February 27, 2018
|
By Catherine Crider

Lesson plan

Easter Language Search

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Students will be able to identify colors and Easter sight words.

(5 minutes)
  • Call students together.
  • Read Happy Easter, MouseBy Laura Numeroff. (Show students that some words are written in bold font in the colour of the word. Have students help read these and any other words they are familiar with.)
(10 minutes)
  • Thank students for their help in reading Happy Easter, Mouse. Ask students if they would like to like to learn to be better readers and be able to read more words in the book. (Students will likely say, “Yes!”)
  • Explain to students that today, they will be working on reading sight words related to Easter and colors.
  • Go through each of the key words for this lesson by showing students a sight word card of each word. As each word is shown:
    • Ask if students know what the word is.
    • Encourage students to sound the word out.
    • Tell students what the word is.
    • Have students try to write the word on white boards. (Post words on the class word wall, if there is one.)
(5 minutes)
  • Walk students through each of the following centers for the day, making sure to demonstrate the task to be done at each centre:
    • Alphabet Letter Magnets: Students can sort through a pile of alphabet letter magnets to find the letters to spell out each of the sight words. It can be useful to have some sight word cards at this centre, so that students line the letters up with the letters on the card as they practise spelling the words.
    • Crossword Puzzle Worksheet: At this centre, students should complete the Easter Crossword Puzzle worksheet.
    • Label the Coloring Sheet: Have students colour in the Easter Basket Coloring Sheet and then use their sight words to label different items on the coloring sheet.
  • Ask if students have any questions. Remind students of any expectations for individual and small group work times (i.e. speaking in soft voices, not running, raising their hand to get a teacher’s attention, etc.)
  • Review sight word cards one more time with your students before sending them off to work.
(25 minutes)
  • While students are working at the various centers, any adults in the room should be circulating, answering questions, making anecdotal notes, and assisting students as needed.

Support:

  • For students needing some extra help, creating partnerships or working in small mixed ability groups can help to scaffold the activities.
  • For students who have a harder time writing, the use of grips and different writing utensils can be an important aide.
  • Enlarging boxes on worksheets to offer more space to write can also help.
  • Create a system to ensure that students are rotating between centers and not spending excessive time in, or skipping, any. Timers, a specific rotation system, etc. can all be effective.

Enrichment:

  • To provide extra engagement, students can be encouraged to complete additional, more challenging worksheets from Education.com focusing on Easter sight words, like the Easter Alphabet: Vowels worksheet and the Spring Word Search worksheet.
(5 minutes)
  • Anecdotal notes about student comments and performance can be used to determine interest/enthusiasm and progress towards meeting the lesson objectives.
  • Student worksheets (and other writings) can be used as a form of assessment to determine whether students are meeting lesson objectives.
(10 minutes)
  • Call students back together.
  • Show students the sight word cards again. Encourage students by sharing how much faster they're getting at reading these words. Discuss any words that students are still struggling with.
  • Ask about students’ experiences working in the centers: Were any activities hard for these students? Which ones were the most enjoyable?
  • Read Happy Easter, MouseAgain as a class. Encourage students to read any words they can identify in the book. Congratulate them on becoming better readers!

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