Implementation Plan

Jamie Stief

Word Study: Differentiating Spelling Instruction

Area of FocusProblem Statement Several upper elementary

students receiving pull out special education services are continuing to struggle with spelling and punctuation during writing activities in the special education setting, as well as the regular education setting. It is often difficult to read their work because of the numerous spelling errors and letter reversals.

Will the implementation of a word study program help students improve their spelling skills during independent writing assignments? Will weekly spelling test scores increase as well?

Baseline Data Reading scores are below

grade level on state and district assessments. Classroom grades are low on spelling tests and writing assignments. Observations of student work indicate spelling is a weakness.

Spelling test scores are low, even with a shorter list and words that are less difficult. Written work is difficult to read because of the numerous spelling errors.

Professional Goal If I implement a word study

program based on each student’s spelling stage, will spelling scores improve on writing assignments and weekly classroom spelling tests?

Will district test scores improve?

Learner GoalsStudents will improve spelling

scores on writing assignments.Students will increase scores on

weekly spelling tests to 80% or higher.

Measurable Goals

Professional Outcomes Students will participate in small word study

lessons. Success Criterion: Students will sort words

based on a spelling pattern and identify the spelling pattern.

Planned Artifact: Use anecdotal notes to track participation and note success or difficulty with certain patterns. Weekly test scores will be recorded, as well as district assessment scores.

Outcomes and Artifacts

Learner Outcomes1. Students will sort words into the correct categories.Success Criterion: Students are able to sort words independently

after the initial word sort. Planned Artifact: Observations during word sorting and word sort

recording sheet.2. Students will improve scores on weekly spelling tests.Success Criterion: Students will score 80% or better on tests using

the word list. Students will correctly spell the pattern on bonus words.

Planned Artifact: Weekly spelling tests will be scored and graphed. Bonus words will also be graphed.

3. Students will improve spelling scores on weekly journal assignments.Success Criterion: Students have 70% of the words spelled correctly.

Students have used previous spelling patterns correctly.Planned artifacts: Scoring guides and observations during writing

activities will be used.

Outcomes and Artifacts

1. Students will take a pretest to determine spelling stage and patterns that they already know.

2. Determine groups for word study lessons.

3. Develop lessons and materials.4. Monday: introduce the words and have

students sort them according to a pattern.

5. Tuesday-Thursday: continue word sorts and other spelling activities, such as writing sentences, finding the pattern in text, or building words.

6. Observe/conference with student during independent writing time.

7. Friday: assess the word list and assess the pattern with bonus words.

8. Determine whether to proceed with the next list or reteach the spelling pattern.

Specific Procedures & Timeline

Research word study programs.Give a pretest and score the pretest using a

checklist.Group students.Develop lessons and gather materials.Observe and note difficulties during word study

lessons and writing time.Track progress on writing assignments and

weekly spelling tests.Conference with the student during writing

time.

To achieve my goals, I will:

Word study is an approach to spelling instruction that focuses on the relationship between letters and sounds rather than the memorization of a list of chosen words. Hands-on activities and word sorts are used to understand the patterns in the English language (Williams, et. al, n.d.).

Being able to understand how words work will help the student decode unfamiliar words (Williams, et. al, n.d.). Higher level thinking skills will improve, so that the student is able to problem solve while reading and writing.

Fast, accurate recognition of words in text and fast, accurate production of words in writing allows the student to focus on making meaning. Students should engage in multiple, meaningful reading and writing opportunities (Bear, 2004).

Research

Spelling is an integrated part of the total learning experience and not an isolated skill (Stowe, 2002).

Word study is an excellent way to provide differentiation within the classroom. Students are placed in a word study group based on their prior knowledge of spelling patterns. Students are given a pretest to determine what spelling stage they are in (Pinnel & Fountas, 1998).

Word study allows for frequent student movement among groups. The teacher should be observing student writing to document the orthographic features that are being spelled correctly or incorrectly in order to determine where to place the student next (Williams, et. al., n.d.).

Research

Results: Weekly Tests (Word List)

1 2 3 40

2

4

6

8

10

12

Student AStudent B

1 2 3 40

1

2

3

4

5

6

7

Student CTest #

Test #

Nu

mb

er

of

Word

s S

pell

ed

Corr

ect

ly o

ut

of

10

Nu

mb

er

of

Word

s S

pell

ed

C

orr

ect

ly o

ut

of

6

Results: Weekly Tests (Bonus Words)

1 2 3 40

20

40

60

80

100

120

Student AStudent B

1 2 3 40

20

40

60

80

100

120

Student C

Test #

Test #

% o

f W

ord

s S

pell

ed

C

orr

ect

ly

% o

f W

ord

s S

pell

ed

C

orr

ect

ly

Northwest Evaluation Association: NWEA (MAP)Student A

Increased 11 points in the winterDecreased 2 points in the spring

Student BIncreased by 10 points in the winterIncreased 11 points in the spring

Student CIncreased 4 points in the winterIncreased 20 points in the spring

Results: District Assessments

Interactive Language Notebook

Examples

Interactive Writing Activity

Bear, D. R. (2004). Words their way: word study for phonics, vocabulary, and spelling instruction (3rd ed.). Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall.

Pinnell, G. S., & Fountas, I. C. (1998). Word matters: teaching phonics and spelling in the reading/writing classroom. Portsmouth, NH: Heinemann.

 Reed, D. K. (2012). Why Teach Spelling? Center On Instruction Stowe, C. (2002). Spelling smart!: a ready-to-use activities program

for students with spelling difficulties. San Francisco, CA: Jossey-Bass.

Williams, C., Phillips-Birdsong, C., Hufnagel, K., & Hunglar, D. (n.d.). Word study instruction in the K-2 classroom. Reading Rockets. Retrieved March 3, 2014, from http://www.readingrockets.org/

References