Developing Fluent Readers and Writers with Word Study

Instruction in Phonics and Fluency

EDC 424

Connecting Your Readings

• Reading Guide #2• Tompkins: What & why to teach word

patterns for fluency development (and how to assess it)

• Words Their Way: What and how to teach word patterns for spelling and reading development (and how to assess it)

Phonics Fluency

• Word Recognition (Automaticity) – Sight words– High frequency words

• Word Identification Strategies– Decodable words

Fluency (ASP) – Accuracy– Speed– Prosody

Apply strategies using knowledge of … 1. Phonics 2. Word families3. Syllables 4. Root words & affixes

Four Word Identification Strategies

Using (integrated) knowledge of – Phonics (sound-symbol correspondence)– Word families (onset & rime, then substitute

onset)– Syllables (CVC, CV, open vs. closed patterns)– Root words and affixes (morphemes = meaning)

Fluency Instruction: Word Recognition

• How do you teach automatic word recognition?– Introduce words in context– Chant and clap words– Practice reading and writing words together– Have children read and write words

• How do you assess automatic word recognition?– High frequency word lists– Observation Survey: word reading and writing

vocabulary subtests– Authentic writing samples

Fluency Instruction: Word Identification

• How do you teach strategic word identification?– Teach letter sequences & phonics patterns– Teach onset & rime – link reading and writing– Teach syllable patterns; – Teach meanings of Greek & Latin roots, prefix, & suffixes

• How do you assess strategic word identification?– Developmental Reading Assessment [DRA] (leveled

books and running records)– Names Test (phonics) -- Running Records– PALS: Words in Isolation Word List

Developmental Reading Assessment (DRA)Benchmark Assessment Books

Phonological Awareness Literacy Screening (PALS)

Sight Word Walls (Grade K-1)

Make reachable and interactive

Word Walls Grades 1-2

Themed Word Walls Grades K-6

For reading, writing, and content-area

vocabulary

Themed Word Walls Grades K-6

For reading, writing, and content-area

vocabulary

Personal or Portable Word Walls (add to journals, send home) YouTube

WTW: Organizing for Word Study• How are word sorts different than other phonics

programs?1. Hands-on manipulatives to learn by doing2. Work from known to unknown to help spell3. Analytic (whole > part) rather than synthetic (part >

whole) 4. Critical thinking about principles (compare/contrast)

rather than memorizing rules5. Efficient (more words) and cost effective (reusable

cards vs. worksheets with fewer words6. Easier to differentiate instruction and adapt (just

combine different word groups and cards)

Three Main Types of Word Sorts

• Sound Sort > Visual Pattern Sort > Meaning Sort

Picture sort (early stages)

Word sort(see sound vs. spelling)

Blind sort sort by sound

without visual cues

1 2

Use keyword headings

(either picture or visual pattern)

Concept sort (themed words or

vocabulary

Spelling/meaning sort

(homophones; homographs;

affix/suffix sorts)

Correct sequence

Try it out: Word Sorts• First, sort by SOUND of G. I will model this.

edge

cage

bag

twig

slug drug

leg

lodge

flag huge judge stage

page

badge Hard GSoft G

Try it out: Word Sorts• First, sort by SOUND of G. I will model this.

edge

cage

bag

twig

slug

drug

leg

lodge

flag

huge

judge

stage

page

badge Hard GSoft G

Try it out: Word Sorts• Now, sort by [visual] pattern. Work with a partner to

discover the different patterns & reflect (compare & declare) - HINT (there are more than two groups)

edge

cage

twig

slug

drug

leg

lodge

flag

huge

judge

stage

page

Try it out: Word Sorts

edge

cagebag

twig

slug

drug

leg

lodgeflag huge

judge

stage

page

badge

dge ge g

soft g at end has a silent e when short vowel = dge when long vowel = ge

short vowel = hard g and no “e”

• Now, sort by [visual] pattern. Work with a partner to discover the different patterns & reflect (compare & declare)

How teach/practice word sorts?

• Teacher directed closed sort (Hard/Soft G) – Teacher defines categories and models the sort;

refer to keyword headings each time and gradually release responsibility to the reader

• Student directed open sort (Spelling pattern)– Students create own categories of words and

explain why sorted that way – Interesting for diagnostic and assessment

purposes

Teacher-Directed Word Study Lessons

1. Demonstrate: Tell words and model with hard words (no guessing games)

2. Sort & check: Don’t correct errors for students; they check by reading themselves (can have check sheet to help monitoring)

3. Reflect: Have students compare and declare the patterns they notice

4. Extend: revisit during week in centers, with partner, seatwork, homework, with parents, etc.

5. Making Sorts Harder or Easier: increase/decrease number of contrasts, vocabulary, or types of words

6. Add Oddball Sorts: include exceptions (sight words or just don’t fit the rule) within the set of words to sort

Variations on Word SortsRefer to the list in your Reading Guide

• Which is especially useful for emergent/early readers?

• Which might work best with controlled texts at first?

• Which two might foster reading fluency? • Which two might give practice generating new

words that fit that group? • Which provides explicit links to writing?

Tips for Preparing Word Sorts

• Decide on developmentally appropriate features and common error patterns

• Contrast at least two groups – later exceptions or even three groups

• Start with easy contrasts > then harder ones• Cull words from multiple spelling lists to

provide contrasts (rather than all same pattern)

Word Study In Action

• Let’s see some examples.• Noticing/Improving Word Study Teaching

Techniques– What do you notice?– What would you do to improve? – How would you create a word sort around this

principal that’s differentiated by ability/grade level?

Word Study In Action

• Work in groups of four to develop a grade-appropriate word study list and task that focuses on Adding Inflected endings “ed”

• Grade 2: 2 categories (double/not)• Grade 3A: 3 categories: VC/CVVC/VCC • Grade 3B: 4 categories: VC/CVVC/VCC/edrop• Grade 4: 3 categories (double/not/irregular)• Grade 5: 3 categories and 2 syllable words

(double/not double/e-drop)

Materials and Space Considerations for Word Sorts Brainstorm with a partner

• Pocket Charts for peer interactive practice• Handouts / Worksheets for cutting, gluing, writing• Whiteboards for independent practice• Laminated classification folders• Labeled envelopes or baggies for storage (can self

check with answers on back if desired) • Word study journals in box near word study center• Game boards and pieces to extend practice• Stopwatch for speed sorts

Key resources can be found in the Appendix to Words Their Way

• Appendix B: Soundboards for sorting labels• Appendix C: Pictures for Sorts & Games

(consonants, short vowels, long vowels) • Appendix D: Sample word sorts by spelling

stage (important for grade level lesson plans)• Appendix E: Sight Words and Patterned Words

for Word Sorts (including homophones, compound words, open and closed syllables, prefixes/suffixes, roots)

• Appendix F: Games and Templates for Sorts

Setting Up Schedules for Word Sorts

Two schedules for Students

Offset Weekly Plan for Differentiating Word Sort Instruction

Expectations for Word Study Notebooks

Holistic Assessment for Spelling/Writing

Making Words (a, e, g, m, n, s, t)• Use 3 letters to spell net. • Change the first letter in net to spell met. • Change the first letter again to spell set. • Add a letter you can’t hear to set to spell seat. • Change the first letter in seat to spell neat. • Change the first letter again to spell meat. • Use the same letters in meat but move them around so they

spell team. • Use 4 letters to spell east. • Clear your holders and start over to spell another 4 letter word:

stem. • Use a letter you can’t hear to turn stem into steam. • I have just one word left you can make with all your letters.

Homework and Reminders• Tompkins Chapter 2 (p. 38-52) Teaching Reading

(to prepare for understanding the lesson plan assignment that we’ll cover next class) Pre-Reading, Reading, Responding, Exploring, and Applying

• Tompkins, Ch. 4 and assorted pages (Guided Reading Instruction)

• Work on Literacy Photo Journal– I will post some examples and a template on the wiki

to help you get started – we’ll do more next week