This graph shows how many students knew all 48/48 of their sight words in January, February, and at the end of March. By the end of March I had 12/20 of my students who knew all of their sight words.
This graph shows how many students knew all 80% of their sight words in January, February, and at the end of March. The goal for Kindergarten is for them to master 80% of their sight words by the end of the year. In March, 90% of my students knew 80% of their sight words.
Data analysis
Sight Words:
Text Leveling:
Pre/Post Survey:
This graph shows the individual growth that each student made regarding how many sight words they can identify. There are 48 sight words total. This shows where the baseline was in December, how many more he/she knew in February (mid-way point), and how many more he/she knew at the end of the data collection period in March.
These graphs show how each student felt when they read their sight words. It compares their feelings in January to how they felt at the end of March. They were given three choices on the survey: a smiley face, middle face, and a frown face. There was a significant increase in confidence.
This graph shows how students felt when he/she reads to the teacher. It compares results from January to March. Again, there was a significant increase in confidence. In January, only 7 of my students felt good about reading to me and in March that went up to 15 students. Also by the end of March I had 0 students who felt sad when he/she had to read to me. I know there was an increase in confidence when I saw students improving their automaticity. When students can say a word right away they get so happy and excited because they know it! I also saw the boost in confidence with their enthusiasm and engagement with the sight word strategies and when it was reading time. Students told me, "This is fun! Can we read it again?" My students loved getting to read with me by the end of March. These comments show that they were proud of their hard work and feel confident about it as well.
There are a total of 48 Kindergarten sight words. I assessed my 20 students for the baseline in January, the midpoint in February, and the final assessment at the end of March. I was assessing the students on their ability to identify and read the sight words. I found that there was continuous growth each time I assessed my students. Everyone improved in some way.
I gave my students a pre and post survey that had 6 questions about their interest in reading and how they feel about their sight words. The students took this assessment in January and again at the end of March. I found that there was a huge increase in confidence.
I text leveled my students for the baseline in December. The final text leveling was done on April 5th, at the end of the timeline.
These graphs compare the text levels from the beginning of the project in January to the end of the project in April. As you can see, there was tremendous growth! 8/20 students are reading at a 1st grade or higher reading level! These strategies impacted the learning in a positive way. Each student increased their reading level.
This shows that 19 out of my 20 students improved by 2 or more levels. Only 1 student improved by 1 level. However, every student did improve. There was a high success rate because of the sight word strategies that were implemented. Practicing sight words helps with automaticity, which also affects their independent reading levels in a positive way. The one student who only improved by one reading level worked hard, but struggled to remember all of her sight words. From this data, I will work with her more one on one and get some older students to practice the sight words with her each morning as another intervention. This tells me that the data collection method gave me an accurate representation of what my students know and where they are in their reading. It also tells me that most students reacted positively and the strategies that were taught helped the learning process.
