Darrin Marie Murdoch
ECOMP 5004
Integrating Technology into the Language Arts
Midterm Project Part 1
Introduction: Fluency with sight words is one of the most basic foundations of literacy. In teaching children it is beneficial to use a variety of learning strategies or techniques. Among the most effective techniques are: reading sight word literature books, using flash cards, playing games, and writing activities. Repetition and practice are very important in making sight words recognition automatic. Once this core of basic sight words has been memorized, children read more fluently, with greater comprehension.
Essential Question: What impact does sight word recognition have on reading fluency?
MT Standards:Reading Content Standard 2: Students apply a range of skills and strategies to read.
Reading Content Standard 3: Students set goals, monitor, and evaluate their progress in reading.
Objectives: The students will recognize, pronounce, spell, and ultimately memorize sight words.
Students will also learn word meaning and use sight words in a sentence.
Web Sites Used in this Lesson:
Sight Words Vocabulary Power Point -
Sight Word Buddy -
Lesson Plan: Prior to lesson: Download free Sight Words Buddy for Windows on to computers to be used by students. Each student will need their own computer and headphones.
Day 1: 1.Administer pre-assessment to students(see below.) 2. Using Sight Word Vocabulary PowerPoint, model “See-Say-Spell” (see the word, say the word, spell the word) technique to familiarize students with first 50 Dolch Sight Words. 3. Repeat PowerPoint and See-Say-Spell words with students. 4. Allow students to See-Say-Spell words independently along with PowerPoint.
Day 2: 1.Using see-say-spell techniquereview Sight Word Vocabulary PowerPoint with students. 2. When students are comfortable with first fifty words, allow them to access Sight Words Buddy program on their computers. When the exercise starts, the student will hear one of the Sight Words. The student's task is to click on the written representation of the word. If the student wishes to repeat the word, he or she can do so by clicking on the "speaker" picture. Both visual and auditory feedback are provided to indicate whether the response is correct. After the student provides the correct answer, the exercise moves to the next word. Encourage students to “say” the word as they click it.
Day 3 and beyond:1.Continue using Sight Words Buddy until students are achieving close to mastery on their academic level of sight words. 2. Review Sight Word Vocabulary PowerPoint.
3. Administer post-assessment. Continue on to next level of sight words, occasionally reviewing learned sight words.
Pre and Post Assessment: Prior to Assessment: 1. Create a pack of sight word flashcards using words to be learned by students. Depending on academic level of student, use 15-20 different random words from the Sight Word Vocabulary PowerPoint. By using flashcards rather than the PowerPoint for assessment, one can better assess if the students are generalizing the new knowledge in different formats. You will also need to create an assessment sheet to record words and correct/incorrect answers (see example.)Pre-Assessment: Using partners, an aide, or teacher, administer chosen sight word flashcards by showing each card individually to student and marking on assessment sheet whether or not student can say word within 2 or 3 seconds – without having to sound out (correct) or if they cannot fluently say word or need to sound out (incorrect.) Post-Assessment: Repeat pre-assessment procedure. Look for growth that is appropriate for students’ level of learning.
Pre-Assessment/Post Assessment Example:
Mark √ by words that are correct.
Date:______Pre-----Post______:Date
_____ are _____
_____ by _____
_____ do _____
_____ for _____
_____ here _____
_____ its _____
_____ know _____
_____ made _____
_____ new _____
_____ no _____
_____ not _____
_____one _____