Sight Words
Below are two sight word assessments, each followed by a brief description.
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This is an in depth sight word benchmark assessment by Fountas and Pinnell as found on Addison Northwest Supervisory Union (see reference.) According to the website for ANSU (anwsu.org), this assessment is for first graders and used for archived data records. This is the only information available regarding this assessment directly. It measures how many high frequency word a recognizes, if a child uses substitutions for words, and how the child perceives letters to sounds. This test gradually increases in difficulty and has a section for the individual child performance data and you put the student's names at the top. This will allow you to see individual scores, and you can also find the average performance level for your class as a whole. This would be considered a formal, formative assessment. This test can measure if a student is above average, on target, or below average or sight word recognition and should be taken at the beginning, middle, and end of the school term. This test should be administered on an individual basis and can take between 10-15 minutes to complete or longer if working on the 100 or 200 high frequency word list.
REFERENCE
Addison Northwest Supervisory Union (2013). Fountas & Pinnell Benchmark Assessment System 1: Phonics and word analysis.
Retrieved from: http://anwsu.org/reading%20resource/foutaswords/fountaswords.pdf
REFERENCE
Addison Northwest Supervisory Union (2013). Fountas & Pinnell Benchmark Assessment System 1: Phonics and word analysis.
Retrieved from: http://anwsu.org/reading%20resource/foutaswords/fountaswords.pdf
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This assessment is appropriate for students in Kindergarten and should be completed on an individual basis. Students should be given this informal, formative assessment, perhaps, in the beginning of the year to test prior knowledge and in the middle of the year after review and practice with more words added to it. The student should be given about 10 minutes to complete the assessment. The assessment measures the automatic recognition of words and simply required the teacher to place check in the box for the words that are immediately or within 2 seconds and the student cannot sound out the word. The need for these types of assessments is help students to not rely on context words or clues that allow them to guess or substitute words, but rather focus on whole words that are commonly used. I would add a measurement to determine above, below, and on target reading levels. For example, one error is equivalent to independent level, two errors may indicate the student is at the instructional level or needs additional practice, and three or more errors places the student at the frustration level and will need one-on-one instruction or even differential instruction using various methods to teach the students the words (i.e. word associations that trigger the student to say the right word or flashcards versus a long list of words on a piece of paper "lexically dense").
REFERENCE
Lakeshore Learning Materials (2016). First 50 Sight Word Assessment. Retrieved from: http://www.lakeshorelearning.com
/media/images/free_resources/teachers_corner/printables/sightWordsAssessmentK-2.pdf
REFERENCE
Lakeshore Learning Materials (2016). First 50 Sight Word Assessment. Retrieved from: http://www.lakeshorelearning.com
/media/images/free_resources/teachers_corner/printables/sightWordsAssessmentK-2.pdf