Page 26 - FL Saxon Phonics & Spelling Sampler

P2_TE_Lesson_080 9/9/04 1:33 PM Page 4
LESSON Saxon Phonics and Spelling 2 80
For #25–3≠, have children read the sight words to you: friend, have, animal, America, enough, again, earth, young, learn, only.
• Section V (2 points each; 20 total): “Turn your paper over to the back.”
• Point to the word by #25 (friend).
“Read this word for me.”
• Check off the word if read correctly. Use tokens as necessary.
• Repeat with the following items: #26 (have), #27 (animal),
#28 (America), #29 (enough), #30 (again), #31 (earth), #32 (young), #33 (learn), and #34 (only).
• After the child has attempted to read every word, review any words that were read incorrectly. Continue until each word is correctly read. Allow the child to count his/her tokens. (Do not check off the words the child read incorrectly the first time. This will allow you to give a more accurate grade when recording the child’s score.)
• If time permits, continue with the Sight Word Evaluation section below.
Sight Word Evaluation
• Use the Sight Word Evaluation Form to assess each child’s mastery of the sight words taught thus far. Complete this assessment with children individually while others are working; this may be done today or may be spread out over the next several days.
• Place the child’s assessment where he/she can’t see it.
➤ Note: You may wish to include all children at this point and have them spell words that others have not mastered.
• Have the child spell any sight words he/she has not yet mastered. Allow him/her to write the words on a blank piece of scratch paper or to spell the words orally.
• Check off on the Sight Word Evaluation Form the words he/she spells correctly.
• Using the sight word cards, have the child read any words not yet mastered. Check off any that he/she reads correctly on the Sight Word Evaluation Form.
• Using the results on the form:
1. Retire any sight word card that every child can both read and spell correctly. (Review retired cards once each week to ensure that children do not forget what they learned.)
2. During the Daily Letter and Sound Review, begin asking specific children to spell those words that caused them difficulty. When you feel confident that a particular child can read and spell a sight word previously missed, check off the word on the Sight Word Evaluation Form.
Lesson 80
Complete the sight word evaluation.
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