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Developing Fluent Readers and Writers with Word Study
Instruction in Phonics and Fluency
EDC 424
Connecting Your Readings
• 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 R__________ (Automaticity) – Sight words– High frequency words
• Word I_____________ Strategies– Decodable words
Fluency (ASP) – A– S– P
Apply strategies using knowledge of … 1. 2. 3. 4.
Four Word Identification Strategies
Using (integrated) knowledge of – Phonics
– Word families
– Syllables
– Root words and affixes
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.
edgecagebag
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)
edgecagebag
twig slug
drug
leg lodge
flag
huge judge
stage
page
badge
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)
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. (*use word in a sentence each time) • 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.