1. use multiple strategies in identifying
and pronouncing words.
2. apply age appropriate grammar and mechanic
skills in constructing complete sentences.
3. create fish vocabulary cards.
Technology Tools/Courseware: Overhead projector, Computer,
Internet access
Teacher Notes:
*Review Acceptance
Use Policy(2460) before using the Internet.
Prepare transparency for overhead
Print fish patterns on construction paper
Procedure: Use unknown words from the Rainbow Fish or Sight Words, display
words on overhead. Ask students to stand behind their chairs for vocabulary
activity. Model behavior for the first word. Clap, sound, and
say each letter of the word. Then, pronounce the word. Next, have
the students join you as you do the next word. Repeat this procedure until
all words have been pronounced. Using the dry erase or chalkboard, students
are asked to help construct a sentence using words from the list. Students
advise teacher how to spell words using multiple strategies (phonics, sight
word recognition, chunking, syllabication, etc.). Students must also use
correct grammar, and punctuation skills. The sentence is corrected
if any mistakes. Sentence is left on board for reference for students.
Students use the model displayed on the board and write sentences
in Microsoft Word. Student's sentences must be printed to add to
their journal folders.
* Required sentences will depend on amount of words introduced
and grade level.
Extension Activity: Students cut
out fish patterns (copied on colored paper) and write a vocabulary
word on each fish card. Then, students trace letters with glue.
Glitter is sprinkled onto the glue. Fish should be allowed to dry
before adding to Vocabulary Folders or displays.
Modifications: Modify according to
student IEP's
Enrichment Activities: Word Scramble,
Sight Words
* The Sight Words Site can be accessed for online activities for enrichment
and remediation.
West Virginia Content
Standards: RLA.K.1.1,
RLA.K.1.6, RLA.K.2.5, RLA.K.2.6, RLA.K.2.7, RLA.K.1.12, RLA.1.1.4, RLA.1.1.5,
RLA.1.1.6, RLA.1.2.1, RLA.1.2.8, RLA.1.2.9, RLA.2.1.1, RLA.2.1.2, RLA.2.2.1,
RLA.2.2.7, RL.2.2.8, RLA.2.2.9, TEC.K.1.3, TEC.K.5.2, TEC.1.1.3,
TEC.1.2.1, TEC.1.5.2, TEC.2.5.1 National
Educational Technology Standards for Students and Teachers:
Level I (Grade K-2)
1. Uses conventions of print in writing (e.g., forms
letters in print, uses upper- and lowercase letters of the alphabet,
spaces words and sentences, writes from left-to-right and top-to-bottom,
includes margins)
2. Uses complete sentences in written compositions
3. Uses declarative and interrogative sentences
in written compositions
4. Uses nouns in written compositions (e.g.,
nouns for simple objects, family members, community workers, and categories)
5. Uses verbs in written compositions (e.g.,
verbs for a variety of situations, action words) 6. Uses
adjectives in written compositions (e.g., uses descriptive words)
6. Uses conventions of spelling in written compositions
(e.g., spells high frequency, commonly misspelled words from appropriate
grade-level list; spells phonetically regular words; uses letter-sound
relationships; spells basic short vowel, long vowel, r-controlled, and
consonant blend patterns; uses a dictionary and other resources to spell
words; spells own first and last name)
7. Uses conventions of capitalization in written
compositions (e.g., first and last names, first word of a sentence)
8. Uses conventions of punctuation in written
compositions (e.g., uses periods after declarative sentences, uses questions
marks after interrogative sentences, uses commas in a series of words)
