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Literacy Plan

Whitney L. Williams

Department of Education, Longwood University

READ 680: Developing Literacy Leaders

Dr. Tammy Parlier

December 01, 2021

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Literacy Plan

Literacy Need

Contextual Information

____ Elementary is a PK-5 school with a population of 364, centrally located as one of three

elementary schools in the rural county of ___, Virginia. Majority (80%) of students are white, 16% are

black, 2% are Asian, and 2% are categorized as unspecified. Prior to the COVID pandemic, and free

breakfast and lunch available for all students through the USDA, 24% of students were eligible for free or

reduced lunch. The demographics for this school parallel those for the ___ County Public Schools district

which has a student population of approximately 2,500. The county’s population is just under 22,000

with similar demographics as well.

Description of Need

Based on a collection of sources, encoding, or spelling, is a literacy area of need in the school,

especially as students rise in grade, and more specifically in the upper elementary grades. This was

formally reflected in the Fall 2021 PALS data. Additionally, this indication was informally documented

by the school reading specialist when meeting with her and in the first quarter grade level MTSS

meetings, which included classroom teachers, the reading specialist, an interventionist, instructional

coaches, and principal. This is thought to be the case, even though the Wilson Fundations program is

used K-3, it is not used to fidelity or is used inconsistently, not all teachers use the program at the third

grade level, and not all teachers are trained in the program. Also, phonics is often not specifically taught

in grades 3-5 due to vocabulary study or the assumption that students don’t need phonics instruction at an

upper level.

Data Analysis

Concluded from the fall 2021 PALS data, the percentage of underperforming students in the area

of spelling demonstrates a school-wide weakness, especially in the upper grade levels (3rd-5th).

Kindergarten students were administered the PALS-K, students in grades 1-3 were administered the PALS

1-3 Assessment and in grades 4-5, the PALS Plus assessment was given. For the spelling subtest, 15% of
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kindergarteners, 27% of first graders, 17% of second graders, 40% of third graders, 43% of fourth

graders, and 44% of fifth graders tested did not achieve the fall benchmark score for their respective

assessment. This information demonstrates how students in the upper grades have a higher percentage of

weaker spelling skills and knowledge.

Possible Solutions

Given the data above that supports encoding, or spelling, as an area of need in literacy, various

methods/programs are available to address this need. The possible solutions below include programs that

are and are not currently being implemented, or even used, in the school.

Possible Solution A- Just Words (Wilson)

Based on the Wilson’s Just Words program is designed to provide phonemic awareness mastery

and in-depth word study for those in grade four and above, that also incorporates fluency, vocabulary, and

comprehension into the instruction designed to be delivered to small groups or whole classes up to 15

students. These groups can include, but are not limited to, the general education population, Tier 2

intervention students and ELL students. The program is designed to be executed daily for approximately

45 minutes, or three days a week to provide a slower pace. Since this program is designed to provide

explicit and systematic lessons for decoding and spelling, the teacher’s kit for each instructor would be

most beneficial, although it could be taught with just the teacher’s manual and the teacher makes the other

materials. The teacher’s manual provides an online code to access the Intervention Learning Community

(ILC) to gain additional digital and printable resources. There are student consumable books available

for purchase, among other student items, such as the Student Notebook and Quick Reference Guide.

While the initial cost for teacher kits can be expensive, they are an investment, and the student

consumables would potentially need to be replaced yearly if not followed by the student from

year-to-year, both of which could be seen as downfalls to using this program. Although some may view

this program negatively because it is geared for fourth graders and above, Wilson’s Fundations program is

the K-3 companion for teaching spelling that mirrors Just Words.
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Possible Solution B- Lexia Core5 Reading Program

Evidence for ESSA gives Lexia Core5 Reading Program a strong rating for its fundamental

literacy skills program. This K-5 online program is designed to adjust to each students’ needs based on

performance and provide the personalized instructional resources for the teacher to carry out additional

academic support beyond regular classroom instruction and the online component. This program

provides teachers with the means to truly provide differentiated instruction, as well as the data to support

the progression. The online resource hub contains all materials needed for each of the lessons and on-line

support. To fully maximize what Lexia has to offer, students need access to an online device, which is

accessible in the district, being that it is 1:1 with technology. The school would need to acquire a site or

school license, which as a downfall, can be pricey and not fall within the budget. Other potential

challenges with adopting this program could be scheduling, with the already shortened school day, to

ensure enough quality time daily for each student to complete the online component of the program and it

may be too broad of a program to use to just target spelling.

Possible Solution C- Spelling Mastery

According to What Works Clearinghouse, Spelling Mastery is a program published by

McGraw-Hill that focuses on phonemic, morphemic, and whole-word strategies (with irregular words) for

direct spelling instruction which can be completed with whole groups to individuals at all academic levels

in grades 1 through 6. This solution would address the literacy need by explicitly focusing on spelling in

each of the 15-20 minute daily lessons throughout the 60-120 lessons each within the six levels. Students

would start at the level most academically appropriate. The morphemic strategy is particularly good for

those older students, notably like the 3rd through 5th graders in the data with the highest percentage of

underperforming in spelling, who are working with multisyllabic words and more advanced spelling

patterns. This program requires instructor manuals and student workbooks that vary in price according to

level. Supplemental materials, such as the instructional software, are available for purchase, and many

may find to be necessary given our reliance on technology. Possible pitfalls of using the program are the
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funding to purchase a brand new program, reluctance from the staff to learn and implement something

else new, and the lack of recent research to support the program.

Solution

Description & Justification

As a frame of reference, the general education classroom teachers at _.E.S. currently use most

components of Fundations in grades K-2, although not to fidelity, partial Fundations and/or Words Their

Way Word Study in grade 3, and Words Their Way Word Study and/or vocabulary study in grades 4-5.

Many teachers have just recently received, or are undergoing LETRS (Language Essentials for Teachers

or Reading and Spelling) training to enhance literacy instruction. Given the number of changes and

adaptations that have recently been put into place due to the global pandemic, many teachers are feeling

fatigued and resistant to change. Therefore, because of its existing presence in the district,

whole-heartedly embracing the Fundations program, and introducing its expansion and compatible

program, Just Words, will be the solution to addressing the spelling weakness across the school,

especially as students enter the upper elementary grades and specific spelling instruction is often

drastically reduced, or even eliminated. Both the Fundations and the Just Words programs were derived

from the word study component of the Wilson Reading program, which has received a strong rating from

Evidence for ESSA.

The simple view of reading theory is built upon the equation, decoding times language

comprehension equals comprehension of text. While this is simply stated, there are many literacy

components that fall under the umbrella of each of the main parts of this equation. If one of these areas

has a deficit or weakness, it can negatively affect the entire literacy experience. As students move into

the upper elementary grades and above, and as the content and academic vocabulary becomes more

rigorous and less accessible, students with a weakness in any or multiple literacy areas begin to struggle

even more, as the G.E.S. data suggests an overall weakness in spelling. Due to the Matthew Effect, if this

problem isn’t targeted and a solution put in place, the students that have shown to be weak in the area of
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spelling could easily spiral away from academic success. “Spelling is an index of orthographic

knowledge. …very poor spelling is often an indicator of phonological and orthographic weaknesses, even

if reading tends to be average or low average. Poor spelling is often a good indicator of the

phonological-core deficit,” (Kilpatrick, 2015, p. 187). As Moats (2020) writes, “...mapping spoken to

written words requires matching representational units (graphemes) to individual phonemes rapidly and

accurately” (p.66). This is necessary for orthographic mapping to occur, which is the “...hallmark of

proficient word reading and spelling,” (Moats, 2020, p.87). As students encounter more and more

multisyllabic words in the upper grades, the ability to spell becomes much more challenging if a

phonological deficit is present.

The Fundations program is designed for students in grades K-3, and the Just Words program

targets students in grades 4 and above. Both are multisensory, systematic, explicit, cumulative in nature,

incorporate immediate, corrective feedback for students, and are based on the science of reading.

Although both programs include the five core components of literacy (phonemic awareness, phonics,

fluency, vocabulary, and comprehension), neither is meant to be solely relied upon for all ELA

instruction; both are meant to supplement and/or intertwine with the literature-rich instruction already

taking place in the classroom. The two have modeling, scaffolding, and assessment embedded throughout

the program.

There have been several individual efficacy and impact studies on Fundations, Just Words, and

the Wilson Reading program that have yielded positive outcomes. A Fundations Studies of Program

Effectiveness and a Just Words Overview and Studies of Program Effectiveness can both be found on the

Wilson website. Each details multiple studies and outcomes that have been conducted on these programs.

It is also noted that both programs have shown to be effective for English language learners as well.

Methods, Materials, Techniques, & Strategies Needed

Since the two Wilson programs have explicitly designed instruction, the script and materials for

all lessons are included in the Instructor Materials Teacher’s Kit. These kits include the instructor

manual, sound cards, word cards, high-frequency word cards, and all of the other items needed to
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implement the program with a class. Even though the items can be purchased separately, it is

recommended to purchase the kits initially to ensure all materials are in place and then purchase items

separately if needed. There are student materials, both durables and consumables, that should be

purchased for each student. Only the student consumables need to be replaced each year as needed.

Some of the student materials may follow the student to the next grade and need not to be replaced. All

materials are available through the Wilson online store.

To implement this school-wide plan, all instructors will need to complete the professional

development and training sessions to learn more about the why and how of the plan, as well as adequate

training to execute the instruction. Once instruction begins, students in grades K-3 will need 30 minutes

and students in grades 4-5 will need 45 minutes daily to implement the program accordingly and to

fidelity. Ideally, students will be grouped in a setting of no more than fifteen students (which shouldn’t be

too challenging based on the current class sizes) and will have all of the necessary materials. Each level of

instruction is designed to take a full school year to complete if meeting each day, however those

students/groups that require a slower pace, can receive instruction 3 days a week, with a day in between

for additional practice, with a one and a half year projected completion rate. Students will continue

through the Fundations levels before transitioning to the Just Words program. Any 4th and 5th grade

students identified by a team consisting of the classroom teacher, literacy specialist, and administration,

whose assessment data supports a more advanced word study program, will be grouped and instructed

accordingly.

Process for Implementation

The process for implementation will begin with a gentle introduction of an overview of the plan

to faculty and staff. This will allow teachers time to process the information and learn the plan is

designed for gradual release because we know as educators, we already have a lot on our plates. Over the

course of 6-7 months teachers will receive materials and training/professional development, screen

students to allow for adequate time for student grouping and scheduling, have time to digest the

information and ask questions, adjust ELA instruction as needed, meet with the literacy specialist(s) and
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instructional coaches, and/or watch examples of lessons. The implementation of instruction will be the

duration of the 2022-2023 school year. The assessment pieces of the program will help monitor progress

and determine any areas where reteaching is needed. The Fundations program uses the check-up quizzes

and unit tests, while the Just Words program relies on the progress checks and unit tests for formative

assessments and a midterm review and final exam for summative results. Teacher feedback, unit test

scores, state and local mandated assessments, and the Just Words final exam will be used to help

determine the outcome of using the program after the first year.

Within the initial year of implementation, the _.E.S. literacy specialist will meet with the senior

instructional team, including the instructional coaches, for the district and the administrative team at the

middle school to promote the Just Words program to be extended into the middle school for the then

rising sixth grade students that continue to show a spelling deficit at the end of their fifth grade year.

In subsequent years, only those teachers new to the district untrained in the programs, are

changing from one program to another, and/or would like a refresher shall attend professional

development sessions to become equipped for instruction starting the 2023-2024 school year. New

student consumable materials will be ordered as needed. As the years progress, when applicable,

individual student data will be traced year after year to determine the overall effectiveness of using these

programs.

Professional Development Plan

Description of the plan

This literacy plan is designed to focus on strengthening the encoding, orthographic mapping, and

spelling foundational skills that will be implemented over the course of the next several years using

Wilson’s Fundations (grades K-3) and Just Words programs(grades 4-5) to fidelity. Approximately the

first six to seven months will be dedicated to understanding the plan, training and preparation for

instruction, student assessment, student grouping/placement, and planning. The student instruction will

begin at that point, which will take place in the general education K-5 classrooms, from 30-45 minutes
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daily, throughout the course of the year, including monitoring and formative assessments embedded in

each of the programs. This cyclical model will continue to take place each school year, including

reflection, adjustments, improvements, and professional development included throughout each cycle.

The future of the plan indicated the Just Words program being extended into the middle school for those

students still identified as needing additional support and/or explicit instruction in the area of spelling.

Linear data will continuously be collected and analyzed to determine outcome effectiveness.

Connection to the adult learning theories studied in class-rope, science of reading, fidelity

This plan is in accordance with the simple view of reading based on the science of reading

research. Now that we further understand how learning to read and write takes place through the

orthographic mapping process, all literacy components need to be present to form a solid literacy

foundation, as depicted in Scarborough’s Reading Rope infographic (IDA, 2018).

Professional Development Books/Resources

No specific book (other than the Instructor’s manuals) will be needed for professional

development to occur with faculty and staff for this plan. However, stakeholders will be strongly

encouraged to read through the Wilson Language Training website ( https://www.wilsonlanguage.com/programs/ )

for a wealth of information, including everything from the program kits to the research evidence. The
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Studies of Program Effectiveness are also available for both Fundations and Just Words. Moats’ book,

Speech-to-Print, will also be recommended as a professional read for those acquiring the learn more.

Training of All Instructional Personnel

All educators implementing the Fundations and/or Just Words program will receive formal

training through a Wilson Literacy Advisor, Fundations level-specific or Just Word Introductory

Workshops, and/or virtual implementation support training. Teachers will also have access to the Wilson

Academy/Intervention Learning Community online which includes additional resources, video

demonstration, discussion boards and more. The literacy specialist for the school and instruction coach

for the district will work to obtain a Wilson Facilitator Certification to serve as an in-house resource

specific to the programs used.

Motivation for Change

First and foremost, building relationships and trust with your colleagues is imperative for any

plan to be successful. As the school’s literacy specialist and facilitator of this plan’s implementation, I

will strive to always be transparent in my role. Having served over 2 decades in the classroom, I can

relate to the trials and tribulations that teachers encounter on a daily basis and endure over time. Also

experiencing the abrupt changes as a result of the pandemic, it will be important for the teachers to know

this is an actual plan with a gradual release and shift in spelling instruction. Therefore, it will be a huge

priority for the faculty and staff to know that I am learning alongside them, such as the estimated year it

will take to earn the Wilson Facilitator Certification, and I will not ask anything of them that I wouldn’t

do myself. Yes, there are numerous things that we are doing well, but as an educator, yet life-long learner,

I believe there is always room to grow. The data will speak for itself in showing a weakness in our

school, therefore instead of harping on that weakness. We will find victory in having a solution that will

help our students, the leaders and members of future generations.

Sharing the formula for success that results in successful outcomes from the National

Implementation Research Network may provide motivation for some, however sharing success stories of

real teachers using these programs with actual students in the classroom may make a more personal touch
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for others. It will be important to share the patience needed to see the positive outcomes of this plan.

“Research indicates that one of the most common reasons that teachers do not get anticipated results is

that they have not properly implemented the program as intended, or with fidelity” (Honig, et al, 2018, p.

748). Additionally, including program trivia questions (with prizes, of course) and quick teacher “tricks”

(simple things such as putting sound cards on a binder ring, an easy-to-use free online resource, etc.) in

the quarterly, The Spell, a literacy plan infographic that highlights the successes progress with the plan,

and will give teachers a chance to share what is working well or has made the process a little easier.

Literacy Specialist Role

As the school literacy specialist, I will be facilitating and implementing the plan right along with

the teachers and acting as the main contact with the Wilson company for support and materials. Short

term, I will be available for questions/talking through the plan, modeling lessons, coaching and supporting

teachers to implement the program. Long term, I will be available for the same, in addition to continuous

support and encouragement throughout implementation. Working to earn the Wilson Facilitator

Certification will provide both short term support as I learn new components and long term support as I

will be able to continue to use what I have learned. I will collect and maintain all of the data, and report

out the findings supported by data.

Timeline for Implementation

Approximate Event Who is Responsible

Date
Current School Year

January 2022 Introduction and overview of literacy plan to Literacy Specialist, District
all faculty & staff with Q&A session (30 Instructional Coach, Principal
minutes)

January Begin Wilson Facilitator certification training Literacy Specialist, Instructional

Coach

February Fundations Detailed Overview PD session (30 Literacy Specialist

minutes)
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March Just Words Detailed Overview PD session Literacy Specialist

(30 minutes)

April Material review for both programs PD session Literacy Specialist

(30 minutes)

Early May WIST or TOSWRF-2 administration training Literacy Specialist &

PD session Instructional Coach

May WIST or TOSWRF-2 assessment administered Classroom teachers

to students

May/June Student grouping meetings based on Classroom teachers, Literacy

assessment results Specialist, Administration

Summer 2022 Fundations or Just Words online Wilson Trainer, Literacy

Training/Planning (Optional but **PAID** if Specialist, & Instructional
out of contract time) Coach

2022-2023 School Year

Preservice Week Fundations or Just Words implementations Wilson Trainer, Literacy

online Training Specialist, & Instructional
Coach

August 2022 Begin Fundations/Just Words instruction to Classroom teachers

(2nd week of fidelity
school)

September- Check-ins and teacher “trivia” with prizes Literacy Specialist

December (individually, grade level teams, and/or entire
group)

October Meet with Senior Instructional Team and Literacy Specialist

Middle School Administration to promote
extending the Just Words Program to the
middle school

December Just Words midterm assessment 4th & 5th grade teachers

January 2023 Adjust instruction, groupings, and/or pacing as Classroom Teachers

needed based on data

February-April Check-ins and teacher “trivia” with prizes Literacy Specialist

(individually, grade level teams, and/or entire
group)

March Meet with Senior Instructional Team and Literacy Specialist, Instructional
Middle School Administration to plan Coach, Middle School
extending the Just Words Program to the Administrator, ELA Department
middle school chair
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May WIST or TOSWRF-2 assessment administered Classroom Teachers

to students

May/June Student grouping meetings based on Classroom teachers, Literacy

assessment results Specialist, Administration

Summer 2023 Fundations or Just Words online Wilson Trainer, Literacy

Training/Planning (Optional but **PAID** if Specialist, & Instructional
out of contract time) Coach

Summer First year data collected, analyzed, and shared Literacy Specialist

2023-2024

Ongoing Support middle school implementation of Just Literacy Specialist

Words program

2023-2024 Cycle continues each school year See above

through
2027-2028

Assessment/monitor Plan

A key component of choosing the Fundations and Just Words programs to target the area of

spelling in the school is the embedded assessments throughout each of the program levels. Both programs

contain unit check-ins and tests to monitor instruction and determine when reteaching is necessary. The

Just Words program includes a mid-term and final exam that will be used to restructure groups as needed,

as well as adjust the pacing of the program. While state and district level testing is not a direct evaluative

tool for this plan, it will be used to monitor over time to look for any noticeable trends.

If students do not show sufficient progress on the unit tests by receiving 80% or above, teachers

will be guided to reteach the information or concepts in that unit before moving forward. If an individual

or just a few individuals are unable to maintain the pace or are making inadequate progress, they will need

to move to a different group where the pacing is slower and offers more time for practice opportunities.

Sustainability Plan
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The applied implementation science formula for success will be referred back to throughout this

plan to help all those involved remember that true implementation takes time and patience. When

reflecting on our day-to-day practices or the school year itself, it’s important to remember the progress is

more today than yesterday and grit and perseverance will pay off for our students. As we continue to

move forward in the plan, everyone becomes stronger and more versed in their instruction, continuously

polishing this instructional implementation. Due to the cyclical nature of the plan, the materials and

approach for helping close the spelling gap at our school will remain constant, even if there are teachers

that come and go. As long as those teachers new to the program are adequately trained and provided the

resources necessary, instruction should remain steady and uninterrupted. Due to the nature of the program

design, the progression of the plan should remain on track, even if the person in the plan facilitator’s role

changes. The ultimate goal of this plan is for student spelling and literacy success, regardless of any

changes in those providing the implementation and instruction.

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References

Evidence for ESSA. Lexia Core5 Reading Program-Struggling Readers. Retrieved 5 November 2021

from https://www.evidenceforessa.org/programs/reading/lexiar-core5r-reading-program-struggling-readers

Evidence for ESSA. Wilson Reading System. Retrieved 5 November 2021 from

https://www.evidenceforessa.org/programs/reading/wilson-reading-systemr

Honig, B., Diamond, L., Gutlohn, L. (2018). Teaching Reading Sourcebook (3rd. ed.). Arena Press.

International Dyslexia Association. (2021) Scarborough’s Reading Rope: A Groundbreaking Infographic.

https://dyslexiaida.org/scarboroughs-reading-rope-a-groundbreaking-infographic/

Kilpatrick, D.A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Wiley.

Moats, L.C. (2020). Speech to print: Language essentials for teachers (3rd ed.). Paul H. Brookes

Publishing Co.

National Implementation Research Network. (2021). https://nirn.fpg.unc.edu/ .

What Works Clearinghouse. (January 2014). Spelling Mastery. Retrieved from

https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_spelling_mastery_012814.pdf

Wilson Language Training. (2021)https://www.wilsonlanguage.com/programs/just-words/ .