Rethinking High Frequency Words Assessment
A couple of years ago I volunteered in my son’s class. The teacher had me assessing students on their high frequency words. There was a binder with a divider for each student. I would call the student over and have them read me the words, I would highlight on the grid in the binder if the student read it correctly. This binder of paper bothered me because there was all this data that was hard to extract and use. Wanting to automate this I thought I could make a spreadsheet to replicate the binder of paper. A friend rightfully snarked at me that we should think about improving the process not just digitizing it. So now I am pondering… how can we do high frequency word assessment differently?
Just to get started I created a spreadsheet that essentially recreates the paper check list. Make a copy of the spreadsheet for each student. The yellow cells let you mark off if the student reads it correctly. Because of the data validation applied to the cells you can quickly choose the value by typing in c for correct. Use Tab to move to the next word to quickly mark off student completion.
The easiest way to use this template is to attach in Google Classroom “Make a copy for each student.” This gives students and teachers access to each students list. Instead of a binder of student word lists, open up Google Classroom and choose the students name on the left side of the assignment grading page. Open that students spreadsheet and listen to the student read. Mark off on the spreadsheet the words the student has mastered. Google Classroom provides a private comment spot to make observations about the students reading. This note is visible to the student. Parents can view the word list with their child and are also able to see the teachers notes in Google Classroom. (I am advocate of having parents sit with students to view the Google Classroom together.)
High Frequency Words Brainstorm
The above spreadsheet template is an improvement on the paper version because it gives students access to their own data. However, it is the exact same activity as the paper version. Technology allows us to rethink what is possible. How can assessing high frequency words be BETTER? Brainstorm how we can redefine assessing high frequency words on this Google Doc.