Sight Words (sometimes called the Dolch Word List) are some of the most frequently used words

in the English language. Sight Words contain approximately 50 to 70 percent of any given broad, non-technical text. Therefore, teaching Sight Words as early as possible is considered a vital part of elementary education. No highlighted words = no difficulty with this assessment Some highlighted words = some difficulty but was still able to move onto the next category. Whole category highlighted = There was too many miscues and had to cease the assessment.

Level 4 = book box 2 Level 16 = book box 23 Level 28 = book box 24

WHAT DOES THIS MEAN?

This is one of the beginning assessments for the students at the beginning of the year. This is to see where they stand when it comes to sight words. How far they are on the chart is where about their level would be. Level 4 has done fairly well on the kindergarten list but struggled with first grade. This means that reading level 6 and up books will be a challenge for them. Level 16 has done well on sight words up to second grade but struggled with third grade words. This means that reading level 18 and up books will be a challenge for them. Level 28 has done fairly well on all sight words. They are above and beyond their grade level. When they enter third grade is when they will be challenged.

Reading is one of the most critical skills students learn. One of the most important goals in teaching young students to read is making sure they are completely proficient with Sight Words. Having the ability to recognize these words can dramatically increase confidence and improve reading proficiency of the beginning reader. Because complete fluency with Sight Words is the foundation of literacy, a variety of techniques are used to teach them to children. Repetition and practice are very important in making Sight Words recognition automatic.

 Words their way is a developmental spelling, phonics, and vocabulary program. This was developed by Internizzi, Johnston, Bear and Templeton. It was intended to be a part of a balanced literacy plan that includes fluency, comprehension and writing. Words their way is implemented as a small component of the literacy plan but it is also interwoven in an actual reading and writing text.

Level 4

Level 16

Level 28

Level 4 has a difficult time with the beginning sounds of words. When they say the words out loud, they cannot hear the combinations of the letters and do not acknowledge that there are two letters that are put together to make a blend. Level 16 has a difficult time with the middle part of words. When they say the words out loud, they only hear the vowel that says its name (i, o, e). Then they do not acknowledge that there is a silent partner that goes along with that word. Level 28 has a difficult time with a couple of the middle part of words. When they say the words out loud, they hear the vowel that says its name (i, o) and forgets the silent partner that goes along with that word.

Level 4

Level 16

Level 28

WHAT DOES THIS MEAN?

Level 4 was retested and stayed at blends. They improved slightly and now only have to focus on words that begin with -dr -tr Level 16 was retested and was bumped up to other vowels. They now have to focus on words that have the following middles: -ew -or -ir -aw -ou -ow -oi Level 28 was retested and was bumped up to inflected endings with other classmates. They now have to focus on words with the following endings: -ed -pping

Level 4 still has a difficult time with blends but has mastered some of them. Level 16 has mastered the common long vowels and has been bumped up to other vowels. Now this student has a difficult time with middle sounds of words combinations. When the student says the words out loud, they cannot hear the combinations in the middle of the word. Level 28 has mastered the common long vowels and other vowels. Now this student has a difficult time with the ending sounds of words. This is due to the words sounding like they have a id or t at the end or forgetting that there are two of the same letter when changing the word into past, present or future.

 This literacy plan is given to determine where to begin instruction. Based on assessment results, students are given words to study in order to discover the common distributes. This way they can actively construct their own knowledge of spelling patterns. Students can work -individually -with partners -small groups For more information, visit the website gse.gmu.edu/assets/docs/Imtip/voll/Dearnley_etal.doc

Spelling Test

 Learning how to spell is important to all students future and helps lay the foundational bricks that will build the home of their educational experience. Spelling aids in reading and they interlock together to make proficiency with language. Each week, the students will be receiving words that focus on areas that they need to work on. There are seven different features of spelling areas: consonants, short vowels, digraphs, blends, common long vowels, other vowels, and inflected When observing the classroom: endings.
Level 4 will get out of their chair frequently and walk around the classroom finding some excuse not to sit down and do their word work for the day. This results in poor grades on spelling tests. When redirected by the teacher, the student will complete the word work for the day. This may result in staying in for second recess to finish the words. Level 16 will complete the word work for the day but get out of their chair often to rest their hand or to get away from their desk. These students will finish their word work on time. Level 28 will complete the word work for the day on time.

Reading to someone is a cooperative learning strategy where two students sit next to each other and take turns reading to one another. This allows the students to give each other positive feedback by modeling fluent reading and decoding skills. It also helps them comprehend what they are reading. What to do when reading to someone: 1. Check for understanding 2. Decoding skills 3. Make connections When observing around the classroom: Level 4 would not build up their stamina by reading continuously. They would do more chatting with their partner than reading. They have to be redirected frequently. They also skip checking for understanding with their partner. Level 16 would build up their stamina by reading frequently. They would get side tracked but always go back to reading and checking for understanding. Level 28 would build up their stamina by reading continuously. They would check for understanding with their partner and go over the whole book and make connections.

 Reading to self is an individual activity that can be done anywhere. All the student needs is a book in arms reach. The student will grab their book box and walk back to their table. Then they will quietly work the whole time and build their stamina. While they are reading, they should be decoding words, checking for understanding and making connections. Reading to self is important because it helps the student make sense of the text and help build a passion for reading by choosing just right books. When observing the classroom: Level 4 will sit in their chair but does not read often. They will most likely look around the room or play with their book or book boxes. When redirected by the teacher, they will look like they are reading but then quickly continue what they were doing before. Level 16 will sit in their chair and continuously read. They may look around but will continue to read. The students will also decode words in their book when stuck. They will cover part of the word and then the other part. They will also move their head to the picture and then back to the words. Level 28 will sit in their chair and continuously read while decoding words when needed. The student will cover part of the word and then the other part.

 Razz Kidz is an interactive computer reading program that will help students improve their reading skills. The students will have their independent reading level programed into Razz Kidz and receive a variety of different books to listen to, read themselves and take quizzes on. The quizzes get tougher as the student goes up the levels and the program will document how the student is doing on their comprehension skills. **To see the students progress in the classroom, view the formative assessments page and scroll to the bottom of the page. Each student being observed is highlighted in their color**

"Daily 5 takes the students from where they are in relation to their ability to be independent, and teaches them to become intrinsically motivated as they build stamina." Gail Boushey
Daily 5 is a structured management system that helps students develop healthy habits of reading, writing, and working independently that plays a major role in literacy independence.

For more information, visit the website: http://teacherpages.hallco.org/webpages/dfawcett/daily.cfm http://blogs.edweek.org/edweek/finding_common_ground/2012/ 09/the_daily_5_an_interview_with_the_two_sisters.html