Name of student: Tina

Initiator: Bridget Golden

Context for instruction: This instructional program will take place in Tinas first grade classroom. The instruction for this assessment will occur daily during the designated time for the Daily 5. This way she will be working on improving literacy skills at the same time as her classmates. However, instead of completing the Daily 5 completely independently like her classmates, Tina will receive additional support in order to improve her sight word recognition. The students in the class complete these activities on a daily basis: writing skills, independent reading skills, partner reading skills, and spelling word skills. Tina will still complete these activities but with extra help. The materials needed for instruction will vary throughout the program, but some examples include: flashcards, picture books, letter pieces, and puzzles. Program Objective: When presented with the words from the Pre-Primer Dolch Word list, Student T will say each word within 1 second of presentation with 100% accuracy for 3/3 probe trials. Generalization: The ultimate goal for Tina is that she will be able to read these sight words in authentic texts. Through the implementation of the teach sufficient exemplars strategy, Tina will be improving her sight word recognition across a wide range of dimensions. These include flashcards, puzzles, letter pieces, etc. By the end of the instructional period, the goal is that Tina will have generalized this reading skill into texts of all sorts (such as school books, story books) instead of solely during in the instructional practice. Rationale: Recognizing sight words is essential for the improvement of Tinas literacy development. Without a solid foundation made up of these words, Tina will struggle to meet grade level standards and prosper in school. If she does not understand the most commonly used and frequently seen words, she will be unable to succeed not only in all academic areas, but also in social and environmental situations where knowing how to read these words is necessary. Therefore, with immediate intervention, the goal is that Tina will master automaticity with her sight words. This skill will lead to reading fluency and eventually comprehension ability. Knowing how to read these words will give Tina the structure she needs to continuously become a better reader both in school and in situations outside of the classroom. Assessment Procedures: Prior to instruction, an informal assessment will be completed in order to determine the baseline data and how many sight words Tina already knows. This information is essential for developing an instructional plan. The informal assessment data will be collected on three different days (three different probes).

Procedure for Informal Assessment probe: Step 1: Present a word to Student T. Step 2: Give the Sd What word? Step 3: Latency Wait 1 second for Student Ts response Step 4: Record a + for correct responses, and a for incorrect or no response. Step 5: Repeat for entire set 3 times (on 3 separate days). Assessment Schedule: Baseline Informal Assessment: October 15-17th. Instruction Begins: Mid-November (exact date TBD). Probe: After every 4th day of instruction. Instructional Procedures: Overview: 1. Three words will be introduced at a time. These words are chosen from the results of the baseline assessment. 2. Begin instruction using time delay procedures (listed below). Appendix of activities included. 3. Instruct for three days, probe on the fourth day. 4. If no errors are made on two consecutive probes and the skill has generalized to authentic text, mastery has been achieved. 5. Introduce 1 new word to take the place of each mastered word. 6. Maintain knowledge of acquired words by implementing them during instruction of new words. Time Delay Procedures: Zero Second Delay Trials 1. Give the Sd to begin task presentation of flashcard. 2. Immediately after presentation of the Sd, provide prompt. The sight word. 3. As Tina repeats correct answer, provide reinforcement. Verbal praise: Nice job, Tina! or Correct! Mark a check mark on the correct spot on data sheet, and move to next card. 4. Move through entire set of 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. 5. Use 0 second delay for every presentation each day for the first 2 days of instruction, then move to 4 second delay. Four Second Delay 1. Give the Sd to begin task presentation of flashcard. 2. Wait up to 4 seconds after presentation of card for Tina to respond. a) If within the 4 seconds, Tina responds correctly, provide reinforcement (enthusiastic verbal praise such as awesome job, Tina, youre correct!),

record a + on the data sheet and move to the next card. b) If within the 4 seconds Tina responds incorrectly, provide error correction (no Tina, thats not quite right, its ___. Whats the answer to this one? Then say together the answer __). Record a 0 on the data sheet and move on to the next card. c) If after 4 seconds Tina has made no response, provide prompt (whatever the sight word answer is). As Tina repeats correct answer, provide reinforcement (direct verbal praise such as Excellent, thats correct!). Mark a check mark on the correct spot on data sheet, and move to next card. Use 4-second delay for every presentation each day for the remainder of instruction (until Tina meets mastery criterion in the objective). Move through entire set of 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. * Appendix of Instructional Strategies attached. These strategies are an assortment of teaching styles to teach the recognition of sight words. Reinforcement (type and schedule): Tina will be positively reinforced immediately after each time she mimics the instructors response in the Zero Second Delay trial and also immediately after each of her own correct responses in the Four Second Delay trial. Responses will be verbal praise such as Great work, Tina! Nice job, Tina! Youre right, etc.. In the case of an incorrect answer, the instructor will say something like That is not quite right Tina, try again with me. The hope is that the reinforcement increases the likelihood that Tina will correctly recognize the sight word on another occasion. Maintenance: In order to ensure that Tina is maintaining the skill of reading the sight words, assessment data will be collected. This data includes probes every 4th day during instructional period. To maintain her known words, they will be implemented during instruction of new words in instructional process. This data and information will not only reflect the words that Tina is learning, but also reflect whether she has generalized these words into authentic texts.

Appendix: Games/activities that promote sight word recognition.

These games and activities found at: http://pinterest.com/jlussier/sight-word-activitieswork-sample/ are great resources for promoting sight word recognition. Game Beach Ball activity Description Sight words are written on a beach ball. When the student catches the ball, whichever word is closest to her right thumb she will read aloud. Incorporate simple vowel sounds and consonant blends. Collection of sight words that can be used to practice recognition in various locations. Student selects letters from a collection in order to identify the word with the picture. Create words out of blocks for identification. Time delay method/assessment Dolch word practice that allows student to hear the word in a sentence Essential for comparing/contrasting words Sight words will be represented on a bingo card, when word is called student must locate the word on the card. Words are face down in a pile and student has a lotto card with words on it. Students must identify a drawing of the word and determine if it is on their game board. Once the student covers up three words in a row, he or she wins. Sight words are represented on tic-tac-toe board. Student and instructor take turns reading the words, and if read correctly, a marker can be placed in the corresponding spot. A sight word will be written in each hopscotch square. Students will need to say the word before hopping to the next square. Can be represented with tape in classroom.

Word building puzzles Sight word rings CVC word work center Alphabet blocks Note cards School bell website (theschoolbell.com) Word Wall Word Wall bingo Lotto Bingo

Tic-Tac-Toe

Hop Scotch Game

Sample Data Sheet: (An additional column would exist for the probe day).

Sight Word The To And A I You It In Said For Up Look Is Go We Little Down Can See Not One My Me Big Come Blue Red Where Jump Away Here Help Make Yellow Two Play Run Find Three Funny #CR %

Date 1

Date 2

Date 3

Empty Graph:

Although this graph is a blank representation, after data collection the number of sight words that Tina recognizes would be represented on the graph. The Y-Axis represents the number of words out of the 40 Dolch Pre-Primer Words on the list.

Research Rationale

The Multiple Effects of Direct Instruction Flashcards on Sight Word Acquisition, Passage Reading, and Errors for Three Middle School Students with Intellectual Disabilities By: Kellen Ruwe, T.F. McLaughlin, K. Mark Derby, & Jessica Johnson This article discusses a research study completed comparing the use of direct instruction flashcards on three students sight word recognition ability. The researchers goal was to determine how effective flashcards were in the reading of these highfrequency words and whether or not students could generalize this skill in authentic context. After the completion of multiple baselines and the assessment of three sets of twenty sight words, the resulting data concluded that flashcard instruction increased the amount of sight words a student could read. This strategy also increased the students ability to read sight words in general passages.

A Comparison of Two Flash-Card Methods for Improving Sight-Word Reading By: Sara Kupzyk, Edward J. Daly III, & Melissa N. Andersen This article discusses two different methods for instructing students about sight word recognition. The two different methods are called incremental rehearsal (IR) and Strategic Incremental Rehearsal (SIR). The students respond to various stimuli in both approaches, but they differ in the strategic style of presentation. The results of the study proved that the Strategic Incremental Rehearsal approach is more effective than the Incremental Rehearsal approach. Meaning that students read more words correctly after the implementation of the SIR approach than the IR approach. After a follow up study, the findings reflected the same result.

Skill Sequence: Baseline Determined.

Focus instruction on words that were previously unknown: 3-5 words/wk until mastered.

Recognition of sight words on the Dolch Pre-Primer Word list after 1 second with 100% accuracy for 3/3 probe trials.

Recognition of words in authentic text. Reading them fluently in authentic text.