Literacy Plan

Savannah Thomas and Hope Mounie

Longwood University

READ 680

Section 1: Literacy Need

Nottoway County Intermediate School is located in Crewe, VA. The population of the

school is made up of three counties: Crewe, Blackstone, and Burkeville. The current enrollment

at the Intermediate school is around 400 students. Nottoway Intermediate School is made up of

fifth and sixth grade students and each grade level has three reading teachers and one special

educator each. Nottoway Intermediate school demographics reflect the demographics of all three

counties in Nottoway and out of the 400 students at NIS, 47% are white, 42% are African

American, and 7% are Hispanic. Over half the school’s population are from low-income families

(around 68%) and test scores for low income students at NIS fall below the state average.

Description of Need

According to the Upper Level Spelling Inventory administered in January 2018, 15% of

fifth graders are below level spellers and 24% of sixth graders are below level spellers. The

percentage of fifth graders that are below level spellers is made up of students who are in the

Early Within Word, Middle Within Word, and Late Within Word spelling stages. By this time in

fifth grade students should be spelling in the Mid-Late Syllables and Affixes spelling stage. The

percentage of sixth grade students that are below level spellers is made up of students who are

spelling in the Early-Mid-Late Within Word and Early-Mid-Late Syllables and Affixes spelling

stages. By this time in sixth grade students should be in the Derivational Relations spelling stage.

Along with the data driven needs, another need that NIS has is that teachers are not using the

word study program that was given to them at the beginning of the year because they do not have

adequate training or professional development opportunities to learn it.

Data Analysis
 The Upper Level Spelling Inventory from Words Their Way was administered by the

Title I Reading Teacher at NIS at the beginning of January 2018. All students were administered

the inventory over the course of three weeks. Each individual inventory was scored and analyzed

to determine each student’s spelling stage. After analyzing the data, it was determined that four

students in fifth grade were spelling in the Early Within Word spelling stage (short vowel

sounds, long vowel sounds, less common long vowel patterns), eleven students were in the Mid

Within Word spelling stage (r-controlled vowels, less common and ambiguous vowel patterns),

and fifteen students were in the Late Within Word spelling stage (complex consonant units,

vowels in unaccented syllables, some ambiguous vowels). Students in fifth grade should already

have mastered these spelling patterns and working on spelling features in the Syllables and

Affixes stage (consonant doubling and e-drop, syllable juncture: open/closed syllable patterns,

prefixes/suffixes, reduced vowels in unaccented syllables). It was determined that there was one

student in sixth grade still spelling in Early Within Word. This student is receiving special

education services for reading. There were seven students spelling in the Mid Within Word stage

and eleven students spelling in the Late Within Word spelling stage. There were eleven students

spelling in the Mid Syllables and Affixes stage (open and closed syllables, vowel patterns in

accented syllables, final unaccented syllables, two syllable homophones/homographs) and

eighteen students spelling in the Late Syllables and Affixes stage (simple prefixes and base

words, suffixes).

Section 2: Possible Solutions

Words Their Way

efficient and responsive. This approach to word study integrates phonics, spelling, and

vocabulary because of the reciprocal nature of literacy: what students learn in spelling transfers

to reading, and what they learn in reading transfers to spelling and vocabulary. Words their Way

can get teachers to think about phonics, spelling, and vocabulary instruction from a different

perspective. Words Their Way is student-centered, minds and hands on, and fosters critical

thinking. Students learn best when working within their Zone of Proximal Development, and

Words their Way offers a data driven developmental guide to word study that will differentiate

instruction for teachers and help students reach his or her full potential.

Requirements to Implement

In order to implement Words their Way, the school must purchase the materials which

include the supplemental texts with all the sorts inside. There are texts for each spelling stage

and teachers can make copies of sorts they would like to use for their groups. Teachers will also

need the supplemental text that explains each stage of spelling development in order to

understand the pacing for each stage. This text (Words their Way, 6th Edition) includes the

Elementary and Upper Elementary Spelling Inventories and score guides. Teachers will need the

inventories in order to differentiate their word study groups and to determine students’ spelling

stages.

Possible Roadblocks

One possible roadblock that we may face is teachers not implementing the program

correctly. Teachers will need training in Words their Way as well as extensive professional

development before the new school year starts in order to implement the program in their

classrooms successfully. Another roadblock would be finding the time to fit differentiated word
study groups into their literacy block. Teachers have made it clear that there are not enough

minutes in the day to fit everything in their schedules. I would offer possible solutions to the

scheduling problems in order to incorporate 15-20 minute word study instructional groups into

the literacy block.

Section 3: Solution

Description and Strategies for Program

The best solution to the literacy need at NIS is Words Their Way. This program is one

that is research based and proven to increase students spelling and reading development. Words

Their Way is used in schools around the US and the data can prove that it is an effective

program. The first step is for teachers and reading specialists to administer the spelling

inventories to the students in his/her classroom. Depending on the grade level the students will

take the Elementary Spelling Inventory or the Upper Level Spelling Inventory. After the

inventories are administered, teachers will score each one to determine each students’ spelling

stage. This will help teachers divide the students into differentiated groups. Typically, word

study should operate in a differentiated group setting similar to literacy stations or centers. It is

essential that teachers find time in the day for word study because orthographic knowledge

promotes fluent reading, writing, and vocabulary knowledge which are critical goals for success.

Word study stations can be set up around the room and seatwork takes place at students’ seats.

Teachers can work with two to three word study groups and rotate them from small group time

to individual seatwork. Some teachers may want to work with individual students, but the focus

should be on active inquiry and problem solving in which students are engaged in their own

learning within the word study group/independently. Typically the schedule runs as follows:
Mondays are used to meet with each individual developmental group to teach a new sort.

Tuesdays through Thursdays during center rotations, students complete follow up activities that

involve the sort they were assigned. These activities include, but are not limited to: word hunts,

sort and paste, speed sorts, blind sorts, notebook assignments, etc. Fridays are assessment days

where students will be tested on their assigned sort. Fridays can also be used for word study

games. NIS is made up of 5th and 6th graders, but the schedule for word study doesn’t look that

much different. Students in the upper grades typically have the same word study needs aside

from a select few students. One way to organize word study instruction in the upper grades is to

use individualized assignment plans, but teachers should still find time to meet with students to

introduce new sorts, provide feedback, and discuss generalizations either individually or in

groups.

Justification

This instructional plan will address the literacy need better than a traditional way of

teaching spelling. Words Their Way encourages critical thinking and problem solving, while

keeping students engaged in their learning. This approach to word study integrates crucial

components of effective word study instruction: phonics, spelling, and vocabulary. Students will

explore words over time through the development of their spelling stages--from individual letters

to sound, from groups of letters to sound, and from groups of letters to meaning. This program

will also allow teachers to monitor students’ progress because it offers an assessment driven

guided that helps them to assess and differentiate instruction to meet students’ needs.

Steps for Implementation

In order to implement Words Their Way, teachers will need to receive extensive training

and professional development in order to learn how to teach word study. The training/PD should
only take one and half school days. Once the year starts, all teachers, reading specialists, and any

paraprofessionals must administer the Upper Level Elementary Spelling Inventory to all

students. After the inventory has been administered they must be scored in order to determine

each students’ spelling stage. The scoring process takes some time because you have to check

students’ spelling as well as the features in each word, but this is the only way to find out the

correct developmental stage for each student. A good time to do the testing is right at the

beginning of the year before core instruction starts. After each inventory is scored and students’

spelling stage is determined, teachers can divide like stages into groups. Teachers should limit

the number of groups to four or five. Depending on the group’s developmental stage determines

which sorts teachers should be pulling for their groups. For example, a group that is in the

Within Word spelling stage that is also struggling with complex consonant blends may need a

sort with spr-, str-, and scr- blends with the r-control. Teachers will have sorts copied every

Monday in order to teach the sort in groups that day. Teachers should also have activities

planned for independent work during the week. This process continues until it is time for a mid-

year assessment and then inventories would be administered at that time as well as the end of the

year to monitor progress and collect data.

Section 4: Professional Development Plan

Description

All fifth and sixth grade reading teachers, Title I reading teacher and aid, reading

paraprofessionals, and Special Education teachers should attend the Words Their Way training

and professional development session. The session will occur during the teacher work days in

August leading up to the beginning of the 2018-2019 school year. The session will be broken up
into two days and the speaker will be a professional who trains in Words Their Way. One day

will be used for professional development and the next day will be hands-on training. The

professional development session will run like a lecture, but with several opportunities for group

discussion, moving around time, and group activities. The lecture will cover all the spelling

stages and explain them in explicit detail. It will also include an explanation of the assessments

and spelling inventories. The training day will consist of learning how to administer the

inventories and how to score them correctly. Teachers will also learn how to analyze data and

determine students’ developmental spelling stages with a sample set of data. Teachers will learn

how to instruct a new sort, plan for activities, learn how to fit word study into their literacy

block. Teachers will leave the training with sample sorts, activities, a mock schedule, and the

knowledge and skill to teach a successful word study group.

This professional development day is a very intense one and it will be the presenter’s job

to ensure that teachers/staff that are in attendance are learning in an environment that is

collaborative, focused on problem-solving, and goal-oriented. Adult learners, especially teachers,

need to have a goal in mind when learning something new. Teachers are goal-setters in

everything they do in their classroom so a professional development and training day should not

be any different. Adult learning is relevancy-oriented and through this PD/training, teachers will

be able to relate the assigned tasks to their own learning goals. The activities will be engaging

and practical and will directly contribute to achieving their personal learning objectives. They

will be motivated and inspired to continue striving for these goals when they begin instruction

for word study in their own classrooms.

Teachers will receive copies of Words Their Way: Sixth Edition-Word Study for Phonics,

Vocabulary, and Spelling Instruction. The book includes the spelling inventories and scoring
guides for primary grades and upper elementary grades. Teachers will also have access to the

supplemental sort books that include all the sorts for Letter Name, Within Word, Syllables and

Affixes, and Derivational Relations spellers. These books will be used for the PD/training

sessions, but during the school year, each team of teachers will have master copies in a

designated area to check out.

Motivation for Change

Currently at NIS, teachers were supposed to be using and implementing word study in

their classrooms, but did not receive any training prior to us addressing this literacy need. By

providing an engaging, hands-on, collaborative two-day PD/training, teachers will be able to see

Words Their Way in action, but also reflect on their own practices in spelling instruction. This

program integrates key components of literacy instruction and will transfer into students’ reading

abilities. Teachers will see progress in students’ spelling, writing, and even fluency. Integrating

phonics, vocabulary, and spelling with a developmental approach will contribute to deep and

rewarding learning and teaching.

Reading Specialist’s Role

The reading specialist, literacy coach, or Title I Reading teacher’s role is a crucial one

when implementing any new literacy program into a school system. For this particular program

and PD/training session, the reading specialist will act as a facilitator alongside the presenter,

because she has received the training before. We will be there to aid the presenter as well as

teachers who have questions about the program or its implementation. Once the school year

begins, the reading specialist will play an active role in administering spelling inventories,

scoring inventories, and analyzing data with teachers. Once instruction starts, the reading

specialist will pull out or push in for small groups as needed within classrooms. The groups that
she will pull are students that are at least two developmental levels below grade level for word

study. This includes any students in Within Word or Letter Name for fifth grade and Within

Word for sixth grade. The reading specialist will assist with mid-year and end of year

assessments and will support teachers as needed throughout the year.

Section 5: Timeline for Implementation

Timeline

Two teacher First two weeks August-Oct Mid-year (Oct) Oct-April End of year
work days of school (April before
(Summer SOLs)
sessions)

Provide Administer Introduce and Administer Introduce and Administer

Provide reading Analyze data Provide Analyze data Provide Analyze data
teams with and determine independent and determine independent and determine
supplemental students’ work weekly for new work weekly for final
WTW books developmental students’ sorts developmental students’ sorts developmental
spelling stages, and assess spelling stages, and assess stages, chart
group students weekly regroup students weekly student progress
for word study as needed, chart to see any
instruction student progress growth
to see growth
Assessment/Monitor Plan

Words Their Way will be successful if teachers are implementing it correctly in their

classrooms and assessing students weekly. If teachers are introducing new sorts every week and

allowing students time to complete the independent activities then students will make progress in

their spelling and reading. This program is one that incorporates different components of literacy

that will transfer across the curriculum. The mid year and end of year assessments will give

teachers insight into what is working for their students and what needs to be changed--
regrouping is necessary for student growth. The reading specialist will act as an accountability

partner for teachers--checking in on them and offering support as they need it. As the program

continues throughout the year, if implemented the way it should, teachers and staff will be able

to compare data over the years and reflect on what changes need to be made.

References

Pullagurla, A. (2017, December 15). 6 Top Facts About Adult Learning Theory. Retrieved from

https://elearningindustry.com/6-top-facts-about-adult-learning-theory-every-educator-should-kno

Templeton, S. (2014). Words their way: word study for phonics, vocabulary, and spelling

Instruction (6th ed.). Harlow, Essex: Pearson.