Vocabulary Builders - Sight Words - High Frequency Words! - Grades 1 And 2

Introduction:
- This class may begin by giving each student a Primary Spelling Inventory assessment/evaluation to determine where each child is beginning with known sight words to establish what we will begin with as their ability level. The lists we will be using have been established and required by the large majority of public and private school districts to develop competency in speaking, reading and writing at the primary level.  

- Students will begin by being introduced to the standard word lists by completing sections as follows: 

 1) Brief Word assessment/evaluation weekly: 15 - 20 minutes  (monitor progress or need for clarification as we go to stay ahead of concerns that could be taken care of when they first happen, or allow for expansion when students complete their work showing mastery.
   Color-coded targeted Word Lists (which includes 100 words per grade level) are provided in weekly sections:  
 2) Learning and practicing "sight words" first:  the approach will be one or all of the following:  See & Say, Spell Reading, Air Writing, Table Writing, followed by practicing the learning through word games, (For example:  sorting and matching sounds, spellings, words.)
 3) Learning and practicing high frequency words; Students will identify and learn "within-word spelling patterns" 3)  comprehension sight words will be developed from the high frequency word lists.  

Pacing  
Week 1 - Week 10 -  3 Days per Week, and there will be +/- 25 - 33 words available for study per sheet.  
Tentative Schedule:
Week 1 - Dec 8  Assess/Red,      Week 2 - Dec 15 Orange,   Week 3 - Dec 22 Yellow,   Week 4 - Jan 5 Purple,    Week 5 - Jan 12 Green,    
Week 6 - Jan 19 Assess/Pink,     Week 7 - Jan 26  L. Pink,    Week 8 - Feb 2  White,    Week 9 - Feb 9 Misc Wds. 
Week 10 - Read-Off of  any level(s) mastered

By documenting or verifying what has been achieved by the student so far, each student will know what they need to practice, and can take the opportunity to carry on their own scheduling as they become more and more proficient in sight/word recognition.(They may begin to own their learning process.)  
- An optional assessment/evaluation process will also be used for high frequency words, and word meanings for placement in the class review process. (Students will be working on whatever they describe as their area of concern, always taking under consideration what skills are lacking and require specific review for successful learning and word acquisition.)

Word Focus Options:
We will focus on each word type:  1) building confidence in saying the "whole" words from any list, in less and less time as they become more familiar, 2) seeing the words in more than one context, 3) pair with another students to practice "listening/hearing", and saying" the words being studied,  4) Application through an independent activity (games - to help keep students/parents aware of their progress(keeping a record of accomplishments described by practice activities).