Name of student: O

Initiator: Karin Ackerman

Context for instruction: Location: In the hallway at Westview Elementary school Time: From 8-8:25 every day I will be instructing O in sight words. I will assess Os knowledge of sight words every Friday. Equipment and Materials: Sight word flashcards, for assessment a list of kindergarten sight words. Sitting in the hallway with people periodically walking past the table we are working at. Skill Sequence:
Reading

Decoding

Comprehension

Fluency

Vocabulary

Phonemic Awareness

Sight words

Words correct per minute

Prosody

Program Objective: When presented with kindergarten sight words list, O will say each word within two seconds with 100% accuracy for 3/3 probe trials Generalization: O will be taught to recognize sight words on a flash card as well as in story text. Reading familiar and new books for ten minutes during every session. Teaching sufficient exemplars by teaching O with the sight words on flashcards, while also having O read stories with those words in the text. To monitor I will take a running record of her reading a new book. Rationale: Knowing what sight words a student knows is important because, as a teacher I need to know what she needs instruction in. Knowing what words O can recognize will help me focus on the words that she doesnt know. She needs to learn these sight words because they are high frequency words that she will encounter when she reads. If she can recognize these words quickly

it will help her reach a higher reading level. When she learns these sight words she will be able to focus more on the content and comprehension then on decoding each high frequency word. Assessment Procedures: 1. Set kindergarten sight word list in from of student 2. Sd Please read through this list of words. If you come to a word that you dont know just say Pass. Any question? Ready begin. 3. Wait two seconds for student to respond to each word 4. Record a for a correct response Record a X for an incorrect response along with the response given 5. Repeat for entire set of words Assessment Schedule: Do baseline assessment once each day for 3 days, and then start instruction. During instruction assess after 4 days of instruction on Fridays. Instructional Procedures: 1. Give Sd to begin task, present flashcard 2. Wait up to 2 seconds after presentation of card to O to respond. a. If within the 2 seconds, O responds correctly, provide reinforcement (enthusiastic verbal praise such as awesome job, O, youre correct) record a + on the data sheet and move to the next card. b. If within the 2 seconds O responds incorrectly, provide error correction (No O, thats not quite right, its The. Whats the answer to this one? Then say together The.). Record a on the data sheet and move on to the next card c. If after 2 seconds, O has made no response, provide prompt (e.g. The or whatever the answer is). As O repeats correct answer, provide reinforcement (direct verbal praise such as Excellent, thats correct!) mark a check on correct spot on data sheet, and move to next card. Use 2 second delay for every presentation each day for the remainder of instruction (till O meets mastery criterion in the objective). Instruction will occur every school day from 8-8:25 in the morning outside of room 39. Move through entire set of 10 cards at least 3 times or until instructional period ends. Shuffle cards at completion of each stack so cards are presented in a random order each time. As instruction goes on, when O has responds correctly with in 2 seconds to a specific word for 3 days in a row the word can be removed. To add new words, introduce them to O. Show her the word the card and say, This word is ______. Introduce all new words. Add these new word to the pile of flashcards and follow the instructional procedure.

Reinforcement (type and schedule): I will use verbal praise as positive reinforcement. I will fade out verbal praise slowly by each week. The first week I will praise every 5th correct response. Then after a week I will verbally praise only praising O at the end after the last response. Maintenance: To make sure O is maintaining her knowledge of sight words, I will use a once a month maintenance probe. Meaning I will assess O on the words she had maintained. I will assess her on all of the words she has learned in the past months. I will use a sheet of paper with the whole kindergarten list of sight words and have her read through the list, saying pass if she doesnt know the words. Following the same weekly assessment procedures.

Sight Words
100 Percentage of Known Sight Words 90 80 70 60 50 40 30 20 10 0 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7