Elementary Level: Review and Sight Word Games (Review phonics, sight words, and writing)

Mid Level: Review of Quarter Concepts (Grammar games, reading comprehension practice)

High Level: Review and Practice (Grammar Games, Writing Workshops etc)

Elementary Level (Kinder to Grade 2)

Subject: Phonics, Sight Words, and Writing Review

Alignment with Standards:

• CCSS.ELA-LITERACY.RF.1.3.B – Decode regularly spelled one-syllable words.
• 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.
• CCSS.ELA-LITERACY.L.1.2.D – Use conventional spelling for words with common spelling patterns.

Lesson Objectives:

By the end of the lesson, the student will be able to:

1. Identify and read 10-15 grade-level sight words with accuracy.
2. Practice blending and segmenting phonics sounds in simple words.
3. Write 3-5 complete sentences using sight words and phonetic spelling.

Materials Needed:

• Sight word flashcards (e.g., the, and, see, like, you, my, is, can, we, go)
• Whiteboard & markers (or paper and pencils)
• Magnetic letters or letter tiles
• Printable sight word bingo sheets (optional)
• Phonics word list (e.g., cat, dog, sun, pig, hat)
• Image Prompt (A colorful picture of a park scene with kids playing—used for a writing activity)

Lesson Activities:

1. Warm-Up: Phonics Review (10 min)

• Activity: “Sound Stretching”
  • Say a CVC (consonant-vowel-consonant) word (e.g., dog).
  • Have the student stretch the sounds: /d/ – /o/ – /g/, then blend: dog.
  • Repeat with 5-7 words.
  • Extension: Use magnetic letters to build and change words (e.g., cat → bat → sat).

2. Sight Word Practice (15 min)

• Game 1: Flashcard Speed Round
  • Show sight word flashcards one at a time.
  • Student reads the word aloud quickly.
  • For incorrect words, practice 3 times before moving on.
• Game 2: Sight Word Hopscotch
  • Write sight words in chalk on the ground (or on paper squares indoors).
  • Student hops on each word and reads it aloud.

3. Writing Practice (15 min)

• Activity: “Picture Prompt Sentences”
  • Show the park scene image prompt (e.g., kids swinging, a dog running).
  • Ask: What do you see?
  • Student writes 3-5 sentences using sight words (e.g., “I see a dog. The sun is hot. We can play.”).
  • Encourage phonetic spelling for new words (e.g., swin for swing).

4. Wrap-Up: Sight Word Bingo (10 min, optional)

• Use a simple 3×3 bingo grid with sight words.
• Call out words randomly; student marks them.
• Celebrate a “Bingo!” win with a sticker or high-five.

Assessment:

• Oral: Can the student read sight words with 80% accuracy?
• Written: Do sentences include correct sight words and phonetic attempts?
• Observational: Does the student blend sounds confidently?

Adaptations:

• For Struggling Learners: Focus on 5 sight words at a time; use tactile tracing (e.g., writing in sand).
• For Advanced Learners: Add challenge words (e.g., because, where) or write a short story.

Mid Level (Grade 3 to 5)

Subject: Review of Quarter Concepts

Alignment with Standards:

• CCSS.ELA-LITERACY.L.4.1 – Demonstrate command of grammar conventions (e.g., parts of speech, verb tenses).
• CCSS.ELA-LITERACY.L.4.2 – Use correct capitalization, punctuation, and spelling.
• CCSS.ELA-LITERACY.RL.4.1 – Refer to text details when answering questions.
• CCSS.ELA-LITERACY.RL.4.2 – Summarize a text’s main idea and details.

Lesson Objectives:

By the end of the lesson, the student will be able to:

1. Identify and correctly use nouns, verbs, adjectives, and adverbs in sentences.
2. Apply punctuation rules (commas, quotation marks) in writing.
3. Read a short passage and answer comprehension questions with evidence.
4. Summarize a text’s key points orally or in writing.

Materials Needed:

• Grammar flashcards (parts of speech, punctuation rules)
• Whiteboard & markers (or notebook paper)
• Short reading passage (fiction or nonfiction, ~1 page)
• Highlighters (for text evidence)
• Index cards (for games)
• Image Prompt (A historical scene or a mysterious landscape—used for creative writing)

Lesson Activities:

1. Warm-Up: Grammar Charades (15 min)

• Activity:
  • Write nouns, verbs, adjectives, and adverbs on index cards (e.g., dinosaur, sprint, colorful, nervously).
  • Student picks a card and acts it out or draws it while the parent/teacher guesses the word and part of speech.
  • Extension: Turn it into a timed race—how many can they get in 2 minutes?

2. Punctuation & Sentence Structure Review (15 min)

• Game: “Fix the Sentence”
  • Write 5 incorrect sentences on the whiteboard (e.g., “she said lets go to the park”).
  • Student corrects errors (capitalization, commas, quotes): She said, “Let’s go to the park.”
  • Discuss rules (e.g., commas in compound sentences, dialogue punctuation).

3. Reading Comprehension Practice (20 min)

• Activity: “Detective Reading”
  • Provide a short passage (e.g., a folktale or science article).
  • Student reads silently, then aloud.
  • Questions:
    1. Literal: What did the character do when ___?
    2. Inferential: Why do you think ___ happened?
    3. Critical: What’s the main lesson of the story?
  • Student highlights text evidence for answers.

4. Wrap-Up: Creative Writing Sprint (10 min)

• Image Prompt: Show a detailed scene (e.g., an ancient castle or a spaceship cockpit).
• Task: Write a 5-sentence paragraph using:
  • At least 2 adjectives
  • 1 adverb
  • Correct punctuation
  • Challenge: Include dialogue with quotation marks.

Assessment:

• Grammar: Accuracy in “Fix the Sentence” and charades.
• Comprehension: Ability to cite text evidence and summarize.
• Writing: Use of conventions and creativity in the sprint.

Adaptations:

• For Struggling Learners: Pre-highlight key text details; reduce sentences to correct.
• For Advanced Learners: Add a peer-teaching component (student explains a grammar rule) or a longer summary.

High Level (Grade 6 to 8)

Subject: Review and Practice

Alignment with Standards:

• CCSS.ELA-LITERACY.L.7.1 – Demonstrate command of grammar (phrases, clauses, modifiers).
• CCSS.ELA-LITERACY.L.7.2 – Use commas, semicolons, and punctuation for clarity.
• CCSS.ELA-LITERACY.W.7.3 – Write narratives with descriptive details.
• CCSS.ELA-LITERACY.RL.7.1 – Cite textual evidence to support analysis.
• CCSS.ELA-LITERACY.RL.7.2 – Determine theme and objective summaries.

Lesson Objectives:

By the end of the lesson, the student will be able to:

1. Identify and correct errors in sentence structure (fragments, run-ons, misplaced modifiers).
2. Apply advanced punctuation (semicolons, dashes) in writing.
3. Analyze a short text for theme and support inferences with evidence.
4. Draft a narrative or argumentative paragraph with precise language.

Materials Needed:

• Grammar manipulatives (sentence strips, sticky notes for editing).
• Whiteboard or digital doc (for collaborative editing).
• Short high-interest text (e.g., a suspenseful short story or news article).
• Writing prompts (choice of narrative or argumentative).
• Image Prompt (A dystopian cityscape or a courtroom scene—sparks debate or storytelling).

Lesson Activities:

1. Grammar Review: “Sentence Surgery” (20 min)

• Activity:
  • Provide 5 sentences with common errors (e.g., fragments, comma splices, dangling modifiers).
  • Student “diagnoses” the issue and “operates” (edits) using manipulatives.
  • Example:
    • Error: Running down the street, the dog chased the mailman. (Dangling modifier)
    • Fix: As I ran down the street, the dog chased the mailman.
  • Game Twist: Race against a timer for extra challenge.

2. Writing Workshop: “Punctuation Power-Up” (20 min)

• Focus: Semicolons, dashes, and colons.
  • Student revises a bland paragraph by adding:
    • 1 semicolon (to join related clauses).
    • 1 dash (for emphasis or interruption).
    • 1 colon (to introduce a list or quote).
  • Example Starter:
    The storm was coming we needed supplies food, water, and batteries.
  • Peer Review Option: If working with a sibling/parent, swap and critique.

3. Reading Comprehension: “Text Detective” (20 min)

• Activity:
  • Read a short text (e.g., “The Lottery” by Shirley Jackson or a NY Times op-ed).
  • Discussion Questions:
    1. Analysis: How does the author build tension/argument?
    2. Evidence: Highlight a line that reveals the theme.
    3. Critical Thinking: Is the ending/claim effective? Why?
  • Optional Graphic Organizer: T-chart for “Text Evidence vs. My Inference.”

4. Creative Wrap-Up: “Image Prompt Sprint” (15 min)

• Image Prompt: A dramatic scene (e.g., a lone astronaut receiving a mysterious message).
• Task Choices (student selects one):
  • Narrative: Write the next 5 sentences of the story. Focus: Foreshadowing.
  • Argument: “Should humans explore space?” Claim + 2 pieces of evidence.

Assessment:

• Grammar: Accuracy in “Sentence Surgery” edits.
• Writing: Use of advanced punctuation and coherence.
• Comprehension: Depth of text analysis and evidence citation.

Adaptations:

• For Struggling Learners: Pre-annotate the text with guiding questions; provide a punctuation cheat sheet.
• For Advanced Learners: Assign a rhetorical analysis (e.g., How does the author use ethos/pathos/logos?).