Vocabulary · B1 English Language

Lesson notes

Learning Objectives

Indicator: B1.2.6.1.1 - Read level-appropriate sight words and use many of them in meaningful sentences

By the end of the lesson, learners can:

Read aloud at least 10 level-appropriate sight words (chair, table, child, tree, the, a, and, is, my, boy) with accuracy and reasonable speed.
Identify sight words when they hear them in a short story read by the teacher.
Use at least 5 of the taught sight words correctly in their own meaningful oral sentences.
Write 3 simple sentences, each containing a different sight word, with correct spacing and spelling.
Work cooperatively with a partner to read sight word cards and check each other’s sentences.

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Curriculum details

Strand: Reading (Strand 2)
Sub-strand: Vocabulary (2.6)
Content standard: B1.2.6.1 - Understand word meanings and usages
Indicator: B1.2.6.1.1 - Read level-appropriate sight words and use many of them in meaningful sentences
Suggested placement: Term 2, Week 5 (Week 17 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: English Language Curriculum (Basic 1-3), 2019, p. 23
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

- Introduce the appropriate sight words beginning with the commonest. Write them on the board,
e.g. chair, table, child, etc.
- Use the word "tree" to teach the sight words.
- Have learners repeat the words aloud.
- Have learners use the sight words in meaningful sentences.
- Tell a story and have learners identify sight words in the story.
- Have learners use the sight words in meaningful sentences,
e.g. determiners - the: The boy is my friend.