Literacy Plan

Lindsey McGibbon and Nicole Walter

Section 1
Contextual Information

Grange Hall Elementary is located on the rural outskirts of Chesterfield County in the
sub county of Moseley Virginia. Chesterfield County consists of 437 miles located south
of the James River from Richmond, Virginia. It is considered part of the Metropolitan
Richmond area. According to the 2014 census, 330,043 people reside in chesterfield. Of
that population, 69% are white, 23% are black or african american, 3% are of asian
decent, 3% classify themselves as two or more races, and 2% are other races. Within
the county, 89% of residents speak english at home, while 11% of residents speak a
language other than english at home (2014 census). The median household income in
Chesterfield County is $72,514 and 23,352 people live within poverty. Chesterfield
County is seen as an educationally affluent county with 9% of the population achieving
less than a high school degree, 24% of the population graduating from high school, 30%
of the population attending some college or earning an associates degree, and 37%
attaining a bachelors or graduate degree. There are 63 schools in Chesterfield County
that service the 58,000 students which are enrolled in the county's public schools
(mychesterfieldschools.com). Of these 63 schools, 38 are elementary servicing 26,164
students.
One of the oldest schools in Chesterfield County is Grange Hall Elementary. Since
opening its doors in 1922, it is known for its rich traditions and is deemed as one of the
county's "best kept secrets". It services over 760 students (doe report card) and pulls
from the rural back roads which tight-line Amelia County, to the wooded Areas of
Pocahontas State Park, and dabbles through neighborhoods in between. Of the
population, 84% is white, 8% is black, 5% is hispanic, and 1% is Asian or pacific
Islander. 52% is male and 48% is female. Only 7% qualify for free and reduced lunch
(NCES 2011-2012). Grange Hall Elementary is a fully accredited school and has met
AYP standards every year.
Description of the Need
The Virginia State Reading Association defines Concept of Word as the match between
the spoken word and the printed word. It is broken down into three sub categories:
Pointing, Word Identification, and COW Word List.

Data Used to determine the need

The Data used to determine this need was the PALs Fall 2015 data compiled from the
entire Kindergarten grade level. This data encompassed the results from 109 students.
The pointing assessment is made up of the recitation of a memorized poem while
tracking the words. A student is graded on a scale of 0-2 points per page based on how
well they performed. The word identification assessment consists of the teacher pointing

to one word in the memorized poem for the student to identify. The COW word list
assessment has the student identify words from the memorized poem in isolation.
(add visual)

Analysis of the Data

In Kindergarten, it was found that 29 out of 109 students did not meet the benchmark of
2 points for pointing and 18 out of the 109 students did not meet the benchmark of 2
points in word identification. Due to the fall benchmark of 0 for the COW word list, there
were not any students that were below in this standard. In the pointing assessment, 13
students were at the benchmark and 67 were above. The word identification
assessment showed that 16 students met the benchmark and 75 students surpassed it.
With no students below, 36 students were at the benchmark point for the COW word list
assessment and 73 students were above it.
Section 2
Possible Solutions
We believe that a solution to the Concept of Word issue is the Words Their Way Concept of
Word procedure. This program includes a step-by-step procedure showing teachers how to
introduce students to the idea of concept of word. Following the teachers manual for emergent
spellers as part of the Words Their Way program. This manual is part of a series of textbooks
which better prepare teachers for literacy instruction.
Procedures
The following is the step-by-step process that teachers will use in their Concept of Word
Instruction (found on pages 71-72 in the Words Their Way Emergent Spellers Manual) :
1. Read With
Enlarge the chosen text so that everyone in the group can easily see it.
Read the text repeatedly together so that children memorize the text. The teacher should
model fingerpointing.
Invite children to individually point to the words and make individual copies so that each
child can fingerpoint.
Locate words or letters in the text and collect known words a sight words into a word
bank.
2. Sentence Strips and Cut-up Sentences
Make sentence strips (or use the ones provided) for students to match to the enlarged
version of the text.
Show students how you match the strip back to the text. Reread the words to see if the
sentence sounds the same.
Sentence strips can also be cut into words. Students can rebuild the sentence by
matching the words back to a copy of the sentence or by memory.
3. Find Words/Letters You Know
Call out two to three words for all students to locate on either the enlarged version or a
copy of their own.
Demonstrate how to underline familiar words in text
Later, ask students to identify these words in isolation

How Would the Solution Address the Literacy Need

This program would prepare students by improving their concept of word in print. Once they
have worked through this program, they will have a better base of literacy knowledge in general
and specifically, an improved concept of word.
Necessary Requirements Needed
For this program, each teacher would need a copy of the Words Their Way Text. This would
provide them with instruction, resources, and even activity ideas for their literacy instruction.
While not necessary, professional development would benefit all teachers looking to implement
this program. They could be trained on better ways to introduce concept of word activities into
the classroom, strategies to teach students, and how to use the resources included in the
Words Their Way program.
Possible Pitfalls
The downfalls of the implementation of the Words Their Way Program are as follows. Teachers
may not feel that they have sufficient enough time to educate themselves on the program.
Others may be reluctant to implementation of a new program. Lastly, this program may not
provide enough structure and support to be effective in all classrooms.
Section 3
Description of Solution:
We chose the Words Their Way process of Concept of Word instruction. This program
gives teachers a foundational knowledge of what Concept of Word is, activities they will as well
as a day-by-day breakdown of how to effectively teach COW. This program is research based
and has been widely accepted as best practice in the education community.
Justification Statement:
We chose this program because we know it is user friendly and meets the needs of our
audience. It is also a program that is developmentally appropriate for Kindergarten students. Its
base in research made us feel comfortable enough to promote it as best practice in our school.
Words Their Way has been adopted in the county and all schools have resources available to
them from this program.

Methods, Materials, techniques, and strategies needed to implement the program:

Words Their Way textbooks
Words Their Way for Emergent Spellers teachers manual
Books of short poems and rhymes appropriate for Emergent learners
Sentence strips
Copier to use to make student copies of poems
Professional development time
Choral reading
Teacher modeling

Repeated reading
Whole and small group instruction

Step by step process of implementation:

1. Staff will attend a 2-day Professional Development Session that will prepare them for full
implementation of the Words Their Way Program. This will take place in August.
2. The Kindergarten team will begin instruction on C.O.W. using the Words Their Way
model.
3. During the first month of instruction, the Kindergarten team will meet with the reading
coach at the end of each week to reflect on how implementation is going. After the first
month, until the end of the first year, check-ins will be discussed at monthly PLCs.
4. Data will be compiled at the end of the year and analyzed for program effectiveness.
5. If changes need to be made, they will be addressed and a new action plan for next year
will be made.
Section 4
1.
2.
3.
4.
5.
6.

Description of the Plan

Familiarize staff with program
Go over research backing this program
Discuss what we see in our classroom as COW issues
Look at process WTW uses to teach COW
Practice COW process ourselves
Discuss whether we feel this meets the needs of our learners

Connection to the Adult Learning Theories Studied In Class

Before beginning professional development, we will have observed the kindergarten
teachers COW instruction. Learning what they are already doing will help us to plan the most
effective professional development possible. It will also create some context for us going into
the beginning of our plan. As we go through the beginning stages of the plans implementation,
we will explain how every step leads to the next and why each one is beneficial. This will
provide teachers with a solid rationale behind the process. Understanding that this process may
be new to many of the teachers, we will go over everything they may need to know such as how
to use all materials, time management, and how to introduce the procedures to their students.
Part of our professional development plan includes offering opportunities for the teachers to
practice the COW procedure. This practice in a professional setting allows the teachers to work
as a group making observations, questioning, and reflecting on what they are going to be doing
in the classroom. Once the teachers have begun implementing the new COW procedure in their
classroom, we plan to have ongoing meetings to reflect and discuss how they feel it is going.
Asking the teachers about what they are noticing in their classrooms, how the students are
responding, etc. will allow the entire grade-level to analyze how the program is working.
Professional Development Resources Used
One great point of this plan is that it is extremely cost effective. Not many resources are
actually required! Each teacher would need a copy of the Words Their Way text and the Words

Their Way for Emergent Learners. These two books contain an enormous amount of both
information and several resources to copy and use while implementing the program.
Training of All Instructional Personnel
Training of instructional personnel will take place during the 2-day Professional Development
time. This training will consist of exposure to the process, instruction in how to implement the
COW process, support as they begin to implement this process in their classroom, and
continuous meetings throughout the year to monitor progress, problem solve, reflect, and
exchange ideas.

Motivation for Change

Better preparation for PALS assessment and general reading success.
Our Role in the Process (short-term and long-term)
Short Term:
We will be responsible for training the Kindergarten teachers in the Words Their Way
COW process. We will be their go-to resources for questions and concerns about the program.
We will also be facilitators for discussions about the process.
Long Term:
We will continue to support the staff in their implementation of the Words Their Way
procedure. We will facilitate discussions amongst the Kindergarten team for them to reflect on
what they are noticing. We will track assessments and monitor progress to further support the
Kindergarten teachers.
Section 5
Timeline for Implementation
August 2016- Hold a 2-day professional development for teachers
September 2016- Teachers will start implementing the Words Their Way (WTW) Concept of
Word (COW) Program in their classrooms approximately the third week of school. On every
Thursday, for the first month (September 22, 29, October 6, 13) teachers will meet with reading
coach to reflect on how implementation is going, to have any questions answered, and to gain
support from the reading coach where needed.
Mid-October 2016- PALS testing window will open and all students will be tested. Baseline
data will be gathered
November 2016 through April 2017- Teachers will reflect on WTW, COW program at monthly
PLCs and gain any additional support from reading coach.
Beginning of May 2017- Students will be tested for end of year PALs assessment, data will be
gathered and compared
June 2017- Teachers will give a final reflection on the program for the year and discuss
program recommendations from their point of view for next year. This will take place at a PLC at
the beginning of June.

July 2017- Reading coach will analyze the data for program effectiveness and if changes need
to be made. Will take teacher recommendations into account and draw up a plan of action for
the 2017-2018 school year.