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Shared Reading Mega-Bundle (Sight Word Poems)

$22.00

SHARED READING MEGA-BUNDLE (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.
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SIGHT WORDS INCLUDED:
I
can
a
like
you
am
see
my
and
to
do
on
me
she
we
he
the
have
play
when
your
of
that
at
no
go
so
is
am
this
what
in
for
it
not
little
said
here
was
look
but
get
has
be
with
where
they
as
his
went
from
her
are
or
had
one
by
all
there
more


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.

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