Literacy Plan:

Word Study to Increase Concept of Word Understanding in Kindergarten

Students
READ 680
Leanne Brady & Burch Pope
Section 1: Literacy Need
Glen Allen Elementary School is located in the West End of Henrico

County. There is a low population (11%) of free and reduced lunch. The school is

70% Caucasian, 12% Asian, 10% African American, 4% hispanic and 4% Mixed

Race. This is not the average makeup of schools in Henrico County, typically the

schools are much more diverse.

There are five kindergarten classes at Glen Allen Elementary School. We

were able to pull PALS data from four out of the five classes. We evaluated and

compared data from fall 2016 and winter 2017 (mid-year) PALS Assessments.

While looking at data, we were pleased to see growth in all classes from fall to

winter, however we found some needs for all students across the four classes

that could be improved.

We found 4 students from each class did not meet the benchmark for the

concept of word assessment. In addition to those students, we identified between

4 and 9 more students that had a weak understanding of concept of word.

While all classes had strengths in spelling features, student across

classes had weaknesses in identifying letter sounds. Again, four students did not

meet the benchmark for mid year testing and an additional one of two students

struggling to identify 19 or more sounds. Additional weakness were found in word

identification in isolation and pointing to specific words within a nursery rhyme.

After discussion with the four kindergarten classroom teachers, we

learned they were not utilizing a word study model in their classrooms and
instead focusing primarily on whole group instruction of letter sounds and sight

words. They were looking to grade level standards to drive this instruction.

Section 2: Possible Solutions

A literacy program is a staple that is used across the grade level to give

teachers structure when creating their lessons. It is important to find a program

that meets the needs of majority of the study body and allows for differentiation

across the grade level. We considered a few literacy programs when choosing

the right one for Glen Allen Elementary School. A description of each of the

programs is detailed below. Initially, we looked at using a hybrid of word study

and Daily 5 as our literacy plan. Word study is an example of a program that

allows for the teacher to progress monitor and have the students divided up into

their appropriate group. A weakness we noticed across the grade level was how

the teachers were not collaborative in their instructional approaches. Each

teacher was trying something and not communicating the results with the rest of

their team. We selected these two programs to see if they would be a good fit for

Glen Allen Elementary.

The first program we analyzed was the Daily 5. “The Daily 5 is designed to

teach children to build their stamina and independence in each of the Daily 5

tasks so that they can fully engage in meaningful, authentic reading and writing

for an extended time.” (Boushey, 2006) The program structure focuses on

increasing the student’s stamina at five detailed literacy stations. We like this

specific literacy program because it has students reading and writing for an

extended period of time. Students are responsible for staying on task, working on
skills and strategies and meeting with the teacher in small groups and one on

one. They also are given lots of choice and how to manage this choice. This is

one of our favorite things about this program, it can look different in each

classroom. Teachers can give the students a checklist of items they must get

through over the week, rotate through stations of the daily five tasks or even give

them choice on what station they would like to do for the whole guided reading

time period. When I used the Daily 5 last year, I had my third graders rotate

through stations. The Daily 5 structure includes: Read to Self, Work on Writing,

Read to Someone, Listen to Reading, and Word Work. For kindergarten, we

would recommend a more structured approach to using the Daily 5.

There were several items needed to make the Daily 5 program

successful. In order to implement this program as an educator, several items will

be needed to create a warm, cozy and purposeful classroom. Books should be

leveled and in bins displaying their level so they are easily accessible for

students. An interactive board should be displayed so students can have a visual

of their choices and requirements for the day. The teacher should also have a

place in the classroom where students can gather and have focus lessons. We

brainstormed and researched possible pitfalls of the Daily 5 and found a few

drawbacks. Teachers would have to be trained in depth and have the materials

needed to begin this program. The Daily 5 takes up to two weeks to fully

implement. Also, it is primarily for independent work and we want a program that

will allow teachers to grow and model word work lessons.

 Second, a program that we really enjoyed learning more about was Word

Study. Word study is a program that allows for the teacher to progress monitor

and have the students divided up into their appropriate instructional spelling

group. Word study allows the students to manipulate the words and make them

their “own”, they are not simply memorizing a spelling list each week. A benefit of

this Word Study solution is that there are not many resources needed. A

selection of Words their Way books that the grade can share is the only

resource, besides a few training sessions for the teachers.

We like Word Study because, “students analyze words they already know

how to read, and sometimes even spell, as a way to gain insight into how the

spelling system works.” (Bear, 2000) By doing this, they are then able to decode

words that are unfamiliar to them and master spelling of similar words. This

solution would address our literacy need best because it opens many more word

encounter opportunities compared to a simple rote memorized spelling list.

Teachers would have to be trained on the different levels and how to assess

students and place them into appropriate groups. While this would take a lot of

investment from the teachers, I believe they will find it very useful and will make

their spelling time more beneficial.

Section 3: Solution
We chose to implement Word Study. We like both reading programs,

however to implement them all at once would be too overwhelming to teachers.

Word study would be a clear cut way to address the literacy needs of our

students. Words Their way defines concept of word as, “the ability to match
spoken words to text. When students lack COW and are unable to match a

spoken word to its print, they are often missing letter sounds and morpheme.

Through modelling and explaining, guided practice, and independent practice

word study will help these students develop concept of word in text and concept

of print.

Right now, Glen Allen Elementary has word study in kindergarten as an

informal assessment, although they do not progress monitor or differentiate

among students. By implementing word study as a grade level, students would

benefit from this additional instruction. Word Study is based on research, which is

why we chose to implement this solution. “The approach reflects what

researchers have discovered about the alphabetic, pattern, and meaning layers

of English orthography. Teachers use a variety of hands-on activities, often

called word work, to help students actively explore these layers of information.”

(Williams, C., Phillips-Birdsong, C., Hufnagel, K., Hungler, D., & Lundstrom, R.,

2009) In the past, students have been given a word list and instructed to

memorize the words. However, with Word Study, they are learning not about

spelling words according to their grade level, but instead learning about

phonemes and morphemes. This is how they start to develop a deeper

understanding of word knowledge on an individual level. “Gaining strong concept

of word heavily relies on knowledge of letter-sound correspondences” (Williams,

Phillips-Birdsong, Hufnagel, Hungler, Lundstrom, 2009)

We would like to see our Kindergarten teachers work with students to

incorporate sorts, rhyming activities, teacher modelling and scaffolding. Since

some student will come into the class knowing more letters than others, having

students learn the same skills at the same time is not appropriate for a

successful reading education. Through teacher guided, modeled, and individual

activities, students will have additional time to practice and master the skills in a

group, independently, or with a partner.

Our nine week staff development for the Kindergarten teachers will include

dividing the teacher’s students into groups so that the students are working at

their instructional level, developing introductory lessons (which include

appropriate sorts and accompanying rhymes and texts), and creating activities

together to be completed independently in the classroom.

After assessment, our introductory modeling lesson will be creating a sort

for each group that focuses on the beginning and ending sounds of words.

Students who are in the Emergent learning stage would benefit from the following

word work strategies. For example, playing rhyming bingo, rhyming concentration

or even a phoneme blending game are great ways to allow the students to see

the words in context and understand their meaning. Teachers would be provided

a book, Words Thier Way, which highlights each of the stages and has activities

for each specific stage.

Students who are in the Letter Name stage would benefit from different

word work activities. Word Study will bring lots of new vocabulary to

students. Having them act out the meaning of the words would be a fun way to

help students remember them. “Push it, Say it” is also another activity to teach
students how to blend sounds as they move letter tiles around. “Read it, Find it”

is one of my favorite activities that helps reinforce the identification of words.

Several Strategies for implementing this program are discussed in

the following paragraph. First, implementing a word wall into your classroom is

incredibly beneficial. Students can visibly see and recognize sight words that

they encounter everyday. “The word wall should be a dynamic tool- change it

often. Remove words that students know how to spell and replace them with

exemplar words your content.” (Williams, C. 2009) Second, using the word study

words in reading and writing is a way to make their learning fall into context for

the students. Teaching words in isolation is not best practice. Third, students will

need a variety of opportunities to explore their words through hands-on games.

This can be scheduled during independent work time or center time.

Section 4: Professional Development Plan

In our timeline, modeled from the Community Coaching Cohort Model

(Miller & Stewart, 2013) we will use a three phase approach to coach and

collaborate with our Kindergarten teachers. Using relevancy and practicality as

our driving adult learning theories, our Kindergarten teachers will learn new

strategies to help them in their classrooms. Data pulled from their own

classrooms and instruction will be the starting block for allowing these teachers

to better support student learning in their current classes.

We would ideally begin phase 1 prior to ending this school year. Teachers

will have data from the beginning, middle, and end of the year and will have their

student’s needs fresh in their minds. We will proceed with our coaching and

planning after summer vacation during teacher work week. Our idea here is that
teachers will be more open to implementing a new model of instruction and will

have time allotted for both planning and development. Phase 1 will span three

weeks, with one hour long meeting each week. Phase 2 with span over another

three week period and will give time for the teachers to see word study modelled

in their classrooms, meet and reflect, and look further into research supporting

the use of word study in their classroom. Phase 3 of our professional

development

PHASE 1

In our first meeting we we review PALS data from all Kindergarten classes

from the school year. At this point in time, teachers will have their end of year

data and will be excited to look over it and see the growth. We will discuss the

trends we found in each class and across the grade level. In helping the teachers

find the need for further instruction on concept of word, letter sounds, and word

identification. While looking at the weaknesses, we will also address the

strengths that we can see in the PALS scores, including rhyming and beginnings

sound groups. When teachers feel they are not being targeted, and their

strengths can be praised, they will be more willing and open for suggestions to

aid in weak areas.

In the second meeting place during our teacher work week, we will

present the research supporting the use of Words Their Way and Daily 5. We will

give the teachers an opportunity to explore the resources we have made

available. Teachers will work in pairs to explore each book and find one key

component they would like to implement in their classrooms. In this meetings, we

will provide teachers with the Words Their Way spelling inventory to give their

students in order to find their understanding and levels.

During our third and final meeting of phase 1, we will sit down with

teachers and their graded Word Study inventories and help them talk through

and sort students into appropriate groups. After all teachers have the groups

sorted, teachers will utilize resources and each will create a game for a different

level of word study. Teachers will be able to walk away with four activities for

their students to try out with their word study lists.

PHASE 2

As teachers are beginning to learn and understand the word study process, we

will help the teachers begin their Word Study journey and we will model the first

lessons introducing students to their word study sorts and headers. In doing so,

teachers will be able to see how to effectively introduce headers, review words,

and patterns with students prior to releasing students to activities. Teacher will

witness the correct ways to do both open sorts and closed teacher guided sorts

with their groups. After introducing sorts, reviewing familiar and unfamiliar words

with the students, the teacher will see when to release students to continue sorts

independently.

Following the classroom modeling, the kindergarten teachers will come

together to reflect on what they have seen while observing the word study

introduction in their classrooms. This meeting will serve as a time for teachers to

ask questions about what they saw, what they would like to know more about

and get additional guidance on introductory lessons. In the following week,

teachers will explore data that supports word study and concept of word growth

in emergent and early readers.

PHASE 3

Through the final phase of our community cohort model, teachers will continue to

learn and receive more feedback on word study instruction in their classrooms. In

our first meeting of this phase, teachers will meet to build student activities based

on student word lists for the following week. Teacher will focus on the letter

sounds and create review games for student to play during small group

instruction during the week to review

After teachers have collaborated to develop lessons, teachers will

introduce a new week of word study and utilize the activities and games. While

using these lessons on their classrooms, we will go into classes and observe

their learning in practice. We will be taking note of student engagement, the use

and implementation of word study and the application of learned skills in areas of

the classroom. Such an observation will allow us to see how far teachers have

come in their understanding of concept of word and word study instruction and

how the two go hand in hand. We will conference with each teacher after

observing her teach. This individual conference will allow more of a class and

teacher specific focus. It will allow teachers to get feedback on their instruction

and their own class engagement and growth based on the new resources being

utilized in the class.

Our final meeting we will come back together as a team and take some

time to reflect on what each teacher has learned and experienced through our
professional development. Each teacher will share the growth and struggles they

have experienced over our nine weeks of word study in the classroom. We will

have new data to look at to see if students have shown growth in their concept of

word understanding. Teachers will see the benefits of their hard work through

their students’ success.

Section 5: Timeline for Implementation

In order to successfully guide and assist our teachers in developing a curriculum

that allows their students to fully grasp concept of word and master phonics skills, we will

utilize the Community Cohort Model. We know that the one and done workshops do not

work, therefore we are going to base our program on collaboration. We would work with

a cohort of 4-8 teachers and help facilitate the group for a nine week cycle. We would

definitely help by meeting with each cohort teacher individually during this cycle process.

Throughout the program implementation we will monitor the progress intensely

the first marking period. We will assist the teachers in setting up their word study groups

and how to understand their data that has collected. After the first marking period, we

will check in once a month to see how students are progressing and how small group

instruction is going.

PHASE 1:

Week 1: Inquiry (June 7th): Review PALS data from all Kindergarten classes,

discuss the trends and address the strengths found from PALS data.

Week 2: Research (August 29th): Present the research supporting the use of

Words Their Way and Daily 5. Give teachers time to explore each book. We will

provide teachers with the Words Their Way spelling inventory to give to students.
Week 3: Lesson Development (September 19th): Help teachers talk through and

sort students into appropriate groups. Teachers will utilize resources and each

will create a game. Will be able to walk away with four different literacy games

ready to implement!

PHASE 2:

Week 4: Modeling and Debriefing (September 26th): model the first lessons

introducing students to their word study sorts and headers. Teacher will witness

the correct ways to do both open sorts and closed teacher guided sorts with their

groups.

Week 5: (October 3):Reflect on what they have seen while observing the word

study introduction. Time for teachers to ask questions about what they saw, and

what they would like to know more about and get additional guidance on

introductory lessons

Week 6: (October 16th):Teachers will explore data that supports word study and

concept of word growth in emergent and early readers.

PHASE 3:

Week 7: Lesson and Activity Creation (October 23rd): Teachers will meet to build

student activities based on student word lists for the following week

Week 8: Observe Teachers in Practice and Individual Conferences (November

6th): Teachers will introduce a new week of word study and utilize the activities

and games. Reading Coach will go and observe them in action! Conference with

each teacher after observing her teach and provide suggestions.

Week 9: Wrap Up and Reflect (November 13th): Reflect on what each teacher

has learned and experienced, as well as share the growth and struggles they

have experienced. Look back at data and talk about growth progress.
References

Bear, D. (2000). Words their way : Word study for phonics, vocabulary, and spelling
instruction (2nd ed. ed.). Upper Saddle River, N.J.: Merrill.

Boushey, G., & Moser, J. (2006). The daily 5: Fostering literacy independence in the
elementary grades. Stenhouse Publishers.

Miller, S. (2013). Literacy learning through team coaching. Reading Teacher, 67(4).

Routman, R. (2014). Read, write, lead : Breakthrough strategies for schoolwide literacy
success. Alexandria: ASCD.

Williams, C., Phillips-Birdsong, C., Hufnagel, K., Hungler, D., & Lundstrom, R. (2009).
Word Study Instruction in the K-2 Classroom. The Reading Teacher, 62(7),
570-578. Retrieved from
http://www.jstor.org.proxy.longwood.edu/stable/20464467