Elementary Level: Sight Words (Set 2: can, we, go, am, at)

Mid Level: Synonyms and Antonyms

High Level: Punctuation and Sentence Fluency

Elementary Level (Kinder to Grade 2)

Subject: Sight Words (Set 2: can, we, go, am, at)

Alignment with Standards:

• Common Core State Standards (CCSS):
  • CCSS.ELA-LITERACY.RF.1.3.G: Recognize and read grade-appropriate irregularly spelled words (sight words).
  • CCSS.ELA-LITERACY.L.1.1.A: Print all upper- and lowercase letters (used in writing activities).
  • CCSS.ELA-LITERACY.W.1.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

Objectives

1. Recognize and read the sight words “can,” “we,” “go,” “am,” and “at” quickly and accurately.
2. Use these sight words in simple spoken and written sentences.
3. Engage in word hunts and story-writing to practice sight word recognition and application.
4. Build early reading fluency and writing confidence through creative activities.

Materials

• Sight word flashcards (write “can,” “we,” “go,” “am,” “at” on index cards)
• Picture book with simple text (e.g., We Can! by Child’s Play or Go, Dog. Go! by P.D. Eastman)
• Paper or notebook for writing
• Crayons, markers, or pencils
• Sticky notes or small papers for word hunts
• Optional: Magnetic letters, whiteboard, or a sight word song (e.g., YouTube sight word videos)

Activities

Day 1: Introducing Sight Words (30-45 minutes)

1. Warm-Up (5-10 minutes):
   • Ask: “What’s a word you see a lot when you read? Today, we’re learning five new ones!”
   • Say: “Our words are ‘can,’ ‘we,’ ‘go,’ ‘am,’ ‘at’—they’re super helpers in stories!”
2. Direct Instruction (10 minutes):
   • Show flashcards one by one: “This is ‘can.’ Say it with me: ‘can.’ What can you do?” (e.g., “I can jump!”)
   • Repeat for “we,” “go,” “am,” “at.” Use gestures: Point to self (“am”), wave (“we”), walk fingers (“go”).
   • Mix them up, flash quick: “What’s this one?”
3. Practice (15-20 minutes):
   • Read a book page (e.g., Go, Dog. Go!: “Go, dogs, go!”). Point out “go.”
   • Say sentences: “We can go. I am at home.” They repeat.
4. Wrap-Up (5 minutes):
   • Ask: “Which word was your favorite? Say it in a sentence!”

Day 2: Word Hunts (45 minutes)

1. Review (10 minutes):
   • Recap: Flash cards—“What’s this? (can) Say it fast!” Mix order.
   • Quick game: “If I say ‘we,’ you say ‘we can go!’” Try all five.
2. Hands-On Activity: Word Hunt (25 minutes):
   • Hide sticky notes with sight words around the room (e.g., “can” on a chair, “at” on a door).
   • Hunt: “Find ‘go’! Read it loud!” Collect all five.
   • Sort: Lay them out, say each, and make a sentence: “I am at the park.”
   • Book hunt: Open a book, spot any of the five words (e.g., “we” in We Can!).
3. Wrap-Up (10 minutes):
   • Ask: “Which word did you find first? Where was it hiding?”

Day 3: Writing Simple Stories (45 minutes)

1. Warm-Up (10 minutes):
   • Say: “Let’s use our words to tell stories! What can we write about?”
   • Review: Show cards, they read and clap syllables (e.g., “can”—one clap).
2. Hands-On Activity: Story Time (25 minutes):
   • Model: “We can go. I am at school.” Draw a quick picture (stick figures at school).
   • Their turn: Write 2-3 sentences using at least 3 sight words:
     • E.g., “I can go. We am at home.” (Guide: “Let’s fix ‘am’—‘We are at home.’”)
   • Draw it: “What’s your story show?” (e.g., kids going to a park).
   • Read aloud: “Share your story with me!”
3. Wrap-Up (10 minutes):
   • Celebrate: “You’re a sight word storyteller! Which word helped most?”

Assessment

• Informal Observation: Note their ability to read words during flashcard games and hunts.
• Word Hunt: Check if they recognize and say all 5 words correctly.
• Story: Look for 3+ sight words used in sentences, with a drawing to match.

Extensions

• Word race: Time how fast they read all 5 flashcards—beat it next time!
• Song: Sing “C-A-N, can, can, we can!” to a tune like “Row, Row, Row Your Boat.”
• Add words: Mix in Set 1 (if known) for a bigger story (e.g., “I can go see.”).

Mid Level (Grade 3 to 5)

Subject: Synonyms and Antonyms

Alignment with Standards:

• Common Core State Standards (CCSS):
  • CCSS.ELA-LITERACY.L.4.5.C: Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
  • CCSS.ELA-LITERACY.L.4.4.A: Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
  • CCSS.ELA-LITERACY.W.4.3.D: Use concrete words and phrases and sensory details to convey experiences and events precisely (enhanced by synonym use).

Objectives

1. Understand that synonyms are words with similar meanings and antonyms are words with opposite meanings.
2. Expand vocabulary by identifying and using synonyms and antonyms in context.
3. Practice word matching and rewrite sentences using synonyms and antonyms to enhance expression.
4. Build language fluency and creativity through word exploration.

Materials

• Word cards (e.g., “big,” “large,” “small”; “happy,” “joyful,” “sad”)
• Notebook or paper for writing
• Pencil, pen, or markers
• Thesaurus (kid-friendly, online like Thesaurus.com, or printed)
• Short story or passage (e.g., from a Grade 4 reader or Charlotte’s Web by E.B. White)
• Matching worksheet (sample provided below)
• Optional: Sticky notes, whiteboard, or a word wall

Activities

Day 1: Introduction to Synonyms and Antonyms (45 minutes)

1. Warm-Up (10 minutes):
   • Ask: “What’s another word for ‘big’? (huge) What’s the opposite? (small)”
   • Say: “We’re exploring synonyms—words that mean the same—and antonyms—opposites!”
2. Direct Instruction (15 minutes):
   • Explain:
     • Synonyms: Words that are alike (e.g., “run” and “dash,” “cold” and “chilly”).
     • Antonyms: Words that are different (e.g., “hot” and “cold,” “up” and “down”).
   • Show pairs: “Happy—joyful (synonym), happy—sad (antonym).”
   • Use a sentence: “The dog is big. Synonym: The dog is large. Antonym: The dog is small.”
3. Practice (15-20 minutes):
   • Read a story page (e.g., Charlotte’s Web: “Wilbur was sad…”).
   • Find: “Synonym for ‘sad’? (gloomy) Antonym? (happy)”
   • List 3 pairs on the board (e.g., fast/slow, bright/dim).
4. Wrap-Up (5 minutes):
   • Ask: “Tell me one synonym and one antonym for ‘good’!” (e.g., great/bad)

Day 2: Word Matching (45 minutes)

1. Review (10 minutes):
   • Recap: “What’s a synonym for ‘jump’? (leap) An antonym? (sit)”
   • Quick game: Say a word (e.g., “loud”), they give a synonym or antonym.
2. Hands-On Activity: Matching Game (25 minutes):
   • Use word cards: “tall,” “high,” “short”; “quick,” “fast,” “slow.”
   • Mix them up. Match synonyms (tall/high, quick/fast) and antonyms (tall/short, quick/slow).
   • Worksheet sample:
     • Match: “big” to “huge” (S), “tiny” (A); “calm” to “peaceful” (S), “wild” (A).
   • Discuss: “Why are ‘big’ and ‘huge’ synonyms? How’s ‘tiny’ opposite?”
   • Add 2 pairs of their own (e.g., “run/race,” “run/stop”).
3. Wrap-Up (10 minutes):
   • Ask: “Which match was trickiest? What’s a new word you learned?”

Day 3: Sentence Rewriting (45 minutes)

1. Warm-Up (10 minutes):
   • Say: “The cat is fast. Make it a synonym sentence! (The cat is quick.) Now an antonym! (The cat is slow.)”
2. Hands-On Activity: Rewriting (25 minutes):
   • Give sentences:
     • “The day was hot.” (Synonym: “The day was warm.” Antonym: “The day was cold.”)
     • “She felt happy.” (Synonym: “She felt joyful.” Antonym: “She felt sad.”)
   • Use a thesaurus: Rewrite 3 more:
     • “The hill is steep.” (Synonym: “The hill is sharp.” Antonym: “The hill is flat.”)
   • Write and draw: Pick one rewritten pair, sketch it (e.g., hot sun vs. cold snow).
3. Wrap-Up (10 minutes):
   • Share: “Read me your best synonym sentence! How does it change the feel?”

Assessment

• Informal Observation: Note their ability to identify synonyms/antonyms during games.
• Matching: Check if they correctly pair most words (e.g., 80% right).
• Rewriting: Look for 3 sentences with accurate synonym/antonym swaps.

Extensions

• Word hunt: Find synonyms/antonyms in a favorite book.
• Synonym chain: Start with “big,” next person says “large,” then “huge,” etc.
• Story upgrade: Rewrite a paragraph from a story with richer synonyms.

High Level (Grade 6 to 8)

Subject: Punctuation and Sentence Fluency

Alignment with Standards:

• Common Core State Standards (CCSS):
  • CCSS.ELA-LITERACY.L.7.2.A: Use a comma to separate coordinate adjectives (e.g., “It was a long, tiring day”).
  • CCSS.ELA-LITERACY.L.7.2.B: Use punctuation (comma, ellipsis, dash) to indicate a pause or break (extends to semicolons and colons).
  • CCSS.ELA-LITERACY.W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Objectives

1. Understand the rules for using commas, semicolons, and colons to improve sentence structure and clarity.
2. Apply these punctuation marks correctly to enhance sentence fluency and meaning.
3. Edit sentences and passages to practice proper punctuation usage.
4. Develop writing precision and revision skills through targeted exercises.

Materials

• Notebook or paper for writing
• Pencil, pen, or markers (red for editing)
• Printed or handwritten sentences/passages for editing (samples below)
• Reference sheet: Comma, semicolon, colon rules (handout or digital)
• Short story or article (e.g., from a Grade 7 reader or online source like CommonLit)
• Optional: Whiteboard, highlighter, or punctuation flashcards

Activities

Day 1: Introduction to Commas, Semicolons, and Colons (45 minutes)

1. Warm-Up (10 minutes):
   • Ask: “What’s a comma do in a sentence? Ever seen a semicolon? Today, we’re mastering these punctuation pros!”
   • Write: “I like pizza cake and cookies.” Discuss: “Where do commas go?” (I like pizza, cake, and cookies.)
2. Direct Instruction (15 minutes):
   • Explain rules:
     • Comma (,): Lists (apples, oranges, bananas), after intros (After school, I play), between adjectives (tall, green tree).
     • Semicolon (;): Joins related independent clauses (I wanted to go; it was raining).
     • Colon (:): Introduces lists or explanations (I need three things: pen, paper, book).
   • Examples:
     • “She ran, jumped, and laughed.”
     • “He studied hard; he passed the test.”
     • “Here’s my plan: finish homework first.”
3. Practice (15-20 minutes):
   • Quick edit: “I packed apples oranges pears.” (Add commas: apples, oranges, pears.)
   • “She was tired she kept working.” (Semicolon: tired; she kept…)
   • “I love these sports soccer basketball.” (Colon: sports: soccer, basketball.)
4. Wrap-Up (5 minutes):
   • Ask: “Which mark was new to you? Try one in a sentence!”

Day 2: Editing Exercises—Focus on Rules (45 minutes)

1. Review (10 minutes):
   • Recap: “What’s a colon for? When do we use a semicolon instead of a comma?”
   • Quick quiz: Add punctuation to “We need snacks juice candy.” (snacks: juice, candy)
2. Hands-On Activity: Sentence Editing (25 minutes):
   • Edit these:
     • “The dog barked ran and chased the cat.” (barked, ran, and chased)
     • “I wanted to swim the pool was closed.” (swim; the pool was closed)
     • “My bag has pencils erasers notebooks.” (has: pencils, erasers, notebooks)
   • Mix it up: “After lunch we played soccer it was fun.” (After lunch, we played soccer; it was fun.)
   • Write 2 originals: One with a comma list, one with a semicolon.
3. Wrap-Up (10 minutes):
   • Discuss: “How did punctuation change the sentences? Which rule was easiest?”

Day 3: Passage Editing and Fluency (45 minutes)

1. Warm-Up (10 minutes):
   • Say: “The forest was quiet dark and spooky.” Fix it: (quiet, dark, and spooky)
2. Hands-On Activity: Passage Work (25 minutes):
   • Use a short passage:
     • “Sam wanted to camp he forgot his tent. He packed food water blankets. In the woods it was cold windy rainy.”
   • Edit:
     • “Sam wanted to camp; he forgot his tent. He packed: food, water, blankets. In the woods, it was cold, windy, rainy.”
   • Rewrite one sentence with flair: “In the woods, it was a cold, windy, rainy night; Sam shivered all night.”
   • Check: Read aloud—does it flow better?
3. Wrap-Up (10 minutes):
   • Share: “Read me your best sentence! How does punctuation help us read?”

Assessment

• Informal Observation: Note their grasp of rules during discussions and edits.
• Sentence Edits: Check for correct use of commas (lists), semicolons (clauses), colons (lists/explanations).
• Passage: Ensure at least 3 accurate punctuation fixes with improved fluency.

Extensions

• Punctuation hunt: Find commas, semicolons, colons in a book page.
• Write a story: Use all 3 marks in 5 sentences.
• Debate: “Which punctuation is most useful?” Defend with examples.