![]() If they read it incorrectly, take too long, or need to stretch the word, I place a check mark next to the word on my list. If they read it automatically, I leave it blank. I hand the student test packet to the student and ask them to start at the kindergarten list and read each word. I write the student's name on the top of each master list. When you start to test a new student, you will get a fresh packet and take notes specific for that student. You will take notes on each student on "their" list. One master list (per student) for me to take notes. STEP THREE: START TESTING YOUR STUDENTS I sit with each student individually, one at a time. As such, I don't have too many decks running at the same time. Typically, students who are just below benchmark can make up the gap through other strategies or interventions (sustained silent reading, phonics, phonemic awareness drills, etc.) Sight Word Decks are for the lowest of lows. The students whose low scores are due in part to lack of sight word knowledge. STEP TWO: CHECK YOUR DATA Using DIBELS, or whichever fluency check your district uses, check out which students did not meet benchmark. The third through fifth grade list in one big, long list. ![]() It's lengthy and segmented by grade level until third grade. It is a Kindergarten through Fifth Grade list. STEP ONE: GET A LIST OF WORDS My packet uses a blended list of the most common sight words and high-frequency words. It requires a commitment to stay the course. With the brain needing to synchronize so many pathways and systems in order to reach the levels a "fluent" reader obtains, I have found this intervention hones in on specific student needs and helps upper elementary students close the gap-> Sight Word Decks. I am still learning to navigate the choppy, deep, uncharted waters of reading. I have been teaching fourth grade for over 15 years. But what happens when they get to my door and they haven't learned to read yet? ![]() By time they land in my classroom students (ideally) have transitioned from "learning to read" to "reading to learn". The gap between fluent readers and non-fluent readers becomes ever-increasing as students move up grade levels.
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