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Date: 3/8/13
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Ted
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Jon
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Ben
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Ellen
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Nicole
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Noah
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a
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the
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-
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-
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of
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to
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and
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at
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have
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In
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be
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you
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from
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is
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it
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that
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this
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Monday, March 11, 2013
Looking at the numbers
As of last Friday the students have been introduced to 15 sight words. My goal at the beginning of this project was for the students to learn 20-25 sight words. This week is my last week of data collection. I have introduced the students to five more words this week, so they have had experience practicing 20 sight words for this research. On Friday, I started our group with constant time delay with each student. They were asked to read all 15 sight words. If they do not know a word I ask them to not guess and wait. After 3-4 seconds if they do not know the word I give them the word and move it back in the pile for them to read again. I continue this process several times. The words the students miss are counted incorrect, but they practice using constant time delay several times until they read the word correctly. As one student is practicing with me, the other students are using their own flashcards to practice independently or with a buddy quietly until it is their turn. Below are the results from Friday's constant time delay:
As you can see progress is being made! I was very pleased with Nicole, who read all 15 words correctly. I am consistently noticing that 5 out of the 6 students are still struggling with "that" and "this". We have been spending some additional time spelling, writing, and reading these two words. It seems as though the "th" chunk is causing them to misread the word. They are all saying part of the word. For example, "at" rather than "that". I will complete this again this Thursday after the last five sight words have been introduced. I am also going to be using the DRA to assess students ability to use these words in the context of reading. This will help me see how sight word retention affects their fluency, comprehension, and phonics skills.
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IT is nice to see that your students are improving. I like that you noted what your students are saying for the words they are missing so that you can maybe determine what kind of errors they are making or why they are making the errors in the first place. Those kinds of thoughts will be helpful when you analyze your data.
ReplyDeleteI really like the idea behind constant time delay. I think I will use it with my struggling students next year. Practicing the wrong way really affects struggling students more, I think. Have you always used constant time delay? Do you think it works better than other ways where students might guess wrong?
ReplyDeleteI have used it in the past, but I thought it would be useful to try with this project. I do think it works really well with students that are struggling more.
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