Name: Riley Skains Grade/Subject: 1st Grade ELAR Date: March 5th, 2024

1. Texas Essential Knowledge and Skills (TEKS): (C2)

110.B.(vi) identifying and reading at least 100 high-frequency words from a research-based list.

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do

Help students learn, memorize, spell, and identify high-frequency words effectively through engaging tasks and activities.

3. SMART TEKS: TLW identify and read at least 100 high-frequency words from a research-based list.
Objective(s): (C3) Objective: At a small group table, the students will play a game with the teacher to help the
students recognize high-frequency words.

Essential Question: How does being able to recognize high-frequency words help me be a better reader?

4. Central Focus The purpose of this lesson is to help the student’s integrate high-frequency words into
(C4) phonics lessons which allows students to make sense of spelling patterns for these words.
How will this lesson link
with other lessons in the
unit?

Learning Targets I CAN read, learn, memorize, spell, and use high-frequency words.
I CAN statements that
Clearly show alignment
with TEKS

5. Academic
Language (C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language
represents the language The students will be able to identify high-frequency words.
of the discipline that
students need to learn
and use to engage in the Vocabulary (words, phrases, and/or symbols that are used within disciplines):
content area in
meaningful ways. Compare, analyze, classify

There are 4 language

demands to consider as Discourse (Structures of written and oral language, how will they talk, write, and participate in
you require students to knowledge construction: discussions, reports, essays, multi-media presentations, performance):
read, write, speak,
listen, demonstrate and The students will write a sentence using one of their high-frequency words.
perform.
Syntax (The set of conventions for organizing symbols, words, and phrases together into structures,
e.g., graphic organizers, formulas, charts, language rules, outlines, graphs, tables):

I will use a graphic organizer, anchor chart, to show what the sight word of the day is.
6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5)
The resources, I will identify the different high-frequency words we will learn each week, and use
representations, and cooperative grouping at a small group table to do activities.
strategies you will
provide to help students Vocabulary Strategies - (GO TO Page)
understand, use, and 1. Students will be able to look at our word wall and identify what our high-frequency
practice the concepts words are.
and language they need
to learn within the
discipline 2. As a whole group students will repeat the word after the teacher and then write it on their
dry erase board.
Site the researcher’s
name as you refer to the
strategy.
Discourse strategies - (GO TO Page)
-Write: Students will write a sentence using one of the high-frequency words.

-Talk: Students will pair up and use their study cards to practice their high-frequency
words with their partner. Go one at a time and say the word out loud to be able to continue
to the next one.

Syntax - (GO TO Page)

1. They will have a chart and will cut and paste high-frequency words under the correct
column and non-high frequency words under the correct column.

2. As a class, each week we will create a graphic organizer for one of our high-frequency
words to put on our wall.

Making Content Comprehensible (R9)

Word Wall (To help the students be able to look and identify the high-frequency words.)
7. Assessment/ Assessment of your TEK
Evaluation (C6) Formative:
Assessment(s) must be
aligned to the TEKS, Students will complete a formative assessment by creating an exit ticket for the day and
and objectives. write three sentences using three different high-frequency words.

Summative:

As a summative assessment students will read a story and underline the high-frequency
words to show that they can identify the words when reading.

Assessment of your language demands:

Formative:

As a formative assessment students will come up one by one and put the word they were
given in the correct place on the word wall.

Summative:

As a summative assessment the students will come up one by one at my small group table
and read sentences out loud and then will read their high-frequency words to me.

8. Hook (C7) Hook activity (make connections to prior learning)

Students will go on a scavenger hunt and use clues to find the new high-frequency words
we will be learning.
Closure (C7)
Closure Activity: (make connections to prior learning)
On an index card the students will fill out 3-2-1 (3 things they know, 2 things they have a
question about, 1 thing they want me to know)
Student Assets (C7)

Personal assets: refers to specific background information that students bring to the
learning environment. Students may bring interests, knowledge, everyday experiences,
family backgrounds, and so on, that a teacher can draw upon to support learning.
Cultural assets: refers to the cultural backgrounds and practices that students bring to the
learning environment, such as traditions, languages, worldviews, literature, art, and so on,
that a teacher can draw upon to support learning.
Community assets: refers to common backgrounds and experiences that students bring
from the community where they live, such as resources, local landmarks, community events
and practices, and so on, that a teacher can draw upon to support learning.
9. Body of Lesson/
Teaching Strategies I DO – I begin the lesson by introducing the concept of high-frequency words. Explain that
and Learning Task(s) there are words that appear frequently in texts and are important for students to recognize
(C9) quickly. Model how to read each word around, emphasizing pronunciation and fluency. I
will then put the words into simple sentences to provide context and demonstrate their
Be sure to include: usage. I will encourage the students to repeat after me and we read each word and sentence.
How will students learn
and use academic WE DO – The students will be divide into small groups or pairs. They will have flashcards
language? with high-frequency words on them. They will take turns reading the words on their
flashcards to their group members. I will circulate around the classroom, providing support
and guidance as needed.
Three higher order
thinking questions. YOU DO – The students will be given a short reading passage containing high-frequency
words, they will underline or circle any high-frequency words they recognize. After
reading, students partner up and take turns reading the passage aloud to each other.
Marzano Strategy
Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating
the content, process, product, and/or learning environment):
o Second Language learners / Cultural Diversity: Use peer collaboration by paring
second language learners with proficient English speakers during group activities or
partner work. Have culturally relevant content by integrating cultural references
and traditions into the lesson activities to make connections with students’
background. Incorporate stories, songs, and celebrations from different cultures to
promote inclusivity and respect for diversity.
o Gifted / advanced learners: Provide advanced learners with accelerated instruction
by introducing more complex high-frequency words or exploring additional word
patterns and spelling rules beyond the basic curriculum. Allow gifted learners to
pursue independent research projects related to high-frequency words, such as
investigating word frequency in different genres of literature, exploring word usage
trends over time, or studying the impact of vocabulary on reading comprehension.

Technology: -(GO TO page) We will utilize educational apps and websites specifically
designed to reinforce high-frequency word recognition. Choose games that offer interactive
and engaging activities such as matching, sight word bingo, or virtual flashcards.

Marzano Strategy - (GO TO page) Use cooperative grouping by gathering students in

groups to discuss the high-frequency words with their peers to deepen their understanding.
They could turn to partner and talk about other words that they know are similar to ‘the’ and
how they are used in sentences.

Higher Order Thinking Questions (GO TO page)

1. Can you find examples of when we might use “the” in sentences?
2. How could you incorporate the high-frequency word “and” to connect different events or
actions in your story?
3. Think about the high-frequency word “said.” Why do you think authors use this word
frequently in dialogue? Can you think of other words that could be used instead of “said” to
express different emotions?

Grouping / Partnering Technique: (Hattie) Pair-Share technique: Divide the class into
pairs, ensuring that each pair consists of students with varied abilities and language
proficiencies. Consider grouping student strategically to provide her support and
collaboration.

Potential misconceptions and your plan to address it:

High-frequency words are only useful in reading and writing—highlight to students that
high-frequency words are commonly used in BOTH written and spoken language.
High-frequency words may have fixed meanings and cannot change—engage students in
activities where they identify and discuss the DIFFERENT meanings of high-frequency
words in sentences or short passages.
10. Resources and Computers, tablets, or interactive whiteboards
materials needed (C9) High-frequency flashcards
Paper and pencils
(E7) Reading materials with diverse representation and high-frequency words.
(How might you differentiate materials and resources for learners with various needs?)
Classroom seating (bean bag chairs, yoga balls, carpet squares)
Word Processing Aids (spell check, grammar check, word prediction, and voice typing)

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom 1. Greet students at the door as they come in and remind them to go to their assigned
Management desk with their name on it and look at the board or start worksheet on desk.
Strategies (CBM5) 2. Call back “Flat Tire” (Teacher) “SHHH” (Students)
What procedures will you 3. Lining up—Students will always line up in number order, but if their class job is
employ to manage line leader or caboose they will go in front or back of line.
transitions, behavior,
passing out materials,
engagement, etc.?

Add 3 procedures
12. Academic Supports
for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. Provide visual aids (word walls, flashcards)
strategies and planned
supports, will you employ 2. Auditory supports (songs, chants, or audio recordings) to help students hear and
to meet the needs of each internalize high frequency words.
student that has identified
special learning needs?
3. Extended time (allow students who need extra time to process or practice high-
frequency words to work at their own pace)

Modification(s)- (A change in what is being taught or what is expected from the student):
1. During an activity help prompt the student point at the high-frequency word then to
repeat after you.

2. Change the grading scale for the student and the scoring rubric for the student (able
to read aloud the words instead of writing the words)
(E11)
3. Utilize assistive technology tools such as speech-to-text software to support students’
access to high-frequency words.

Strategies for ELLs (strategies that support language acquisition)

1. Provide translations for high-frequency words in their native language.

2. Visual aids (pictures, real-life objects)

3. Graphic Organizers of high-frequency words

4. Word wall (to show high-frequency word in both English and Spanish)

5. Contextualized learning (ELLs to encounter high-frequency words in meaningful context.

Embed the words within authentic reading passages, stories, or conversations relevant to
students’ interests and experiences. Helps the student grasp the words’ meanings and usage
in context.