It is helpful for children to have a small core of words that they can recognize quickly when reading, use strategically for decoding similar words, and write confidently. It helps the teacher to select initial Shared and Guided reading texts for emerging learners when s/he knows which sight words a number of the students hold in common. Teachers can also use this knowledge when composing Morning Messages, classroom labels, and charts and when inviting participation in Interactive Writing.

Assessment of Bank of Sight Words and Spelling Patterns

• Frequently Used Words chart
• List of words on classroom Word Wall and/or other words taught/highlighted as part of Shared Reading and Interactive Writing
• List of Word Families (onsets and rimes) taught.

1. Develop a list of 25-40 words that are included in the Frequently Used Word chart on page 125 and/or have been incorporated into language arts instruction through Shared or Guided Reading or Interactive Writing Activities. Copy these words onto an assessment form that includes a place for comments at the bottom. (The length and nature of your list is dependent upon the age of the learners. With very young learners you might only include the names of the children in the room and a few words from some of the environmental print.)
2. Make a copy of the list for each child in the room.
3. Assess children individually. Ask them to look at the word list you have created, and find and read all of the words that they know. Circle each word they read correctly and record what word was substituted above any words that were attempted and read incorrectly.
4. In looking over the assessment after it has been completed, note to what extent substitutions make use of some letter-sound knowledge. Include under "Comments" how confidently the child approaches decoding words in isolation and her/his ability to recognize features of words, take words apart, use word family analogies, etc.
5. Repeat this assessment at least once each term either with the same list or using an extended list for children who were able to recognize most words on the initial list.

See the activities in this chapter under the heading Supporting Fluency through Developing a Bank of Sight Words, p. 121.

Procedures for Writing/Spelling

1. Assess children individually or in a small group. Give them blank sheets of paper on which you have stamped or recorded the date.
2. Explain that you want them to show you what words they can write and how they go about spelling words.
3. Ask them to write all the words that they know how to write, beginning with their names.
4. This activity is not a spelling test. Offer support and encouragement such as suggesting categories of words they might know how to write. For example you might say, "Can you write the names of anyone in your family?" or "Can you write any of the colour words?" You can ask them how they figure out how to spell words when they are writing. For example, "Do you search the Word Wall or other classroom print for similar spelling patterns?"
5. Allow children to decide when they are finished. Thank them and show appreciation of all efforts.
6. Observe the children as they are writing and note on the back of the assessment sheet any strategies they used when writing, such as orally segmenting words or glancing at the classroom Word Wall.
7. Repeat the assessment each reporting period noting growth and changes in writing behaviours.

See the activities in this chapter under the heading Supporting Fluency through Developing a Bank of Sight Words (p. 121) as well as those specifically focused on writing in the final section of this chapter. Note those children in your class who seem least able to participate in this assessment activity. Be especially alert for ways to include them in writing activities, help them develop personal word banks, and support their confidence.

Remind yourself to support the participation of those children who lack abilities or confidence in spelling words or forming letters by soliciting their ideas for: writing topics things to include in experience charts ways to word sentences or phrases, etc. Children can provide content for writing experiences whether or not they can spell words. Respond positively and comment often on the good ideas that children have and the contributions they make to Interactive Writing.