![]() ![]() sight words were important and we worked to achieve mastery! Teaching sight words in kindergarten and first grade wasn’t for every student, but if sight words were something they could master …. And one of the things I felt strongly about was teaching sight words. We were encouraged to fill our “toolboxes” with a multitude of resources to meet the needs of children rather than relying on one way of teaching. So whatever methodology it took to get the job done was what I was allowed to use. But the great thing about my school was that they respected me enough professionally that I was allowed to teach to meet the needs of my students. In those years I saw many reading methodologies come and go. You might like our Kindergarten Spelling Folder or 1st/2nd Grade Spelling Folders to help remind kids of the spelling of sight words they’ve learned.I taught special education for 30 years and spent most of those years teaching kindergarten, first and second grade. Once learners have been taught the sight words, it’s great to hold them accountable to spelling them correctly. The next time I assessed, the learner got about, after, and again within one second. About, after, and again were also read the first time I assessed, but not within one second (hence the red horizontal line). So from my markings, I can tell that the learner read all within one second. Blue ink was used on the second assessment. Helpful Tip: If you use a different colored pen every time you assess (making sure to also write the date in that particular color), you’ll be better able to keep track of WHEN your learners mastered each sight word.įor example, in the image above, I used red ink the first time I assessed. On subsequent assessments, learners can read all the words again, but listen specifically for the words with no marking or just a – in the blank to see if they can become a + this time.If learners read the word correctly within one second, place a cross (+) to indicate they have mastered that word. ![]() If learners take longer than one second, but still read the word correctly, place a vertical line ONLY in the blank (-).If learners skip the word or read it incorrectly, do not mark anything in the blank.On the sight word checklist, include your learner’s name and the date(s) of the assessment.The goal is for learners to be able to read the word within one second of seeing it. Learners go through the list and read each word. Learners can use a scrap piece of paper to cover all but one column of sight words. Pulling words from several lists also makes these sight word lists more comprehensive. So it’s against the law for me to use the exact same words from one list. The reason I combined Dolch and Fry is because most sight word lists are copyrighted. ![]()
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