ACTION RESEARCH: SIGHT WORDS Lauren Valentino

Initial Meeting With Teacher  Kindergarten focus on sight words  Words that should be instantly recognized  Given a list of level A and B words  15 students total  8 ELL students  Diverse  Letters vs. numbers  2 ELL students  All spoke a minimum of two languages FocusClass Dynamic // Group Dynamic

What does research say?  Mastery of sight word recognition will give students access to up to 75% of what is printed in almost any piece of children’s literature (Teaching Sight Words).  Make connections using pictures for quick retention (Sight Word Recognition).  Kinesthetic movement, sign language, improves retention (A Study of Two Methods).  Games work well with students who have social/behavior difficulties (Sight Word Recognition).

ASSESMENTS

PRE, MID, MID, FINAL ASSESMENT RESULTS ASSESMENT RESULTS

Strategies What did our time together look like?  Big books and stickies  Readers’ Theatre  Word Wall  Games such as Bingo, iSpy, and Swat  Journals  Make up sentences  Rhyming words

Reflect  Games worked well with particular group  Should have tried the two strategies I read the most about  How could this be more rigorous?  How could I differentiate the assessments?  Higher level vs. lower level

References