) Highfrequency words are words that you see many times when you read.
Words that you see often are important to recognize because they help
you read and write. These words normally have little meaning when
they are on their own, but they help add meaning to the sentence. Today
we are going to learn a few more high-frequency words.
Learn to read the words and, the, you, she, and he.
Invite students to sit on the carpet. Boys and girls we are going to
learn the words and, the, you, she and he. Some of you may already
know how to spell these words.
Hold up one word card at a time. Lets review this word. I will go
first. Hold the card up for the class to see. Read the high-frequency
word and aloud, while underlining the word on the paper with your
finger. Use the high-frequency word in a sentence. I like apples and
bananas. Now its your turn! Have the class read and aloud, while
I underline the word with my finger. (CFU) Lets spell the word and.
My turn. Say the word and and underline it at the same time. Then
spell out the word and point to each letter as you say it, A N D. Once
you have spelled out the entire word say the word again while
underling it. Call on a student to come underline and spell out the word
with the class. While the class is spelling the word, have the student
point to each letter then underline. (CFU) Now we are going to arm
tap the word and! Demonstrate how to arm tap the word to the
students. Hold the card up for the students to see. Say the word and
while tapping your left shoulder with your right hand. After saying the
entire word, tap your arm as you say each letter while moving down the
arm from shoulder to wrist. A N D. When finished, say the word and
again while sweeping your fingers from shoulder to wrist. Have the
students arm tap the word. (CFU) Next, air-write the word with the
class. Have the students write the word in the air. Now have the class
air-write the word without being able to see the card. (CFU) Repeat

Time

each step for the remaining 4 high-frequency words.

4. Guided Practice

Class, now we are going to play a game on the Smart Board with the
high-frequency words we have learned today and yesterday.
Students will play a memory game with the words the, to, and, a, I, and
you. Students click a card to see a word on the top row and try to match
it to the sound of the word on the bottom row. Have students volunteer
to come up to the Smart Board to pick a card on the screen. Have
students say the word on the card together then find the matching sound
and repeat the sound of the word as a class. (CFU)
http://www.dolchword.net/dolch-pre-primer-memory-game-1.html
Hand out flash cards to students, but do not let them look at the card
until the teacher says, Go. The top of the card will say the highfrequency word. In the middle of the card will be one letter from the
high-frequency word. For example, the top of the card will say he and
the letter h will be in the middle of the card. Another student will have a
flash card that says he on the top with the letter e in the middle of the
card. Have students spread out around the classroom. Students will go
find their hidden partner or partners to make their word after the teacher
says, Go. Students will sit down together once they have found their
partners. ELL student will be paired with a strong student for added
support. (PID)
We are going to play a game to practice the high-frequency words we
just reviewed! I am going to hand a flashcard out to everyone, but do
not look at your card until I say GO! Each of the flashcards has a highfrequency word on it and one of the letters for the word on the card.
When I say GO, go find your hidden partner or partners to make the
high-frequency word that is on the top of your card. Make sure that you
are holding your flashcard up so your classmates can see which word
and letter you have! Once you have found your partner or partners, sit
down together so the class can see who has made a word. Are there any
questions? (CFU)
Circulate the room to make sure students are finding their partners and
correctly forming their word. (CFU) Aid the ELL student in finding
their partners if needed. (PID) Once all the students are seated, check

together as a class to see that each group class has made their word.
Have one group at a time stand up to say and spell their word. (CFU)
Ask the class, Have they spelled their word correctly? (CFU)

5. Independent Practice

Students will complete the attached worksheet independently in class.

Explain the directions to the class while pointing to the appropriate
sections when explaining. Now, we are going to complete this
worksheet on the high-frequency words we have just learned. We are
going to be completing this worksheet by ourselves without the help of
our friends. On the front page you will write the high-frequency word
on the line next to the word. Then on the back page you will find the
high-frequency words we just went over. You will write the number 1
underneath and, number 2 underneath the, number 3 underneath you,
number 4 underneath she, and number 5 underneath he. Are there any
questions? (CFU) Repeat directions to ELL student and clarify any
questions. (PID) Gifted learners will write a sentence with each highfrequency word after they have finished their worksheet. Explain to
gifted learners the extension of their assignment. (PID) Collect the
worksheets after students are finished.

6. Assessment Methods of
all objectives/skills:

To earn credit students will need to spell and number the correct high-frequency
words. Students who get eight or more correct (80%) will have met the objective.
Students who have answered seven or less correctly will not have met the objective.

7. Closure

Class, lets review the words we have just learned. Spell the word and.
A N D Spell he. H E. Teacher spells out the word she. Which word
did I just spell out? She. Spell you. Y O U. Teacher spells out the
word and. Last one, how do you say the word I just spelt? And.
(CFU) Great job! Knowing these words will make reading and
writing so much easier for all of you!

8. Assessment Results of
all objectives/skills:

N/A

Targeted Students Modifications/Accommodations

Student/Small Group Modifications/Accommodations

Accommodations were made for my ELL student

during Focus and Review, Teacher Input, Guided
Practice, and Independent Practice as shown above.
Although, throughout the entire lesson I checked for
understanding and checked in with the ELL student
frequently. Throughout Focus and Review and Teacher
Input I made sure to use many visuals and examples.
During Guided Practice, the student was placed in a
group with strong students for added support. I also

Accommodations were made for gifted learners during Guided

Practice and Independent Practice. During Guided Practice,
gifted learners were placed in a group with either the ELL
student or lower level students. The gifted student acted as a
mentor to help the other children in the group. The gifted
learner was also given an extended assignment during
Independent Practice to keep them from becoming bored.
These students were to finish the worksheet and then attempt to
write sentences with the five high-frequency words.

made sure the student understood the directions and

aided the student in finding their group to spell the
assigned word. I also repeated myself during
Independent Practice to ensure the ELL student
comprehended the assignment.
Materials/Technology: Teacher Input high-frequency word cards, Guided Practice index cards, High-Frequency Words
Worksheets
Reflection on lesson: N/A
*Modified slightly for use in ELED 3111, Smith, Fall 2015.