Student Data

Collection
2nd Grade Action
Research
Dolch Sight
Word
Assessment
How is it Tracked and Assessed?
All 220 Dolch Sight Words are divided into 9 lists. These lists were adopted by CCHS grades 1-
2 Professional Learning Community (PLC) and are based on The Teacher Reading Academy.
They are ordered by frequency of occurrence within texts.

Our lower elementary consensus is that students move on to the next list once they are able to
recognize at least 80% of the words on a given list (20/25). If students are below 80%, the list is
stopped and intervention is given within that list.

Students were first pre-assessed in January (when our data cycle began) and a mid cycle
check-in was conducted in April. The post-assessment was conducted in June.

Lists 1-8 have 25 total words, while list 9 only has 20 total words. As the lists advance, the
frequency of word occurrences within texts decreases.
How Many Sight Words Should Students Know?
Schools differ greatly in the number of sight words expected at each grade level.
Below is a guideline used by CCHS. These targets were developed by a committee of
reading specialists and teacher consultants and are targeted towards native English
speakers.

Kindergarten: Winter: 12+, Spring: 25+

First Grade: Fall: 25+, Winter: 100+, Spring: 175+

Second Grade: Fall: 175+, Winter: All 220, Spring: All 220
What Do the Graphs Tell Us?
The following graphs show the growth of the focus students’ ability to read at least
80% of the words on a list. Once a student reached below 80%, the assessment was
stopped for interventions to be planned. The focus group of students received the
Sight Word Choice Board based on activities from the Picture Me Reading program
to help them gain sight word fluency and automaticity. The graphs track the
students’ progress between January, April, and June.
Student 1: Dolch Sight Word Assessment
Student 2: Dolch Sight Word Assessment
Student 3: Dolch Sight Word Assessment
Student 4: Dolch Sight Word Assessment
Student 5: Dolch Sight Word Assessment
Student 6: Dolch Sight Word Assessment
 Fountas and
Pinnell
(F&P Running Records)
Fluency & Accuracy with Fountas and Pinnell
All elementary students at CCHS are formally tested with Fountas and Pinnell
running records three times per year (beginning, middle, and end). Our data cycle
began during the mid year assessments in January and ended with the end of year
assessments in June. The following charts show the focus students’ growth in
independent reading levels regarding their reading accuracy, which ties into their
overall fluency. The score is calculated based on the total amount of running words
and the students’ overall errors. The following formula is used to determine the
accuracy score:

(Total words read - Total errors) / Total words read x 100 = Accuracy rate

A benchmark guide is used to determine a students independent, instructional, and

frustrational levels based on their accuracy and comprehension scores.
Mid Year (January) Running Records
Independent Text
Student Number of Words Errors Accuracy Rate
Level

1 D 113 3 97%

2 D 129 6 95%

3 G 152 5 97%

4 C 96 4 96%

5 C 96 4 96%

6 C 96 6 95%
End of Year (June) Running Records
Independent Number of Total Levels Improved
Student Errors Accuracy Rate
Text Level Words January - June

1 H 188 9 95% +4

2 H 188 7 96% +4

3 I 217 11 95% +2

4 D 129 6 95% +1

5 F 220 1 99% +3

6 E 137 7 95% +2
How to Determine Accuracy in Independent Levels
Measures of
Academic
Progress
(MAP)
 What does the Data Show Us?
Measures of Academic Progress (MAP) is given to all K-5 students at CCHS. The following charts show the
focus students’ growth from their fall Language MAP test and their spring language MAP test. The
Language MAP test has a focus on sight word recognition. Sight word recognition falls under the category
of Language: Understand, Edit for Mechanics

Fall MAP tests were administered in late October, while spring MAP tests were administered mid May.
Fall MAP testing is identified as FA17 and spring MAP testing is identified as SP18. The following charts
show the overall Language progress that students made from fall to spring.

Additionally, a learning continuum with specified areas is shown and identifies where students fall on the
continuum. Their scores depict where they are at with content specific areas, including sight word
recognition. The scores reflect skills that students are ready to reinforce, develop, or introduce.
Student names have been removed for confidentiality.
Student 1: Language Growth
Student 2: Language Growth
Student 3: Language Growth
Student 4: Language Growth
Student 5: Language Growth
Student 6: Language Growth
*Student names have been removed for confidentiality.
While looking at the MAP learning continuum for
the Fall Language MAP test.

4 out of the 6 focus students (66%) fall into the

141-150 range Spelling: Commonly Misspelled
Words - Identifies correct/incorrect spelling of a
sight word. Students in the 141-150 range need
to have these skills reinforced.

1 out of the 6 focus students falls into the range

151-160 Spelling: Commonly Misspelled Words -
Identifies correct/incorrect spelling of a sight
word. Students in the 151-160 range are ready to
develop skills.

1 out of the 6 focus students falls within the 161-

170 range and is ready to be introduced to the
skills.
*Student names have been removed for confidentiality.
While looking at the MAP learning continuum for
the Spring Language MAP test.

2 out of the 6 focus students (33%) fall into the

141-150 range Spelling: Commonly Misspelled
Words - Identifies correct/incorrect spelling of a
sight word. Students in the 141-150 range need
to have these skills reinforced.

2 out of the 6 focus students (33%) fall into the

range 151-160 Spelling: Commonly Misspelled
Words - Identifies correct/incorrect spelling of a
sight word. Students in the 151-160 range are
ready to develop skills.

2 out of the 6 focus students (33%) fall within the

161-170 range and is ready to be introduced to
the skills.