Literacy Plan

2nd Grade
School
2018/2019 School Year

Kimberly Jacobs
 School

- 670 Students
- 290 Students (43%) qualify for free and reduced lunch
- 460 White students, 79 African American students, 54 Hispanics, 9 Asian, 3 Native
Americans, 39 identified as two or more races.
- Employees 32 General Education Teachers, 4 Special Education Teachers, 2 Title One
Teachers, 2 ESL teachers, and 4 Resource Teachers.
What does the data show?

- Second grade students at school are having difficulty specifically with vocabulary and

word knowledge. According to MAP data this includes word origins, expanded

vocabulary, and semantics with 38% of students falling in the Low and Low Average

range. They are also having difficulty with word knowledge at the second grade level

with about 15% of student’s not meeting benchmark in this area.

MAP Data
2nd Grade PALS Data
Vocabulary knowledge is important because
it encompasses all the words we must know to
access our background knowledge, express our ideas and
communicate effectively, and learn about new concepts.

“Vocabulary is the glue that holds stories, ideas and content

together… making comprehension accessible for children.”
(Rupley, Logan & Nichols, 1998/99).

Students’ word
knowledge is linked strongly to
academic success because students who have large
vocabularies can understand new ideas and concepts more
quickly.

Research literature of word knowledge with reading

comprehension indicates that if students do not adequately
and steadily grow their vocabulary knowledge, reading
comprehension will be affected (Chall & Jacobs, 2003).
Area of need that will be focused on
Vocabulary Instruction

2nd grade SOLs:

2.7 The student will expand vocabulary when reading.

a) Use knowledge of homophones.

b) Use knowledge of prefixes and suffixes.

c) Use knowledge of antonyms and synonyms.

d) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts.

e) Use vocabulary from other content areas.

Interventions

LINCS Vocabulary Strategy. This strategy helps students learn the meaning of new vocabulary
words using powerful memory-enhancement techniques. Strategy steps cue students to focus on
critical elements of the concept; to use visual imagery, associations with prior knowledge, and key-
word mnemonic devices to enhance comprehension and recall of the concept. This strategy gives
teacher’s a way of explicitly teaching vocabulary to the students.

Words Their Way with Struggling Readers: Word Study for Reading, Vocabulary, and Spelling,
Instruction, Grades 4-12, provides the framework for the intervention that will be used with these
struggling students. Word study can be more than a spelling program, when explicitly taught to
students it can be a powerful tool to teach vocabulary to all students. The overall theme in helping
improve student’s vocabulary is explicit instruction and exposure to higher level vocabulary.
LINCing Vocabulary
LINCing Vocabulary
Word Study
Time Line
Professional Development

Books provided to teachers:

The Vocabulary Lincing Routine

Words Their Way with Struggling Readers