The words I chose for each individual list varied. I chose words that had similar spelling patterns in order for them to make connections and see how changing a letter or two can make a new word. When I assessed them again in February and March, I noticed they were able to recognize the words they had been practicing which proved systematically practicing words every day was beneficial.

At the beginning of the week I gave them their list and had them repeat the words to me. Every day following, their folder filled with paper and sight word list was waiting on their desk when they arrived to school. They read or repeated the words when they turned their folder in after writing them 3x. They learned the routine quick and knew my expectation without needing a reminder. I noticed they gave their best effort each morning, therefore if students arrived late or were slow to finish, I waited to begin instruction until they finished in order to provide quality work time for each student.

The data I gathered from each sight word assessment helped me reevaluate how I introduced each sight word every week. I first showed them the word, spelled the word, asked them to repeat the word and the spelling, then asked them to write the word. When I saw low scores, I started focusing in on the vowels in each word. I asked them what vowels they saw (which helped with vowel identification practice) and asked them if it was making the short sound or long letter name sound. After questioning them every day, students began catching on and raised their hand to tell me the vowels they saw before I even asked. Their confidence was evident. I saw their scores improving, though I still did not see consistency.

I began chunking words into smaller words or sections to help them break it down. Often we noticed smaller sight words inside of bigger words. Students were able to chunk the words in ways I didn't even think of. I had them highlight the different parts which led to blending each part into the whole word. To help with letter knowledge, I asked them to spell the word out loud as they wrote it, followed by asking for sentences using one or more of the words. Students were more engaged and excited to use their voice in their learning.

I began to see more consistent scores and spelling accuracy improve. Even though all students still were not spelling every word correctly, the mistakes seemed to be minimal (i.e. they were only missing a vowel or letter). In addition, I saw them thinking about the sounds by mouthing each chunk during the assessments.

When I observed students during the pre-test, I noticed when they were having trouble with words they often looked at me for help before attempting to decode and sound out the words on their own. Throughout the day, specifically while doing word work activities, I emphasized I understood how hard learning English is and how often I still became confused. I told them sometimes letters make one sound and when combined with a different letter they make a completely different sound; some letters are silent and others only make a certain sound in certain words. I reminded them making mistakes is how we learn and that I even make mistakes. I started to see their confidence build in attempting words as I informally listened to them read. They sounded each letter out and if it did not make sense, they tried again using the other sounds the letters could make.

The post-test running records showed a huge improvement in decoding sight words and new words. I noticed they were persistent in decoding the words, without looking to me for help. Irregular sight words were read automatically. When they did look at me it was for validation on if they said a word correctly, and more times than not, they did say it right.