100 Sight Words
Independent Reading Level
Independent Writing
100 Sight Words
These test were given 3 times throughout the action plan. These tests included all 100 First Grade Sight Words in isolation both reading and writing. This is practicing the repetition of each word so that the students can add that word to their bank of memory. When the students can read 100 First Grade Sight Words quickly, it helps to increase their Independent Reading Level because they can focus on more complex words in the text. When the students can write 100 First Grade Words quickly, they can tell their story more in detail as they would when verbalizing it.
Independent Reading Level
Students must be able to read the sight words independently in order for them to use the knowledge when reading the sight words within the context of grade level text. When students have those 100 words memorized, they can move to more complex text which in turn increases their Independent Reading Level. When the students can read the 100 words they then typically add them to their writing because they become part of their vocabulary words they can read.
Independent Writing
When students can write the 100 First Grade Sight Words in isolation, they can then apply those words to their writing in sentences. Students who can read and write the 100 First Grade Sight Words create reciprocity, the ability to both read and write fluently. Students must be able to write the sight words independently in order for them to use the knowledge when writing the sight words within the context of their own sentences.
Reading:
Baseline: 14/20 Students were considered proficient (85/100 words).
Scores ranged from 10 words (1 student) to 100 words (1 student).
Check-in: 17/20 Students were considered proficient (85/100 words).
Scores ranged from 33 words (1 student) to 100 words (8 students).
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Final: 18/20 Students were considered proficient (85/100 words).
Scores ranged from 52 words (1 student) to 100 words (10 students).
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2nd Grade Words: 13/20 Students were tested on a cold read of these words. Scores ranged from 25 words (1 student) to 100 words (5 students).
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Writing:
Baseline: 3/20 Students were considered proficient (85/100 words). Scores ranged from 11 words (1 student) to 93 words (1 student).
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Check-in: 10/20 Students were considered proficient (85/100 words). Scores ranged from 17 words (1 student) to 98 words (2 students).
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Final: 17/20 Students were considered proficient (85/100 words). Scores ranged from 22 words (1 student) to 100 words (2 students).
Attitude Survey:
Baseline: 17/20 students stated that they were confident they could learn to read new sight words and 16/20 students stated that they were confident they could learn to write new sight words. No students stated that they were incapable of learning to read or write new words which shows that the students had a growth mindset.
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14/20 students said that they could read all sight words right now but only 1 student was able to accurately read all 100 words. 5/20 students said that they could read most of the words and the data showed that 14/20 students could read them proficiently.
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13/20 students said that they could write all sight words in the beginning but 0 students were able to accurately write all 100 words. 6/20 students said that they could write most of the words and the data showed that 3/20 students could write them proficiently.
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The same student said that they do not know how to read or write any sight words but the data indicated that they could read 95/100 and write 73/100.
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Final: I was unable to get a final data point on the Attitude Survey
Above Grade Level: 9/20 Students were reading above grade level (Level G or higher of Fountas and Pinnell). Reading levels ranged from level G (4 students) to level M (1 student).
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On Grade Level: 8/20 Students were reading on grade level (Level F).
Below Grade Level: 3/20 Students were reading below grade level (Level E or lower). Reading levels ranged from level E (1 student) to level C (2 students).
Above Grade Level: 9/20 Students were reading above grade level (Level I or higher). Reading levels ranged from level 10 (5 students) to level M (2 students).
*The 9 students that were reading above grade level in the baseline are the same 9 students that are reading above grade level in the final.
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On Grade Level: 2/20 Students were reading on grade level (Level H).
*This time period is the only time that students are expected to grow 2 reading levels from the last time (from F to H). Although only 2 met the threshold, many were close and would have transitioned to the new level in 1-2 weeks.
Below Grade Level: 9/20 Students were reading below grade level (Level G or lower). Reading levels ranged from level G (7 students) to level D (2 students).
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Baseline:
Students wrote a total of 471 sight words, including Kindergarten and 1st Grade words as these should be proficient once they are taught. Students wrote with a 92.99% accuracy with a majority of the words being he, she, is, & the (Kindergarten Sight Words).
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Students sentences were simple and started with little variety (He/ She is ______.)
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Students use of words ranged from 17 to 51 words.
Check-In:
Students wrote a total of 565 sight words, including Kindergarten and 1st Grade words as these should be proficient once they are taught. Students wrote with a 86.9% accuracy.
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Although the accuracy decreased, the students showed an increase in their sentence length as well as an increase in the use of words. (The ______ lives in _____. The _____ eats ______. The _____ looks like ______).
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Students use of words ranged from 8 to 60 words.
Final:
Students wrote a total of 733 sight words, including Kindergarten and 1st Grade words as these should be proficient once they are taught. Students wrote with a 94.13% accuracy.
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The accuracy increased as well as number of words used. The students showed an increase in their sentence length as well most variety between the stories. (First .... Next .... Then .... Last)
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Students use of words ranged from 14 to 67 words.
Student A
After completing baselines, Student A chose the following action plans: play sight word games, give their best effort during Word Work (Daily 5 time), use the word wall to help spell words correctly, read sight word cards at home, and read independently for 15 minutes a day.
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When measuring sight words individually, Student A grew from reading 72 words to 97 + 49 (2nd Grade words). Student A grew from writing 50 words to 94 words. Student A used both a fold in flash card technique to help with reading as well as a small group call reteach to help with writing.
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When reading sight words within the context of ability level, Student A misread 5 sight words within the 160 words read (96.9% accuracy). Student A was reading on grade level before (Level F) and grew 1 level (Level G). Although Student A did not meet the target reading level (level H), they would have moved up a reading level within a week to be on target.
When writing independently, Student A's accuracy fluctuated but the number of sight words used and the complexity of the sentences increased throughout the process.
Student B
After completing baselines, Student B chose the following action plans: give their best effort during Word Work (Daily 5 time), use the word wall to help spell words correctly, complete sight word packet each week, read sight word cards at home, and read independently for 15 minutes a day, and give best effort during small group reading instruction.
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When measuring sight words individually, Student B grew from reading 42 words to 88. Student B grew from writing 11 words to 85 words. Student B used both a fold in flash card technique to help with reading as well as a small group call reteach to help with writing.
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When reading sight words within the context of ability level, Student B misread 15 sight words within the 278 words read (94.6% accuracy). Student B was reading 3 levels below grade level before (level C) and grew 1 level (level D). Student B was also in an intervention to support the reciprocity of sight words. Student B came into 1st Grade not knowing how to read or write any Kindergarten Sight Words. We have implemented a variety of strategies to bridge the gap but this has played a big factor in the reading level.
When writing independently, Student B's accuracy decreased but the number of sight words used and the complexity of the sentences increased throughout the process. At the beginning, Student B would copy words from the environment but was unable to identify what they were nor did they have any meaning. At the end of the process, Student B was using sight words to support their own thoughts and communicate a personal story.
Student C
After completing baselines, Student C chose the following action plans: use the word wall to help spell words correctly, write the 5 words of the week three times, complete sight word packet each week, read sight word cards at home, and read independently for 15 minutes a day, and give best effort during small group reading instruction.
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When measuring sight words individually, Student C grew from reading 96 words to 99 + 73 (2nd Grade words). Student C grew from writing 55 words to 93 words. Although Student C did not start off with a high baseline for writing, when tested each week Student C would spell all 5 words correctly, so they did not receive any intervention.
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When reading sight words within the context of ability level, Student C did not misread any sight words within the 128 words read (100% accuracy). Student C was reading 1 level above grade level before (level G) and grew 3 levels to be reading 2 levels above grade level (level J).
When writing independently, Student C's accuracy increased as well as the number of sight words used along with the complexity of the sentences increasing throughout the process.
Reciprocity