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 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 families 3. 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 doing 2.Work from known to unknown to help spell 3.Analytic (whole > part) rather than synthetic (part > whole) 4.Critical thinking about principles (compare/contrast) rather than memorizing rules 5.Efficient (more words) and cost effective (reusable cards vs. worksheets with fewer words 6.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 badgeHard 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 badgeHard GSoft G

Try it out: Word Sorts Now, sort by [visual] pattern. Work with a partner to discover the different patterns & reflect (compare & declare)

Try it out: Word Sorts edge cage bag twig slug drug leg lodge flag 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)

Try it out: Word Sorts edge cage bag twig slug drug leg lodge flag huge judge stage page badge dge ge g 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 Sorts Refer 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. 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.