Sight Word Inventory Analysis

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Development of Word Recognition
Sight Word Inventory To get a better understand of Franklin’s reading level, I administered the ____ Sight Word Inventory (______). This test consists of sight words, or words students can recognize immediately, appropriate for each grade level. Thus, as you continue through the words, they become increasingly difficult. Franklin’s instructional level is at the third-grade level. At his level, he was able sound out the beginning consonant, “r,” for the word “rough” and “m-o” word “motion.” Additionally, he correctly identified “interested” and “confused,” however it was not an automatic recognition. Finally, with the third-grade list, he pronounced “curious” as “serious.” Throughout the assessment, I noticed that Franklin tended to drop bound morphemes, such as the -s in insects and -ed from guarded, however, he did pronounce them in other words, such as in “crowded” and “engines.”
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I started by asking general questions about the problems, resolution, characters, and setting Franklin was able to answer the questions about the problem, resolution, and setting fully. He included details he did not mention in his oral retelling, but it was apparent he knew them. Additionally, when prompted, he could justify a response to the question “Do you think Eric is a good big brother, why or why not?” by connecting the text to his relationship with his sister.
Learning how to keep the characters’ names, relationship to one another, and actions straight is something that Franklin would benefit from getting more instruction on. The need for more direct instruction also noticed when Franklin was asked, “How would you describe Carter?” He responded with “Okay because sometimes he gets mean and sometimes he’s good.” This would be a good description of another character Eric, however Carter acted as the mediator for the two brothers and was always level headed.
Motivation and

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