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Pre-Assessment Quiz on High-Frequency Sight Words [based on Common Core…

- - - - One student will read a below level decodable reader while the other four students listen. The student reading will omit one sight word in a sentence, and the listening students will write down the missing word on a small whiteboard before turning it over.
        
        The students who answered successfully can then draw a star on their whiteboard, gamifying the experience.
        
        As students in this group are already able to recognize high frequency sight words about to be seen in the next reading lesson, this activity will extend their knowledge on how sight words collocate and how they are used with other words (e.g. 'to' often precedes verbs and places).
        
        Decodable Reader Lesson
  - - - Students will be given individual post-it notes with the high-frequency sight words they struggled recognizing written on them.
        
        Using photocopies of selected books, they will then highlight these sight words they encounter. Each time students highlight a word, they must then air trace the word using their finger. This can help students distinguish between similar looking sight words.
        
        After a few minutes, students will then pair up, swap their post-it notes with a partner and test the spellings of sight words that their partner had struggled with. This process will be repeated with several partners, with the goal of improving their recall and recognition skills, and tying them together
        
        Students from group 2 and 3 will retake the quiz, with those scoring 7 or higher being deemed ready for instruction of the decodable reader.
        
        Students with special needs, such as dyslexia, may still struggle with sight word recognition and may benefit from very small group instruction with the teacher
        
        Some words are not decodable and have unusual spelling rules. Breaking the word down into its different parts and allow students to analyse and process it.
        
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        ELLs struggling with sight word recognition may need further instruction on or reviewing of phonics and phonemic awareness.
        
        Students may need extra practice with phonemes not present in the students' native language, such as the 'th' sound in Chinese.
        
        1 more item...
  - - - Although students may have struggled with all ten words, it would be best to focus on 3-5 words, depending on time available, in order to improve retention.
        
        Students in group 3 would be aware that students in other groups are playing games and having fun, which makes it important to also give group 3 students a fun activity so as not to demotivate them.
        
        First, students repeat the sight word several times and then spell it aloud.
        Second, student will listen as the teacher reads a decodable reader and then raise their hand if they hear a 'key' word.
        
        Third, students will play a game called 'roll and write'. Each pair (or three) has one marker and a dice between them. Each student has to write each sight word three times, however, in order to use the marker they have to roll a six. If a six is rolled, the student exchanges their marker with the dice. This activity will help students with their recall skills and improve their muscle memory.