{"id":2167,"date":"2024-06-26T21:04:15","date_gmt":"2024-06-26T21:04:15","guid":{"rendered":"https:\/\/www.wilsonlanguage.com\/knowledge-library\/?p=2167"},"modified":"2024-07-22T14:08:25","modified_gmt":"2024-07-22T14:08:25","slug":"implementing-just-words","status":"publish","type":"post","link":"https:\/\/www.wilsonlanguage.com\/knowledge-library\/programs\/just-words\/implementing-just-words\/","title":{"rendered":"Implementing Just Words\u00ae"},"content":{"rendered":"\n<h3 class=\"wp-block-heading\">Appropriate Student Population<\/h3>\n\n\n\n<p>Students who fit the Just Words profile are in grades 4 and higher and do not yet have an internalized and efficient system of word knowledge. Ideal students for Just Words have below-average reading scores due to word-level difficulties, but don\u2019t have&nbsp;a significant language learning disability such as dyslexia.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Student Profile<\/h4>\n\n\n\n<p>Student identification and proper group placement are critical to the success of a Just Words class. Just Words is designed for students with below-average decoding and spelling scores. This includes English language learners (ELLs), who are twice as likely as their peers to score below basic levels in reading and writing skills and benefit from direct, explicit teaching of how to decode and spell English words and methods to assist with vocabulary acquisition.<\/p>\n\n\n\n<p>Students identified for a Just Words class often are not able to engage with grade-level complex reading and writing tasks because they are not yet fluent readers or writers. However, the targeted, high-quality foundational literacy instruction provided in the Just Words classroom can help these students build the skills they need to achieve at higher academic levels across the curriculum. The program should be paired with a core reading program to address the comprehension strategy instruction that many students with a word-level deficit also require.<\/p>\n\n\n\n<p><strong>Just Words is effective for students who require the following skill sets that are addressed in the program:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Phonemic Awareness:\u00a0Just Words students master the critical skill of orally segmenting phonemes in a syllable. They learn to segment with a \u201ctapping\u201d system that provides a kinesthetic-tactile guide and reinforcement.<\/li>\n\n\n\n<li>In-Depth Word Study for Decoding and Spelling:\u00a0Students learn that the English language generally follows a logical system. They study sound-symbol correspondence as related to syllable patterns, spelling rules, and the morphological patterns of prefixes, roots, and suffixes.<\/li>\n\n\n\n<li>Phonetically Regular Words:\u00a0This study introduces students to a morphological understanding of English word structure. Students study word structure based on the six syllable types of the English language. Sounds and spelling rules are taught only as they relate to the syllable type being studied.<\/li>\n\n\n\n<li>High Frequency Words:\u00a0Using kinesthetic-tactile memory techniques, students learn to automatically read and spell the most frequently used English words.<\/li>\n\n\n\n<li>Fluency:\u00a0Students apply decoding skills to read with prosody, learning how to read sentences in meaningful phrases. This practice emphasizes fluent reading for meaning rather than speed.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Student Identification and Placement<\/h3>\n\n\n\n<p>Students must be pretested and grouped according to similar scores on word identification and spelling measures. To achieve the strongest outcomes, follow the guidance below.<\/p>\n\n\n\n<div class=\"wp-block-gutena-accordion gutena-accordion-block gutena-accordion-block-802c4e-31 is-layout-flow wp-block-gutena-accordion-is-layout-flow\" data-single=\"true\">\n<div class=\"wp-block-gutena-accordion-panel gutena-accordion-block__panel\">\n<div class=\"wp-block-gutena-accordion-panel-title gutena-accordion-block__panel-title\"><div class=\"gutena-accordion-block__panel-title-inner\">\n<h6 class=\"wp-block-heading has-text-align-left\" style=\"margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px\">Initial Screening of Students<\/h6>\n<div class=\"trigger-up-down\"><div class=\"horizontal\"><\/div><div class=\"vertical\"><\/div><\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-gutena-accordion-panel-content gutena-accordion-block__panel-content\"><div class=\"gutena-accordion-block__panel-content-inner\">\n<p style=\"margin-top:0;margin-bottom:0\">Screening should be conducted with all at-risk students who have district reading scores or standardized reading scores below the 50th percentile. Also, consider students\u2019 class performance and other underlying factors as appropriate.&nbsp;&nbsp;<\/p>\n\n\n\n<p>The following screening measures are examples of assessments which can be administered to large groups of students to provide information about word reading fluency and spelling.&nbsp;&nbsp;&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Test of Silent Word Reading Fluency-2 (TOSWRF-2, published by ProEd, distributed by WLT)\u00a0<\/li>\n\n\n\n<li>Spelling subtests from the Word Identification and Spelling Test (WIST, published by ProEd, distributed by WLT)\u00a0\u00a0<\/li>\n<\/ul>\n\n\n\n<p>Students scoring between the 16th and 50th percentiles* in either the TOSWRF-2 or WIST Spelling subtest should be considered for further assessment to determine the appropriateness of placement in a Just Words class.&nbsp;&nbsp;<\/p>\n\n\n\n<p style=\"margin-top:0;margin-bottom:0\"><em>*Please&nbsp;note<\/em>: Students scoring at or below the 15th percentile during the screening process should be further evaluated for placement in an intensive reading intervention, such as the Wilson Reading System\u00ae&nbsp;(WRS).<\/p>\n<\/div><\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-gutena-accordion-panel gutena-accordion-block__panel\">\n<div class=\"wp-block-gutena-accordion-panel-title gutena-accordion-block__panel-title\"><div class=\"gutena-accordion-block__panel-title-inner\">\n<h6 class=\"wp-block-heading has-text-align-left\" style=\"margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px\">Administration of Individual Assessments<\/h6>\n<div class=\"trigger-up-down\"><div class=\"horizontal\"><\/div><div class=\"vertical\"><\/div><\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-gutena-accordion-panel-content gutena-accordion-block__panel-content\"><div class=\"gutena-accordion-block__panel-content-inner\">\n<p style=\"margin-top:0;margin-bottom:0\">Based on results of the quick screening measures, some students will be identified as needing a more detailed diagnostic assessment to confirm areas of deficit and obtain percentile scores so that teachers can create appropriate groupings. The WIST Word Identification and Sound-Symbol Knowledge subtests can be administered to determine a student\u2019s Fundamental Literacy Ability Index.&nbsp;&nbsp;&nbsp;<\/p>\n\n\n\n<p>Students with a Fundamental Literacy Ability Index score between the 16th and 50th percentiles are likely to be selected as Just Words\u00ae&nbsp;students. However, some students who fall into this range, particularly those students who have scores between the 16th and 30th percentiles, may be candidates for a more intensive reading intervention if testing indicates dyslexia or other deficits requiring individual or small-group instruction with a program such as the Wilson Reading System\u00ae&nbsp;(WRS). Click on the following links for more information about&nbsp;WRS&nbsp;<a href=\"https:\/\/www.wilsonlanguage.com\/knowledge-library\/programs\/wilson-reading-system\/implementing-wilson-reading-system\/\" target=\"_blank\" rel=\"noreferrer noopener\">Student Profile<\/a>&nbsp;and Student&nbsp;Identification.<\/p>\n\n\n\n<p style=\"margin-top:0;margin-bottom:0\">Students scoring at or below the 15th percentile should be further assessed for placement in the WRS\u00a0(See the WRS\u00a0Student Profile\u00a0and WRS Student Identification information on the\u00a0<a href=\"https:\/\/www.wilsonlanguage.com\/knowledge-library\/programs\/wilson-reading-system\/implementing-wilson-reading-system\/\" target=\"_blank\" rel=\"noreferrer noopener\">Implementation page<\/a>).<\/p>\n<\/div><\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-gutena-accordion-panel gutena-accordion-block__panel\">\n<div class=\"wp-block-gutena-accordion-panel-title gutena-accordion-block__panel-title\"><div class=\"gutena-accordion-block__panel-title-inner\">\n<h6 class=\"wp-block-heading has-text-align-left\" style=\"margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px\">Class Placement \/ Grouping Students<\/h6>\n<div class=\"trigger-up-down\"><div class=\"horizontal\"><\/div><div class=\"vertical\"><\/div><\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-gutena-accordion-panel-content gutena-accordion-block__panel-content\"><div class=\"gutena-accordion-block__panel-content-inner\">\n<p style=\"margin-top:0;margin-bottom:0\">Groups should be:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Homogeneous based on similar scores on word identification and spelling measures (total reading scores and comprehension scores alone are\u00a0not\u00a0used for Just Words class placement);\u00a0<\/li>\n\n\n\n<li>Of similar (but not necessarily exact) age, grade, and cognitive ability; and<\/li>\n\n\n\n<li>No larger than fifteen students.\u00a0\u00a0<\/li>\n<\/ul>\n\n\n\n<p>To ensure a successful response to instruction, assign students to groups\/classes using the WIST Fundamental Literacy Ability Index Percentile rank:&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Group A<\/strong>:\u00a0 16-30%\u00a0<\/li>\n\n\n\n<li><strong>Group B:<\/strong>\u00a0\u00a031-50%\u00a0<\/li>\n<\/ul>\n\n\n\n<p>For students scoring between the 25th and 35th percentiles, use the Sound-Symbol Knowledge subtest and other information to help group them appropriately.&nbsp;&nbsp;<\/p>\n\n\n\n<p>Lastly, assign students to a class using the fillable&nbsp;<a href=\"https:\/\/community.wilsonacademy.com\/just-words\/viewer\/60ddbfbead261f56bcf77d62\" target=\"_blank\" rel=\"noreferrer noopener\">Just Words Class Roster<\/a>&nbsp;in the Getting Started section of the Just Words Learning Community Resource Library. The roster can be used to track standard and percentile scores for TOSWRF-2 and WIST pretests and posttests.&nbsp;&nbsp;<\/p>\n\n\n\n<figure class=\"wp-block-image\"><img decoding=\"async\" data-src=\"https:\/\/www.wilsonlanguage.com\/wp-content\/uploads\/2022\/10\/JW_flowchart.jpg\" alt=\"\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" class=\"lazyload\" \/><\/figure>\n\n\n\n<p>Note: Although we provide guidelines on student placement in each Wilson program, the guidelines are not absolute and should be informed by the knowledge held by the Student Support\/RtI team and other school personnel as they make a recommendation for a particular student.&nbsp;<\/p>\n\n\n\n<p style=\"margin-top:0;margin-bottom:0\">It is recommended that teachers pretest students in the spring semester prior to the start of instruction, when possible. This allows time to properly set up Just Words classes while reducing the risk of inappropriate grouping due to scheduling issues.<\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n\n\n\n<h3 class=\"wp-block-heading\">Setting and Schedule Options<\/h3>\n\n\n\n<p>Students can succeed in a variety of settings provided that teachers follow the recommendations below.<\/p>\n\n\n\n<div class=\"wp-block-gutena-accordion gutena-accordion-block gutena-accordion-block-1504a2-fd is-layout-flow wp-block-gutena-accordion-is-layout-flow\" data-single=\"true\">\n<div class=\"wp-block-gutena-accordion-panel gutena-accordion-block__panel\">\n<div class=\"wp-block-gutena-accordion-panel-title gutena-accordion-block__panel-title\"><div class=\"gutena-accordion-block__panel-title-inner\">\n<h6 class=\"wp-block-heading has-text-align-left\" style=\"margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px\">Settings<\/h6>\n<div class=\"trigger-up-down\"><div class=\"horizontal\"><\/div><div class=\"vertical\"><\/div><\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-gutena-accordion-panel-content gutena-accordion-block__panel-content\"><div class=\"gutena-accordion-block__panel-content-inner\">\n<p style=\"margin-top:0;margin-bottom:0\">Just Words\u00ae&nbsp;can be implemented in a variety of settings, provided that students fit the placement profile. A magnetic board or interactive whiteboard with internet connection in the classroom is necessary. Potential settings include:<\/p>\n\n\n\n<p style=\"margin-top:0;margin-bottom:0\">&nbsp; &nbsp; &nbsp;&nbsp;ELL classrooms<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>&nbsp; &nbsp; &nbsp;&nbsp;General education, Tier 2 intervention classes of up to 15 students<\/li>\n\n\n\n<li>&nbsp; &nbsp; &nbsp;&nbsp;General education, small-group intervention<\/li>\n\n\n\n<li>&nbsp; &nbsp; &nbsp;&nbsp;After-school programs\/reading centers<\/li>\n\n\n\n<li>&nbsp; &nbsp; &nbsp;&nbsp;Alternative education and vocational schools<\/li>\n\n\n\n<li>&nbsp; &nbsp; &nbsp;&nbsp;Adult education programs<\/li>\n\n\n\n<li>&nbsp; &nbsp; &nbsp;&nbsp;Correctional education programs<\/li>\n\n\n\n<li>&nbsp; &nbsp; &nbsp;&nbsp;Community college or LD college pre-credit courses<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-gutena-accordion-panel gutena-accordion-block__panel\">\n<div class=\"wp-block-gutena-accordion-panel-title gutena-accordion-block__panel-title\"><div class=\"gutena-accordion-block__panel-title-inner\">\n<h6 class=\"wp-block-heading has-text-align-left\" style=\"margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px\">Group Size and Composition<\/h6>\n<div class=\"trigger-up-down\"><div class=\"horizontal\"><\/div><div class=\"vertical\"><\/div><\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-gutena-accordion-panel-content gutena-accordion-block__panel-content\"><div class=\"gutena-accordion-block__panel-content-inner\">\n<p style=\"margin-top:0;margin-bottom:0\">Up to 15 students can be grouped together in a Just Words\u00ae&nbsp;class. Proper student placement and grouping is critical to the success of every Just Words class. See&nbsp;Class Placement\/Grouping Students&nbsp;above for more information.<\/p>\n<\/div><\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-gutena-accordion-panel gutena-accordion-block__panel\">\n<div class=\"wp-block-gutena-accordion-panel-title gutena-accordion-block__panel-title\"><div class=\"gutena-accordion-block__panel-title-inner\">\n<h6 class=\"wp-block-heading has-text-align-left\" style=\"margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px\">Five-day-per-week Usage<\/h6>\n<div class=\"trigger-up-down\"><div class=\"horizontal\"><\/div><div class=\"vertical\"><\/div><\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-gutena-accordion-panel-content gutena-accordion-block__panel-content\"><div class=\"gutena-accordion-block__panel-content-inner\">\n<p style=\"margin-top:0;margin-bottom:0\">Just Words\u00ae&nbsp;is designed to be implemented as a 5-day-per-week class in a year-long curriculum.&nbsp;<\/p>\n\n\n\n<p>&nbsp;In this case, classes would be scheduled as follows:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>14 Units (each will take an average of two weeks) plus two review weeks = 30 weeks<\/li>\n\n\n\n<li>5 classes per week<\/li>\n\n\n\n<li>45 minutes per class<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-gutena-accordion-panel gutena-accordion-block__panel\">\n<div class=\"wp-block-gutena-accordion-panel-title gutena-accordion-block__panel-title\"><div class=\"gutena-accordion-block__panel-title-inner\">\n<h6 class=\"wp-block-heading has-text-align-left\" style=\"margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px\">Three-day-per-week Usage<\/h6>\n<div class=\"trigger-up-down\"><div class=\"horizontal\"><\/div><div class=\"vertical\"><\/div><\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-gutena-accordion-panel-content gutena-accordion-block__panel-content\"><div class=\"gutena-accordion-block__panel-content-inner\">\n<p>The Just Words\u00ae&nbsp;curriculum may be presented as a 3-day-per-week class, but it will take 1\u00bd years to complete. In most settings, 1 year of instruction will result in completion of approximately 8 out of the 14 Units.<\/p>\n\n\n\n<p>In this case, classes would be scheduled as follows:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>3 classes per week&nbsp;<\/li>\n\n\n\n<li>45 minutes per class<\/li>\n\n\n\n<li>14 Units (each will take an average of three weeks) plus two review weeks = 44 weeks&nbsp;<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div>\n<\/div>\n\n\n\n<h3 class=\"wp-block-heading\">Monitoring Student Progress<\/h3>\n\n\n\n<p>&nbsp;Just Words\u00ae&nbsp;monitors student progress through each of its 14 units of the curriculum via formative assessments\/progress monitoring (e.g., Progress Checks and Unit Tests) and summative assessments (e.g., Midterm Reviews and Final Exams).<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Formative Assessment<\/h2>\n\n\n\n<h4 class=\"wp-block-heading\">Progress Checks<\/h4>\n\n\n\n<p>Progress Checks are conducted at the beginning of each Unit (starting at Unit 2). Teachers administer an assessment that provides an ongoing measurement system that objectively demonstrates each student\u2019s progress with the word structure taught in the Just Words curriculum.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Unit Tests<\/h4>\n\n\n\n<p>At the end of each Unit, students are given a Unit Test to determine the application and mastery of concepts for that Unit. The test includes a dictation measure to evaluate mastery of spelling skills and charting of phrases to evaluate automaticity of decoding skills. Teachers meet with students individually to discuss their understanding of the concepts and chart their scores. In addition to assessments, students also chart their own progress. If the majority of the class does not progress, additional instruction will need to be provided. If an individual does not progress, the teacher will provide additional individual instruction (intervention lessons) and upon further evaluation a student may be placed in a more intensive (Tier 3) program, such as the<a href=\"https:\/\/www.wilsonlanguage.com\/programs\/wilson-reading-system\/\" target=\"_blank\" rel=\"noreferrer noopener\">&nbsp;Wilson Reading System\u00ae<\/a>.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Summative Assessment<\/h2>\n\n\n\n<h4 class=\"wp-block-heading\">Midterm Review<\/h4>\n\n\n\n<p>The Midterm Review includes everything that students have learned thus far including concepts from Units 1 through 7 and the Bonus Unit. There are two parts to the midterm.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Midterm Part I:<\/strong>&nbsp;The first part of the midterm is a dictation test. The instructor dictates the sound words, phrases, and sentences. Students repeat and then write independently.<\/li>\n\n\n\n<li><strong>Midterm Part II:<\/strong>&nbsp;The midterm exam tests nonsense word marking, multisyllabic word marking, spelling, adding suffixes, and matching prefixes and roots.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">Final Exam<\/h4>\n\n\n\n<p>The final exam covers everything that has been taught from Units 1 through 14. There are two parts to the final exam.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Final Exam Part I:<\/strong>&nbsp;The first part of the final exam is the dictation test. The instructor dictates the sounds, words, phrases, and sentences. Students repeat and then write independently.<\/li>\n\n\n\n<li><strong>Final Exam Part II:<\/strong>&nbsp;The final exam tests adding suffixes, making words plural, multisyllabic word marking, identifying prefixes and matching roots.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Appropriate Student Population Students who fit the Just Words profile are in grades 4 and higher and do not yet have an internalized and efficient system of word knowledge. Ideal students for Just Words have below-average reading scores due to word-level difficulties, but don\u2019t have&nbsp;a significant language learning disability such as dyslexia. Student Profile Student [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[26,24],"tags":[],"class_list":["post-2167","post","type-post","status-publish","format-standard","hentry","category-just-words","category-programs"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Implementing Just Words\u00ae - Wilson Language Training Knowledge Library<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.wilsonlanguage.com\/knowledge-library\/programs\/just-words\/implementing-just-words\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Implementing Just Words\u00ae - Wilson Language Training Knowledge Library\" \/>\n<meta property=\"og:description\" content=\"Appropriate Student Population Students who fit the Just Words profile are in grades 4 and higher and do not yet have an internalized and efficient system of word knowledge. Ideal students for Just Words have below-average reading scores due to word-level difficulties, but don\u2019t have&nbsp;a significant language learning disability such as dyslexia. 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