1. Implementation Plan Jamie Stief

2. Problem 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.

3. 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 Goals Students will improve spelling scores on writing assignments. Students will increase scores on weekly spelling tests to 80% or higher.

4. 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.

5. Learner Outcomes 1. 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.

6. 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.

7. 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.

8. 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).

9. 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.).

10. Test # Number of Words Spelled Correctly out of 10 Number of Words Spelled Correctly out of 6

11. Test # % of Words Spelled Correctly

12. Northwest Evaluation Association: NWEA (MAP) Student A Increased 11 points in the winter Decreased 2 points in the spring Student B Increased by 10 points in the winter Increased 11 points in the spring Student C Increased 4 points in the winter Increased 20 points in the spring

17. 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/