What was implemented? Explicit word study was implemented throughout the course of my action plan. There were 7 different word patterns and skills that were taught and practiced over the course of 7 weeks. These patterns and skills progressed using the most logical sequence of word patterns, adapted from the Wonders phonicscurriculum. Skills began with short vowels, then moved into long vowels, beginning blends, final blends, substitution of sounds, deletion of sounds, and vowel word families. While there were variety of ways to implement word study, I implemented the practices of manipulating and building words, word and picture sorts via word/sound patterns, word hunts via fluency passages, and writing letters/words in order to build letter-sound knowledge of the previous patterns.
Why was it chosen? The strategies of building words, sorting words via patterns and sounds, sorting pictures via patterns and sounds, identifying specific words via word hunts, and writing these words, all worked to build skills of letter-sound correspondence. These strategies were best for the population outlined in my study, as my population of students demonstrated a need for letter-sound skills. These strategies work towards the progression of learning, practicing, understanding, and applying these skills in their reading and writing. Additionally, these strategies allow students the opportunity of reading and writing words, as well as using hands-on activities to manipulate letters to build their own words.
How did it enhance individual student learning? In order to enhance individual student learning, each strategy was tailored to meet students where they were in their current letter-sound knowledge. When building words, students with less letter-sound knowledge were strategically guided to build words given by the teachers. In doing so, I was able to ensure that words given were appropriate for the spelling pattern we were learning and were attainable for each student. For the students who had stronger knowledge in letter-sound relationships, I wanted to push them a little further, while also working on the specific word pattern for that week. Instead of word building being guided instruction, students were given letter tiles and were told to make as many words as they could, with the letters given. In this way, they were able to manipulate sounds and make new words, based on their previous letter-sound knowledge.
During the strategies of word and picture sorting, students who needed more guided instruction in letter-sound relationships were given very tight parameters when sorting. For example, when sorting long vowels, there were headings of “long a, long o, long e." Students then knew they had to sort words and pictures based on those that had the correct long vowel. The students who needed less guided instruction had looser parameters when given word and picture sorts. I gave students the words, or pictures, and told them to simply sort the cards. In this way, students had the opportunity to look at various patterns within the words, or even pictures, and try to sort them in a way that made sense. Moving into days 4 and 5 of word hunts and writing words, the same type of differentiation took place. Some students were told which patterns and particular words to look for, while others were instructed to find all the words that made an “ay” sound.
How did it foster equity, include multiple perspectives, and demonstrate cultural responsiveness? In creating my action plan and strategies, I considered the various perspectives of myself as a teacher, as well as each of my students. In doing so, I wanted to create an environment that exposed my students to something they would be able to understand. This looked different from student to student. I knew that every single strategy would not fit every single student. Therefore, I had to develop a variety of strategies that would meet student needs in at least one way. For this reason, some of my strategies encompassed hands-on activities, while others included visual pictures, some had a combination of words and pictures, one utilized engaged writing, and another included reading and highlighting (a huge motivator for students). Some of my kinesthetic learners worked best manipulating hands-on letter tiles to see how the movement of letters creates new words and sounds. Other students liked to only sort words, while others worked best seeing words and pictures. As I differentiated strategy methods, I knew that at least one day a week, each student would be able to make letter-sound connections using a method that worked best for him/her.
When was it implemented? This action plan was implemented for 7 weeks through the dates of January 29th - March 28th. See calendar below for specific action plan details.
Data Collection Methods The first data collection method selected for word study were MAP (Measurement of Academic Progress) skills checklist. This method was chosen because it tested students’ ability to group words by word families of short vowels, long vowels, beginning blends, and ending blends as well as manipulate sounds based on beginning/ending sounds and deletion of sounds. This method of data collection was used for baseline information and was then used to determine growth from baseline date to final date of action plan.
A second method of data collection used was a Words Their Way spelling inventory. Data was originally collected from a spelling inventory taken prior to the action plan implementation in December. Therefore, a follow up spelling inventory was utilized following the last week of the action plan. This spelling inventory was chosen because it tested for specific vowels, beginning blends, and end blends that students were struggling with.
A third method of data collection was running records. These were selected to gather data regarding student accuracy in reading. Running records were taken over the course of the 7 weeks and students were given one running record at the beginning of the 7 weeks, as well as a second one at the end of the 7 weeks. This assessed student retention of each phonics skill throughout the course of the 7 weeks. If students were retaining each learned phonics skill, their words per minute would increase over the course of the 7 weeks.
Additionally, sentence dictation tests were given to students on the Friday of each week. Students were orally given one sentence and were instructed to write this sentence word for word. The sentences chosen strategically included the phonics skill that was studied throughout that week, along with the previous skills learned in the weeks prior. For example, week 1 tested on short vowels, week 2 consisted of short vowels and long vowels, week 3 tested beginning blends in addition to short and long vowels. Sentence dictation tests were chosen in order to continually track students’ retention of each phonics skill over the course of 7 weeks.
Running records ---- Words Their Way Spelling ---- MAP Data