The, Of, To, You, She, My, Is, Are, Do, Does) .: Ccss - Math.Content.K.Cc.B.4.A

Teacher: Miss Kuhn
Date: Wednesday, September 24, 2014

Grade: Kindergarten
Title of Activity: High-Frequency Roll and Write
Ohio Common Core ELA/Mathematics Standard:
CCSS.ELA-Literacy.RF.K.3c Read common high-frequency words by sight (e.g.,
the, of, to, you, she, my, is, are, do, does).
CCSS.MATH.CONTENT.K.CC.B.4.A When counting objects, say the number
names in the standard order, pairing each object with one and only one number
name and each number name with one and only one object.
Student Learning Objective:
Students will read common high-frequency words by sight, both as a whole class
and individually, throughout the learning experiences, correctly identifying three
to four of the new high-frequency words automatically and within print by Friday.
Students will say the number names in the standard order, pairing each object
with one and only one number name and each number name with one and only
one object while individually counting objects with 100% accuracy.
Anticipatory Set:
Today we are going to review our sight words. You have been doing a great job!
Lets check our flashcards. Please help me read, spell, and skywrite each word.
[Teacher goes through flashcards.] Great work; kiss your brains!
We worked really hard to learn our words on Monday so now we get to roll and
write our words using a paper dice!
Instructional Strategies:
Whole group instruction
Kinesthetic learning
Use of manipulatives
Academic Language:
Sight words
High frequency words
Graph
Number name
Category
Count
Materials, resources, technology:
Laminated high-frequency flash cards
Paper dice
Dry erase board
Dry erase marker

Paper sight word graph
Unifix cubes
Magnetic unifix cubes
Activities:
First, students will join me on the carpet to recall our four new sight words. We
will read, spell, and skywrite each word. I will then add the four new sight words
to our laminated flash card ring and we will review all of our sight words together.
I will ask my friends to tell me what another word for sight word is [Student
responds.] I will then ask why we use sight words. [Student reponds.]
Next, we will go over the rules for roll and write. I will go over the rules by
modeling how to play the game. [1. Students will get a paper dice, white board,
dry erase marker and sight word chart. 2. Student will roll the die. Whichever
word lands face up is the word they will write on their whiteboard. 3. After the
student writes their sight word they will take a math manipulative and place it
into the correct category on the sight word chart. For example, if a student gets
the word: see, they will find the word see on their chart and place one math
manipulative above the word. 4. We will roll and write about ten words. Once we
are complete, students will individually count each math manipulative in the four
separate columns. I will emphasize the importance of counting each manipulative
individually. ]
Then, students will roll and write on their own. I will pass out materials and place
students around the perimeter of the carpet. This will allow me to actively monitor
students understanding and ability to play the game.
Closure: Thank you for working so hard during our activity; kiss your brains! We
reviewed our four new high-frequency words. What is another name for a high-frequency
word? [Student responds: sight words.] Great! What do we use sight words for? [Student
responds: to help us read, we use them everyday, etc.] What were our categories on our
graph today? [Student responds: different sight words] Yes! They were our sight words.
Lets say our sight words together [Students respond as teacher points to graph: see, we,
and, like.] Today when we counted did we count each number name or did we count
super fast? [Student responds: each number name] Great! Awesome word work, friends!
Accommodations for Special Learners:
Visual learners: Our high-frequency words are shown on a paper dice.
Auditory learners: Our high-frequency words are said aloud.
Tactile learners: Students are able to directly roll a paper dice, physically write
their sight words, and place a manipulative into a category.
Speech IEP: I will work individually with this student for the first five rolls. I will
scaffold him by saying aloud the word that he rolls. The one-on-one assistance
will help reduce distractions.
Students who do not stay on task: These students will sit close to me on the carpet
so I can give positive reinforcement for listening and participating.
English Language Learners: N/A.
Assessment (informal):
Informal: During the introduction I actively observed each student to make sure
they were participating in the saying, spelling, and skywriting of all the new
high-frequency words. Secondly, during the Roll and Write activity I informally
monitored students to make sure they were associating the correct letters with
each high-frequency word, ultimately writing the word correctly. If a student was
not writing the high-frequency words correctly, I made note in my observation
notebook. The informal process included two main focuses for assessment:
o Are students participating in saying, spelling, and skywriting all of the
high-frequency words during the introduction? Yes or No.
o Are students correctly writing the letters on their white boards, associating
the correct letters? Yes or No.

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Teacher: Miss Kuhn

Date: Wednesday, September 24, 2014

Dry erase marker

English Language Learners: N/A.

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