Sight word recognition and assesment using Seesaw App
1 Direct Instruction/hook
Teacher will use Seesaw to record a video showcasing the process for reciting sight words during recording process. During this video the teacher introduces Seesaw as a classroom tool. This process can be done as a group and then followed up individually once students are logged into Seesaw.
Students will scan the classroom QR code to join the class and then view the teacher's introduction video.
2 Guided practice
During this process the classroom teacher will walk students through the sign in process for Seesaw. Students will scan the classroom QR code that is posted in the room. Teacher will instruct students to then individually watch the posted teacher video while others are getting signed in.
Following the introductory video, the teacher will walk students through the process of selecting the video recording option from the tools for recording their own videos. This process will conclude with guided practice on how to select students' names for submitting recording following the "practice" recording each student completes.
Students will use the posted QR code to sign in and view teacher instructional video. Students can then take note of their own names within the app and the folders associated with it.
Students will follow along with teacher and individually record and submit a sample recording to become familiar with the app and submission process.
3 Independent Practice and Wrap UP
Teacher will have flash cards or selected word lists available in classroom for students to view/use as they read and record themselves reading each word. This activity can be adjusted to reflect definitions, story re-tell, predicting outcomes and so much more. The oral recording can serve as documentation and/or assessment as needed or preferred.
Students will be instructed to complete their individual sight word recordings (or other specified recording) via Seesaw App and submit via Seesaw. Students will hav an opportunity to listen to their individual recordings and also those of other classmates as allowed by teacher. Students can comment, like and reflect on progress as well. These options will be part of the wrap up each time a student submits via Seesaw.
Key Standards Supported
|RF.K: Print Concepts|
|RF.K.1||Demonstrate understanding of the organization and basic features of print.|
|RF.K.1a||Follow words from left to right, top to bottom, and page by page.|
|RF.K.1b||Recognize that spoken words are represented in written language by specific sequences of letters.|
|RF.K.1c||Understand that words are separated by spaces in print.|
|RF.K.1d||Recognize and name all upper- and lowercase letters of the alphabet.|
|RF.K.2||Demonstrate understanding of spoken words, syllables, and sounds (phonemes).|
|RF.K.2a||Recognize and produce rhyming words.|
|RF.K.2b||Count, pronounce, blend, and segment syllables in spoken words.|
|RF.K.2c||Blend and segment onsets and rimes of single-syllable spoken words.|
|RF.K.2d||Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowel-consonent, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)|
|RF.K.2e||Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.|
|Phonics and Word recognition|
|RF.K.3||Know and apply grade-level phonics and word analysis skills in decoding words.|
|RF.K.3a||Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.|
|RF.K.3b||Associate the long and short sounds with common spellings (graphemes) for the five major vowels.|
|RF.K.3c||Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).|
|RF.K.3d||Distinguish between similarly spelled words by identifying the sounds of the letters that differ.|
|RF.K.4||Read emergent-reader texts with purpose and understanding.|