Designing a Differentiated Lesson Plan

 Differentiation

Readiness, interests, and learning styles: There are many ways to incorporate multiple learning styles into lessons where students are learning to recognize and read sight words. Teaching sight words using a multi-sensory approach helps every student use different part of their brain (Jones, 2021). An easy way to do this is having students ‘write’ the sight words in the sky. Another way is to use shaving cream or a sand board to have students write the words into the cream or sand. Including these activities are engaging and effective with multiple learning styles.

ELL: ELL students are given the opportunity to practice segmenting words with their teacher or the other students around them instead of being expected to do it on their own. This gives them the ability to know how many words (symbols) they need under each word when recognizing the heart part of the word (Holly, 2020). Students will also be given the chance to play with a partner during Sight Word Bingo instead of having to find the word themselves. They are able to collaborate and find the correct words together.

Special Needs: The student that is in the classroom with an IEP has accommodations to help with his behavior specifically. He is given frequent breaks during lessons. When he becomes frustrated, he is reminded of calm down techniques that the teacher does with him. Turing transitions he is given optimal warning of what is to happen and what is expected of him. His assessment accommodations include taking assessments one-on-one with the teacher in a quiet setting.

Gifted: Students that are gifted are challenged in many ways during this lesson. In the beginning, instead of reading the sight words from the flash cards they are asked to include the sight word into a sentence. These students can also be challenged to write the sight word without looking at it. Another way they are challenged is being asked to read as many words as possible for the assessment or even setting a goal to read more than they did in the assessment prior. These students can also be assessed on sight words from grade levels above them.

Early Finishers: For the student that finish early, they can begin by practicing using the sight words in sentences. This gives them more opportunity to hear the word in context of a sentence. When playing the Sight Word Bingo game, students that finish early can get a new bingo board with new words and words in different places to play again. This gives students extra practice of recognizing and reading grade level sight words.

Technology

In this lesson plan students are asked to recognize and read sight words. An assessment that is used frequently to monitor student progress in this area is Renaissance STAR360’s CBM Assessments. This is a one-minute timed assessment where students are given an iPad that has a list of sight words on it (Renaissance, n.d.). Students go through the list on their iPad and read the words while teachers have the same list on their laptop. If students make a mistake or miss a word then the teacher clicks on the word to cross it out. The goal is for students to be able to read at least 10 sight words in one-minute.

Another way that technology can be incorporated into this lesson is for early finishers. They could have the opportunity to use iReady Reading’s sight word practice lessons. This includes games and activities that students can participate in to practice their sight word recognition and reading.

Resources

Holly. (2020). How to transform sight words into heart words. Teach Starter. https://www.teachstarter.com/au/blog/how-to-transform-sight-words-into-heart-words/

Jones, S. (2021). How to teach sight words according to the science of reading. Susan Jones Teaching. https://susanjonesteaching.com/how-to-teach-sight-words-according-to-the-science-of-reading/

Renaissance. (n.d.). Star CBM: CBM assessments for early learners. Renaissance. https://www.renaissance.com/products/star-cbm/#:~:text=This%20Star%20CBM%20Reading%20measure,both%20upper%20and%20lower%20case).

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