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#Washington state kindergarten sight word list full#
#Washington state kindergarten sight word list free#

The rise in distance learning utilization by many school students represents a unique opportunity for proponents of PT. The celeration value allows instructors to visualize the learner’s rate of growth and to set goals within that projected rate (Pennypacker et al., 2003). Celeration is calculated as the frequency (occurrence per unit of time) of correct or incorrect responses per an additional unit of time, termed the celeration period, which is typically 7 days. In determining pinpoints, instructors chart the learner’s performance each day on a SCC, marking the rate of correct responses along with the rate of incorrect responses. These two tools combined allow the instructor to determine the rate of acquisition of the behavior to be taught and plot the next step or pinpoint in learning. To aid in decision making while utilizing PT, Lindsley developed the SCC and a new mathematical measure, celeration, which is the measure of the frequency of behavior over time (Lindsley, 1971). Review this activity log before the next activity so you pay special attention to those students.Precision teaching as a system was developed by Ogden Lindsay in the 1960s, using frequency of a behavior as the primary datum upon which to base decisions (Johnson & Street, 2014).

For each activity, keep a record of items a student had problems with.

That gives all students time to think of the answer, so that slower students don’t just copy faster students.

When you point to a word, wait before touching it and train students to respond only when you touch the word.

#Washington state kindergarten sight word list free#

You should feel free to vary the pace, being careful to ensure that everyone is keeping up.

If words are being introduced too slowly for your students, you can introduce a new irregular word every day.

One way to accelerate learning of irregular words is to print out flashcards for each newly introduced word and make a set for your students to practice with at home.

Even for irregular words, the process of connecting symbols to sounds helps students learn the word: “The knowledge of letter-sound relations provides the powerful mnemonic system that bonds the written forms of specific words to their pronunciation in memory.” (Ehri, 1995).

They may decide not to use it even when they should.

If we sound out some words and not others, students may learn that sounding out should only be used intermittently.

#Washington state kindergarten sight word list full#

We want to show students that, though some word parts may be irregular, other parts are often regular, so that students can decode those parts, giving them a clue to the full word.

These exercises prepare them to read the word correctly.

When students encounter an irregular word in connected text, they may initially attempt to sound it out.

There are multiple reasons to ask students to sound out irregular words:

When introducing an irregular word (but not when building fluency), we ask students to sound out and say the word correctly.

While these words are to be memorized, the act of looking up at a chart/poster for quick reference allows the student to eventually be able to quickly find and recognize the words. High Frequency Word Lists should be posted and visible for students to reference.Word Hunt Tally (w/ Partners or Independent) Irregular Word Fluency (Small Group, w/ Partners, Independent) P.047 Variant Correspondences Canned Sort

P.045 High Frequency Words Word Memory Game Reinforce Skills/Independent Work Time – Independent/Small Group Center Activity Smack the Wall (Small Group & Transitions) Introducing Multiple Irregular Words- (Small Group)Īround the World w/ Irregular Words- (Small Group, w/ Partners, & Transitions)įlashlight! Flashlight!- (Small Group, w/ Partners, & Transitions)

P.041 High Frequency Words Sandpaper Wordsį.012 HFW Fast Match p43 (Small Group, w/ Partners)į.016 HFW Sentence Scramble p48 (Small Group, w/ Partners, Independent) Small Group Instruction – Direct Instruction T:Read the following words – show a list of High Frequency Words, such as Fry’s or Dolch word lists, presented in random order (e.g., the, of, to, you, she, my, is, are, do, does). Student may attempt to decode some irregularly spelled words. Acquiring: Student is able to recognize some grade-level high frequency words.Mastery: Student is able to read grade-level high frequency words with automaticity.RF.K.3.C: Read Common High-Frequency Words by Sight (e.g., the, of, to, you, she, my, is, are, do, does)Ĭ.K.3.C: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do,does).