Lesson Plan #2, Spring 2012

Earth Day Sight Word Game 

<><><>

<><><>

Curriculum Outcome: Early Literacy-Reading         &Viewing 3.8  Begin to recognize some sight words, environmental print, and words that have personal significance

Materials: Earth Day Sight Word game pieces downloaded from Teacher’s Pay Teacher’s web site. I selected  cards that are supportive of the sight words outlined in our Kindergarten curriculum and color words to provide extra challenge. Assessment page to document children’s ability to read sight words and/or need for teacher support.

Description of Activity: This game can be played in a small group of 4-5 children. The sight word cards are placed in a pile in the center of the table. Each child takes turns turning over one card and identifying the word written on the card. If the child identifies the word, the child gets to keep the card in their own pile. If the child is unable to identify the word, the word goes back in the pile. If a “plant a tree” card is drawn, the child can take a card from a friend. If a “recycling bin” card is drawn, the child may draw another card. If a “littered” card is drawn, the child loses his/her turn. The goal of the game is to accumulate as many cards as possible.

Assessment: The teacher can keep record of the sight words each child has correctly identified in the chart that is depicted below.

Reflection #2- Earth Day Sight Word Game

          The goal of this activity was to have the children recognize and read some sight words that are supported in the kindergarten curriculum. The game cards were downloaded from a web-site and tied in nicely with Earth Day, which would be occurring in the next week. The children seemed eager to visit the work station and to play the game.

          I thought I had clearly explained the directions and expectations for the game. As the first small group began playing, I quickly came to realize that I should have stated that the only person that should be reading the word is the person who turned over the card. Some children wanted to read other children’s cards and would not give them a chance to read it on their own. This sometimes became frustrating for the child who wanted to feel the success of receiving the card based on their own hard work and determination.  When the next groups came to play the game, I made sure to mention that we only read the card when it is our turn.

          When I chose which students to put in the small groups, I chose based on “mixed-abilities”. I felt that to keep the flow of the game, I would need to have some students that I knew would move the game along quickly, and have a student or two in each group that may require some support.

          The assessment tool I developed did not really give me enough room to indicate all the information I needed to write down. Originally, I wanted to use anecdotal notes, but decided to try something new this time. Perhaps had I used three columns instead of two (one for the actual word, one for the students response, and one for notes), I may have felt the tool was more useful.

          Overall, the game was effective and I think that the children enjoyed playing.