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Needs Assessment and Strategic Plan

Mary-Vaughan Spruill

Needs Assessment and Summary

When discussing the needs of students with my colleagues, we

discussed mClass results, gaps in students reading abilities, and we
found there was a large gap for students in their knowledge of high
frequency words. My colleagues and I decided that we would like to
know how knowledgeable our first grade students were of high
frequency words. To better understand where students knowledge of
high frequency words, I assessed 21 first grade students using Frys
High Frequency Word List. This information provided my colleagues
and I with a better understanding of our students knowledge of high
frequency words and how to best reach their needs in the future.
Many students need higher instruction of high frequency words, but
many students know these words and need to be challenged to
continue growing.

Results:

Using Frys High Frequency Word List, I individually assessed each

student. If a student did not know a word it was highlighted. This
helped me to better understand each childs knowledge of the word/s.
First grade students are typically expected to leave first grade knowing
150-200 sight words with automaticity. Our students should know at
least 100 of the words from the Fry High Frequency word list at this
point in the year. Students are taught these words during guided
reading each week; at this point in the year, we have reached 100
words taught.

Out of the 21 students, we have 4 English Language Learners; all

receive ESL services, complete 15-30 minutes of Lexia Reading Core%
each day, and participate in guided reading groups daily. Lexia
Reading Core5 is a program on the computer or iPad and provides
differentiated instruction for struggling readers for students in grades
preK-5. 5 of the students are on Tier II plans and 2 receive Special
Education pullout and services. The class is very diverse and we strive
to meet the needs of all students. Guided reading groups are provided
daily for our lowest students and 2-4 times a week for students on or
above first grade reading level.

After assessing each student, we reviewed each assessment and

recorded the number of words each student was able to read with
automaticity. We grouped students by the number of words they were
able to read correctly. Below are the result:
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Word Word Word Word Words Words Words Words

s 1- s 26- s 51- s 76- 101- 126- 151- 176-
25 50 75 100 125 150 175 200
1 0 0 1 3 2 2 12
Child Child Childre Childre Childre childre
n n n n
.05% 0% 0% .05% 14% 10% 10% 57%
Based on the data, we grouped students into three groups. The
highest group, the green group, has 12 children. These children were
able to read 176-200 High Frequency words with automaticity. These
children have mastered this list. The middle group, the yellow group,
has 4 children. These children are meeting their High Frequency Word
goal. The lower group, the red group, has 5 children. These students
are not meeting their High Frequency Word goals.

This information has proven that there is a gap in our students

knowledge of high frequency words. Many students are meeting or are
above their goal, but some students need further instruction of high
frequency words. This information has helped us to better understand
our students needs for instruction.

Strategic Plan:

When teaching high frequency words, Early Intervention for Reading

Difficulties says, it is useful to explicitly teach the most frequently
occurring words and to provide sufficient practice so that children can
identify them automatically (Scanlon, Anderson, & Sweeney, p. 227). High
frequency words are often difficult for children to identify, because they
are not entirely decodable and often cannot be identified using
contextual clues. Clearly, some of our students are having difficulty
with learning high frequency words; in order to better meet the needs
of our students, we have created a strategic plan for each of the three
groups.

Red Group:

Goal: By the end of first grade, students will be able to read 150 high
frequency words with automaticity.
Goal: Student should learn 4-8 high frequency words each week and be
able to read with automaticity.
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Instructional Plans:
Ensure students can identify all letters and sounds
Choose texts for guided reading where high frequency words
being taught appear several times (Scanlon, Anderson, & Sweeney, p.
230)
Have students name and write words during guided reading
group (4-8 words per week depending on student ability)
Ensure each high frequency word is added to word wall
Communicate with parents and if applicable intervention/ESL
teachers the high frequency words students are learning each
week
Provide students with appropriate texts and ensure students
have these books in their individual book baskets-texts should
include many high frequency words and should be read
repeatedly
Continue to work on sentence building with students during
guided reading using high frequency words
Create individual sets of high frequency words on notecards for
students, add cards each week-students will keep words at their
desks and practice during independent work times
Provide engaging practice: tic-tac-toe high frequency game,
parking lot, memory, bingo, reading and writing the room
during Daily 5 block
Continue to assess high frequency word knowledge each month
to observe and document student growth

Yellow Group:

Goal: By the end of first grade, students will be able to read 200 high
frequency words with automaticity.
Goal: Student should learn 4-8 high frequency words each week and be
able to read with automaticity.
Goal: Student will be able to correctly write and spell 100 high
frequency words independently.

Instructional Plan:
Choose texts for guided reading where high frequency words
being taught appear several times (Scanlon, Anderson, & Sweeney, p.
230)
Have students name and write words during guided reading
group (4-8 words per week depending on student ability)
Ensure each high frequency word is added to word wall
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Communicate with parents the high frequency words students

are learning each week
Provide students with appropriate texts and ensure students
have these books in their individual book baskets-texts should
include many high frequency words and should be read
repeatedly
Provide engaging practice: tic-tac-toe high frequency game,
parking lot, memory, bingo, reading and writing the room
during Daily 5 block this group of students will play high
frequency word games which require more writing and spelling
practice
Create Words I know charts for each student; students should
be able to read these words with automaticity and correctly
spell words. Students are made responsible for list and must
keep up with it
Provide students with engaging spelling practice using
whiteboards, chalk, shaving cream, painting, typing
Continue to assess high frequency word knowledge every 6
weeks to observe and document student growth

Green Group:

Goal: By the end of first grade, students will be able to read 200 high
frequency words with automaticity.
Goal: Student will be able to correctly write and spell 150 high
frequency words independently.

Instructional Plan:
Choose texts for guided reading where high frequency words
being taught appear several times (Scanlon, Anderson, & Sweeney, p.
230)
Have students name and write words during guided reading
group (4-8 words per week depending on student ability)
Ensure each high frequency word is added to word wall
Communicate with parents the high frequency words students
are learning each week
Provide students with appropriate texts and ensure students
have these books in their individual book baskets-texts should
include many high frequency words and should be read
repeatedly
Provide engaging practice: tic-tac-toe high frequency game,
parking lot, memory, bingo, reading and writing the room
during Daily 5 block this group of students will play high
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frequency word games which require more writing and spelling

practice
Create Words I know charts for each student; students should
be able to read these words with automaticity and correctly
spell words. Students are made responsible for list and must
keep up with it
Push students to practice spelling high frequency words
correctly in all writing
Provide students with engaging spelling practice using
whiteboards, chalk, shaving cream, painting, typing
Continue to assess high frequency word knowledge every other
month to observe and document student growth

All first grade teachers will assess their students knowledge of

high frequency words and implement this instructional plan until
the end of the school year. Teachers will split students into groups
based on high frequency word knowledge. Teachers will compare
high frequency words grouping and guided reading grouping to
make instructional decisions that best meet the needs of students.
Teachers will be held accountable by providing instructional
evidence and growth during weekly PLT meetings. Teachers will
work and plan together to create instruction that meets the needs
of students. Students should meet instructional goals by the end
of the year

References
Scanlon, D. M., Anderson, K. L., & Sweeney, J. M. (2010). Early Intervention for
Reading Difficulties: The Interactive Strategies Approach. 72 Spring Street, New York,
NY 10012: The Guilford Press.