LAKE COUNTY SCHOOLS
ACTION RESEARCH PROJECT
OFFICE USE ONLY
Posted ______________
By _________________
Component 4-401-002
Point Value: 10-30
TO BE COMPLETED BEFORE ACTION RESEARCH IS INITIATED
Teacher
Emp.
Researcher
Lara Hagan
ID
Name
School or
Round Lake Elementary
Department
Issue or Topic
Recognition of the kindergarten sight words
Explicit instruction, using differentiated lessons on the 55 kindergarten sight words
Research
will improve my students' recognition of those sight words on the kindergarten
Hypothesis
assessment by the end of the school year and students will be using those sight
words in their daily writing.
Principal‘s
Signature
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Date
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TO BE COMPLETED AT CONCLUSION OF ACTION RESEARCH
RESEARCH PROCESS
1. What student data formed the baseline?
Lake County Kindergarten Assessment Form
2. What research resources, i.e., books, documents, were studied?
Harcourt web-site, Systematic Sight Word Instruction Curriculum, teacher collaboration
3. What student demographic groups were used and how were they selected?
All 19 students were given the same instruction since there was such a severe need. Extra
assistance was given to the ESOL and retained populations.
4. What was the timeline for the study?
September 12, 2009- April 20, 2010
Approved
Disapproved
Comments
Principal
assigns
10-30 points
Principal’s
Signature
Director of Staff
Development
Signature
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Date
Date
Acknowledged
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LAKE COUNTY SCHOOLS
ACTION RESEARCH PROJECT - SHARING THE RESULTS
[Complete online and email to Haskinsbj@lake.k12.fl.us]
Title of Action Research Project
Sight Word Recognition
Name of Teacher Researcher
Lara Hagan
Name of School
Round Lake Elementary
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Grade Level
Kindergarten
Answer the following questions in your abstract. DO NOT USE teacher or student names.
1. Classroom Problem: The problem is that the students are not meeting the kindergarten
requirements in reading sight words and using sight words in daily work. In my class, all students
entered kindergarten knowing between 0-9 sight words (out of 55 required sight words), which
would score them on an unsatisfactory level on the report card. 13/19 students were only able to
read 0-2 words; with the letters "I' and "a" being two of the tested sight words. After the initial sight
word recognition test, I determined that the major weakness was due to lack of exposure to the
kindergarten sight words before entering kindergarten. In order to teach my students, I must first
educate the parents about the importance of knowing sight words. I will inform parents of this
research project through conferences and 9 week letters. I will teach the students the sight words
through explicit instruction using a variety of learning style methods. I will do progress monitoring
on a continual basis to provide data for my research. My goal is for all of my students to be able to
recognize more sight words and use them in their daily writings.
2. Research Process: My first step of this action research process was to give the initial sight word
assessment test to all of my students to get my first data figures. I then analyzed the data and
started focusing on making a sight word curriculum. I consulted with other colleagues to share
information with them and to obtain their worksheets and web-sites they went to for information
regarding sight words. I did internet searches on sight word instruction and began making small
group games, worksheets, flashcards, and puzzles on the 55 kindergarten sight words. I sorted
through worksheets and planned out the year's curriculum as it would progress. I scanned in the
worksheets to the computer so that I could save my files and add to them later with new
worksheets. Some worksheets were not kindergarten appropriate so I had to change them to fit
my students. I also held parent conferences and gave the parents a list of all of the sight words
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that I would be teaching. I included these lists in homework and at the beginning of each nine
week period. I also gave the parents flashcards they could use in order to review the sight words
at home. I frequently assessed students both informally using oral tests (like flashcards in whole
group settings) and formally tested them 1-on-1 to get the next set of data points for my research.
I learned that through the assessments, I needed to re-teach some of the sight words and give
some sight words more direct instruction time than others. (This was evident with the –wh sight
words like when, where, who, and what.) I continued collecting data and teaching and re-teaching
throughout the year and came up with my results.
3. Collection and Analysis: The following 2 illustrations show the data collected over the period of
time between Sept, 14, 2009 – April 20, 2010.
The first graph shows that the data toward the beginning of the year is clustered around the
numbers 0-9, which represents the number of sight words read at that time. For example, if we
analyze the first testing date, Sept. 14, 2009, dark blue graph lines, we are able to see that 1
student read 0 words, 6 students read 1 word, 6 students read 2 words, 2 students read 3 words, 1
student read 4 words, 1 student read 8 words, and 1 student read 9 words; totalling 18 students
tested. As the school year progresses, the data lines move toward the higher numbers as the
students are able to read more sight words. The progression of the data lines move from dark
blue, burgandy, green, purple, and light blue. The light blue lines are the last testing data and
shows that 1 student read 19 words, 2 students read 22 words, 1 student read 33 words, 1 student
read 35 words, 1 student read 39 words, 3 students read 47 words, 2 students read 48 words, 3
students read 50 words, 3 students read 51 words, 1 student read 53 words and 1 student read 55
words; totalling the 19 students tested at the end of the school year. This visual shows that all
students are ending the year toward the middle of the graph or at the end of the chart (which
means mastery of the skill).
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race
test dates & # of sight words read
gender
"student name"
Sight Word Recognition Assessment Data 2009-2010
a
m
w
4
8
34
50
55
b
f
multi
2
5
17
38
53
c
f
w
1
2
21
38
51
d
f
w
9
11
29
38
51
e
f
w
2
8
19
38
51
f
Hisp.
0
1
13
35
50
g
m
w
2
8
31
44
50
h
m
w
3
8
34
39
50
i
f
w
2
4
22
33
48
j
m
w
entered in mid. February
37
48
k
m
w
2
5
18
33
47
l
m
w
2
4
22
34
47
m
m
w
1
3
21
42
47
f
black
8
10
23
30
39
o
f
w
3
6
14
27
35
p
m
w
1
2
12
29
33
m
Hisp.
1
1
3
15
22
m
w
s
ESOL- 2nd year in
K, in RtI for
behavior
m
Creole
1
1
5
14
19
t
in RtI for behavior
m
w
1
5
44
53
withdrew
f
n
q
r
ESOL
2nd year in K, in RtI
for academics and
behavior, takes
ADHD medication
ESOL
takes ADHD
medication
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entered in mid. April
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22
In this table, I am showing the different sub-goups within my classroom. I listed students by gender
and race and also included more comments that I thought needed to be taken into consideration when
the data was being reviewed. For instance, I made notes of the students who take ADHD medication,
who are retained, and in the RtI process because all of these factors would explain why they may have
not made the gains as a regular education student. I organized this chart with student "a" at the top
because they were able to read the most sight words on the last testing date. I ended with student "s"
because this student had the lowest number of sight words read at the last testing date. I included
student "t" in the data because this student made great gains in my class through the direct instruction of
the sight words and I thought the data would be beneficial to see how the teaching made an impact on
the recognition of the sight words.
In summary, 100% of students in my kindergarten class made gains in the area of sight word
recognition, no matter whether they were boys or girls, what race they are, previously retained, ESOL,
late to enroll, or in the RtI process for academic/behavioral concerns. All students progressed. My
greatest result was in student "f" who spoke no English when she enrolled in school, had never been in a
school setting before and went from knowing 0 sight words to being able to recognize 50 sight words at
the end of the year. This shows that she was emersed in learning and this process works.
The following pages show student work samples and the use of sight words in their daily writings.
These writings were taken from the ESOL, retained, and higher level achieveing students to show that all
students are writing using the sight words taught to them. (The sight words taught have been circled.)
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4. Action and Sharing the Research Project: I taught and modeled sight words in direct
instruction and provided guided practice with sight word games, technology, and independent
practice. I used teacher made activities and worksheets to enhance my sight word curriculum.
I also collaborated with other teachers to share ideas on the teaching of the sight words. I
encouraged my professional learning community of teachers to create their own sight word
files. What I found truly beneficial was that other teachers were enthusiastic about my action
project and supported me through this experience, which made a great learning environment
for the teachers as well as the students.
5. Professional Reflection: I learned that this action research project was beneficial because of
the frequency and intensity I used in the teaching of the kindergarten sight words. I have
created a file of sight word games and activities that I will use from year to year in which I can
add to and make better. This action research project allowed me to focus on an area of my
teaching that I felt I needed to be enhanced; and I feel that was achieved. I feel that I am a
better teacher because of this project and that my students have become better lifelong
learners because of the base foundation I gave them with the sight words. I plan on continuing
this project next year; but to make it better, I would make or buy some new sight word games
to give more variety to my materials, find some sight word songs and incorporate them into my
core sight word curriculum for the auditory learners, and I would like to purchase more sight
word student readers so that each child could have more practice at home reading books
using the sight words they have been taught.
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ABSTRACT:
All students in my kindergarten class participated in action research from September 2009
to April 2010 which focused on sight word instruction because they had little recognition of the
55 basic sight words. Would an intensive sight word curriculum improve recognition of the
sight words by the end of the school year?
Students received instruction during whole group, small groups, and individual settings
using games, manipulatives, and worksheets. Collected and analyzed data proves that 100%
of my students made growth in the number of sight words recognized. The next step is to add
more sight words and continually improve the curriculum.
Source: A Guide to Becoming an Action Research – Department of Education
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