### Lesson Plan: Basic Reading Skills
#### Grade Level: Kindergarten
#### Subject: Language Arts
#### Duration: 45 minutes
#### Topic: Basic Reading Skills
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**Objective:**
Students will:
1. Recognize and identify basic high-frequency sight words.
2. Begin to understand the connection between letters and sounds.
3. Practice early reading skills through guided reading activities.
**Materials:**
- Flashcards with high-frequency sight words (e.g., the, and, see, like, my)
- Alphabet chart
- A simple, repetitive children's book (e.g., "Brown Bear, Brown Bear, What Do You See?" by Bill Martin Jr./Eric Carle)
- Magnetic letters
- Whiteboard and markers
- Reward stickers
**Standards:**
- CCSS.ELA-LITERACY.RF.K.1 (Demonstrate understanding of the organization and basic features of print)
- CCSS.ELA-LITERACY.RF.K.2 (Understand spoken words, syllables, and sounds)
- CCSS.ELA-LITERACY.RF.K.3 (Know and apply grade-level phonics and word analysis skills in decoding words)
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**Lesson Sequence:**
**1. Introduction (5 minutes):**
- Greet the students and briefly introduce the topic of the day: Basic Reading Skills.
- Explain that today they will learn some new words and practice reading a fun book together.
**2. Sight Word Practice (10 minutes):**
- Display flashcards with high-frequency sight words one by one.
- Hold up each card and say the word aloud. Ask students to repeat the word after you.
- Show each word a few times, gradually asking students to say the word on their own.
- Use a simple sentence to demonstrate how each word is used, for example, "I see a cat."
**3. Phonics Review (10 minutes):**
- Use the alphabet chart to review the letters and their sounds.
- Point to a letter and ask the students to tell you the sound it makes.
- Ask students to come up to the board and draw a simple picture that starts with that letter.
**4. Guided Reading (10 minutes):**
- Gather the students in a reading circle and introduce the book, "Brown Bear, Brown Bear, What Do You See?"
- Show the cover and ask the students what they think the book might be about.
- Read the book aloud, showing the pictures and pausing to let students predict what might come next.
- After reading, discuss the book and ask questions like, "What animal did you see on this page?" to reinforce comprehension.
**5. Hands-On Activity (5 minutes):**
- Give each student a few magnetic letters and ask them to form some of the sight words they practiced earlier.
- Walk around and assist students as needed, praising their efforts and gently correcting any mistakes.
**6. Closing and Assessment (5 minutes):**
- Review the sight words learned today and praise students for their hard work.
- Hand out small reward stickers or stamps for their participation.
- Ask a few students to share one new word they learned and use it in a sentence.
**Extension Activities:**
- Set up a reading corner with more beginner books for students to explore during free time.
- Provide worksheets with tracing activities focused on sight words and letters.
**Evaluation:**
- Observe students during the lesson to assess their engagement and understanding.
- Note which students could independently recall sight words and sounded out letters correctly.
- Use this observation to plan future individualized instruction or group interventions based on student needs.
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By the end of this lesson, students should have a better grasp of basic high-frequency sight words and an understanding of how letters and sounds combine to form words, setting a foundational step in their reading journey.