1. Developing Fluent Readers and Writers with Word Study Instruction in Phonics and Fluency
EDC 424

2. 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)

3. Phonics Fluency Fluency (ASP) Apply strategies using knowledge of …
Word R__________ (Automaticity)
Sight words
High frequency words
Word I_____________ Strategies
Decodable words
Fluency (ASP) A S P
Apply strategies using knowledge of …

4. Four Word Identification Strategies
Using (integrated) knowledge of
Phonics
Word families
Syllables
Root words and affixes

5. 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

6. 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

7. Developmental Reading Assessment (DRA)
Benchmark Assessment Books

8. Phonological Awareness Literacy Screening (PALS)

9. Sight Word Walls (Grade K-1)
Make reachable
and interactive

10. Word Walls Grades 1-2

11. Themed Word Walls Grades K-6
For reading, writing,
and content-area
vocabulary

12. Themed Word Walls Grades K-6
For reading, writing,
and content-area
vocabulary

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

14. WTW: Organizing for Word Study
How are word sorts different than other phonics programs?
Hands-on manipulatives to learn by doing
Work from known to unknown to help spell
Analytic (whole > part) rather than synthetic (part > whole)
Critical thinking about principles (compare/contrast) rather than memorizing rules
Efficient (more words) and cost effective (reusable cards vs. worksheets with fewer words
Easier to differentiate instruction and adapt (just combine different word groups and cards)

15. Three Main Types of Word Sorts1 2
Correct sequence
Sound Sort > Visual Pattern Sort > Meaning Sort
Picture sort (early stages)
Use keyword headings (either picture or visual pattern)
Concept sort (themed words or vocabulary
Word sort
(see sound vs. spelling)
Spelling/meaning sort
(homophones; homographs; affix/suffix sorts)
Blind sort sort by sound without
visual cues

16. Try it out: Word Sorts First, sort by SOUND of G. I will model this.
Soft G
Hard G
bag
badge
cage
drug
edge
flag
huge
judge
leg
lodge
page
slug
stage
twig

17. Try it out: Word Sorts
Now, sort by [visual] pattern. Work with a partner to discover the different patterns & reflect (compare & declare)
bag
badge
cage
drug
edge
flag
huge
judge
leg
lodge
page
slug
stage
twig

18. 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

19. Teacher-Directed Word Study Lessons
Demonstrate: Tell words and model with hard words (no guessing games)
Sort & check: Don’t correct errors for students; they check by reading themselves (can have check sheet to help monitoring)
Reflect: Have students compare and declare the patterns they notice
Extend: revisit during week in centers, with partner, seatwork, homework, with parents, etc.
Making Sorts Harder or Easier: increase/decrease number of contrasts, vocabulary, or types of words
Add Oddball Sorts: include exceptions (sight words or just don’t fit the rule) within the set of words to sort

20. 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?
Early readers: Draw and label/cut and paste generate new words: Guess my category and Brainstorming
Controlled texts: Word hunts (to foster repetition and success) connection to writing: Writing sorts
Reading fluency: repeated buddy sorts and speed sorts

21. 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)

22. 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

23. 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

24. Setting Up Schedules for Word Sorts

25. Two schedules for Students

26. Offset Weekly Plan for Differentiating Word Sort Instruction

27. Expectations for Word Study Notebooks

28. Holistic Assessment for Spelling/Writing

29. 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.