Differentiated Word Study Block

to Promote Literacy

PLI Leadership Project

Cathryn Deering

Florence Griffith Joyner Elementary

LAUSD, SouthWatts, Los Angeles, CA

Florence Griffith Joyner Demographics Enrollment: Approximately 700 Students 70% Latino, 30% African American 100% Economically Disadvantaged, most

students come from Jordan Downs Housing Projects

40% ELL

Academic Performance Index

Year Score2013 6162012 6332011 6092010 6652009 6372008 652

Reading Levels K-5

AA

A B C D E F G H I J K L M N O P Q R S T U V W

K 52

19

3 2

1 6 21

38

9 5 0 1

2 2 4 10

9 16

12

4 7 7 2

3 1 2 7 5 5 8 12

5 4 2 12

20

5 5 5 4 0 1

4 1 2 2 6 5 2 4 3 5 7 7 4 10

9 8 4 2 0 1

5 1 2 1 1 4 5 5 5 7 7 3 4 7 6 6 5 3 1 0 3

Gra

de

Reading Level

How many students are reading at grade

level?Grade Students Reading at or

Above Grade LevelK 241 62 03 144 35 12

TOTAL 59

Why?

Literacy Social Justice

Opportunity/freedom

Implementing a Differentiated Word Study Block for 4th &

5th Grade

Literature ReviewValencia & Buly

(2004) Study focus on why so

many students fail state and standardized testing every year.

Found that students need differentiated instruction to meet the specific needs of all students.

Wiser & Mathes (2011)

Discussing the importance of using encoding instruction (using manipulatives, word tiles, Elkonin boxes, etc.) along with decoding instruction

Students who received encoding instruction consistently outscored those who didn’t, and did not need further intervention.

Literature Review Cont.

Kieffer & Lesaux (2007)

Study of 4th & 5th Graders ability to break down words and relate it to their vocabulary knowledge and reading comprehension.

Found that the relationship between vocabulary and morphology are reciprocal

Morphology is a powerful tool to extract meaning from text.

Key Points

Differentiated instruction

Decoding, Encoding for fluency (Emergent Readers)

Morphology for vocabulary development and comprehension (Higher level readers)

Fluency and Comprehension

4th & 5th Grade Reading Levels

A BCDE F GH I J K L MNO PQR S T UVW02468

1012141618

5TH GRADE4TH GRADE

NUM

BER

OF S

TUDE

NTS

READING LEVEL

Differentiated BlockTeacher/Grade/Experience

Reading Levels Word Study Focus

Choyce (4th & 5th Grade SDC) A-E Sight Words, CVC, Initial/Ending sounds

Deering (4th grade-experience teaching K-2)

F-H Long Vowels/Spelling Patterns

Kang (5th grade-only taught 5th gradeDouglas-(Sub-retired 2nd grade teacher)

I-J Digraphs/Blends/Clusters

Chea (4th grade-First year teacher)

K-L Inflectional Endings

Sedeghi (4th grade-mainly taught upper grades)

L-M Compound Words/Plurals

Ransom (5th grade-taught mainly upper grades)

N-O Multisyllabic Words/ Affixes

Dave’ (4th grade-New teacher to Elementary-mainly taught middle school)

P-Q Morphology/Greek & Latin Roots/ Mythology

Williams (5th grade-taught mainly upper grades)

R-W Context Clues/Vocabulary/ Literature Circles

Logic Model

Assessments

Time Line