DECEMBER SHARED READING {SIGHT WORD POEMS}

$2.50

December Shared Reading {Sight Word Poems}

This resource contains materials for using shared reading poems in your whole group instruction time during the week. Each poem focuses on new sight words and can be used to teach or reinforce skills as needed in your classroom.

Use the “I Spy” word and vocabulary cards to introduce new vocabulary and sight words. At the end of each week or in a Shared Reading station the following week, have your learners add their poem to a poetry notebook.

You can find these poems and activities in the Shared Reading Mega-Bundle (Sight Word Poems)

THIS RESOURCE INCLUDES:

Gingerbread Poem
This includes a poem, the I Spy word “the” and “have”, vocabulary words ‘decorate’ and ‘dough’ and a half page poem to be added to each students poetry notebook.

Let’s Play Poem
This includes a poem, the I Spy word “play”, vocabulary words ‘together’ and ‘share’ and a half page poem to be added to each students poetry notebook.

Christmas Poem
This includes a poem, the I Spy words “when”, vocabulary words ‘bake’ and ‘shop’ and a half page poem to be added to each students poetry notebook.

Is That Yours? Poem
This includes a poem, the I Spy words “your”, vocabulary words ‘stocking’ and ‘mug’ and a half page poem to be added to each students poetry notebook.

Save time and money and buy the Shared Reading Bundle

LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

Language Arts

CCSSL.K.6

Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

CCSSRF.K.1a

Follow words from left to right, top to bottom, and page by page.

CCSSRF.K.1c

Understand that words are separated by spaces in print.

CCSSRF.K.3

Know and apply grade-level phonics and word analysis skills in decoding words.

CCSSRF.K.3c

Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

CCSSRF.K.4

Read emergent-reader texts with purpose and understanding.

Texas Essential of Knowledge and Skills

TEKSLA.K.2.B.iv

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply phonetic knowledge by: identifying and reading at least 25 high-frequency words from a research-based list

TEKSLA.K.2.C.ii

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply spelling knowledge by: spelling words using sound-spelling patterns

TEKSLA.K.2.C.iii

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply spelling knowledge by: spelling high-frequency words from a research-based list

TEKSLA.K.2.D.ii

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate print awareness by: holding a book right side up, turning pages correctly, and knowing that reading moves from top to bottom and left to right with return sweep.