Developing Fluent Readers and Writers with Word Study Instruction in Phonics and FluencyEDC 424

Connecting Your ReadingsReading Guide #2Tompkins: 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 FluencyWord Recognition (Automaticity) Sight wordsHigh frequency wordsWord Identification StrategiesDecodable words

Four Word Identification StrategiesUsing (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 RecognitionHow do you teach automatic word recognition?Introduce words in contextChant and clap wordsPractice reading and writing words togetherHave children read and write words How do you assess automatic word recognition?High frequency word listsObservation Survey: word reading and writing vocabulary subtestsAuthentic writing samples

Fluency Instruction: Word IdentificationHow do you teach strategic word identification?Teach letter sequences & phonics patternsTeach onset & rime link reading and writingTeach syllable patterns; Teach meanings of Greek & Latin roots, prefix, & suffixesHow do you assess strategic word identification?Developmental Reading Assessment [DRA] (leveled books and running records)Names Test (phonics) -- Running RecordsPALS: Words in Isolation Word List

Developmental Reading Assessment (DRA)Benchmark Assessment Books

Phonological Awareness Literacy Screening (PALS)

Sight Word Walls (Grade K-1)

Word Walls Grades 1-2

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

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

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

WTW: Organizing for Word StudyHow are word sorts different than other phonics programs?Hands-on manipulatives to learn by doingWork from known to unknown to help spellAnalytic (whole > part) rather than synthetic (part > whole) Critical thinking about principles (compare/contrast) rather than memorizing rulesEfficient (more words) and cost effective (reusable cards vs. worksheets with fewer wordsEasier to differentiate instruction and adapt (just combine different word groups and cards)

Three Main Types of Word SortsSound Sort > Visual Pattern Sort > Meaning SortPicture sort (early stages)Word sort(see sound vs. spelling)Blind sort sort by sound without visual cuesUse keyword headings (either picture or visual pattern)Concept sort (themed words or vocabularySpelling/meaning sort(homophones; homographs; affix/suffix sorts) Correct sequence

Try it out: Word SortsFirst, sort by SOUND of G. I will model this.edgecagebag twig slug drug leg lodgeflag huge judge stagepage badgeHard GSoft G

Try it out: Word SortsFirst, sort by SOUND of G. I will model this.edgecagebag twig slug drug leg lodgeflag huge judge stagepage badgeHard GSoft G

Try it out: Word SortsNow, sort by [visual] pattern. Work with a partner to discover the different patterns & reflect (compare & declare) - HINT (there are more than two groups) edgecage twig slug drug leg lodgeflag huge judge stagepage

Try it out: Word Sortsedgecagebag twig slug drug leg lodgeflag huge judge stagepage badge dge ge gsoft g at end has a silent e when short vowel = dge when long vowel = ge short vowel = hard g and no eNow, 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 readerStudent 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 LessonsDemonstrate: Tell words and model with hard words (no guessing games) Sort & check: Dont 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 wordsAdd Oddball Sorts: include exceptions (sight words or just dont fit the rule) within the set of words to sort

Variations on Word SortsRefer to the list in your Reading GuideWhich 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 SortsDecide on developmentally appropriate features and common error patterns Contrast at least two groups later exceptions or even three groupsStart with easy contrasts > then harder onesCull words from multiple spelling lists to provide contrasts (rather than all same pattern)

Word Study In ActionLets see some examples.Noticing/Improving Word Study Teaching TechniquesWhat do you notice?What would you do to improve? How would you create a word sort around this principal thats differentiated by ability/grade level?

Word Study In ActionWork in groups of four to develop a grade-appropriate word study list and task that focuses on Adding Inflected endings edGrade 2: 2 categories (double/not)Grade 3A: 3 categories: VC/CVVC/VCC Grade 3B: 4 categories: VC/CVVC/VCC/edropGrade 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 partnerPocket Charts for peer interactive practiceHandouts / Worksheets for cutting, gluing, writingWhiteboards for independent practiceLaminated classification foldersLabeled envelopes or baggies for storage (can self check with answers on back if desired) Word study journals in box near word study centerGame boards and pieces to extend practiceStopwatch for speed sorts

Key resources can be found in the Appendix to Words Their WayAppendix B: Soundboards for sorting labelsAppendix 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 cant 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 cant hear to turn stem into steam. I have just one word left you can make with all your letters.

Homework and RemindersTompkins Chapter 2 (p. 38-52) Teaching Reading (to prepare for understanding the lesson plan assignment that well cover next class) Pre-Reading, Reading, Responding, Exploring, and ApplyingTompkins, Ch. 4 and assorted pages (Guided Reading Instruction) Work on Literacy Photo JournalI will post some examples and a template on the wiki to help you get started well do more next week

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 sortsReading fluency: repeated buddy sorts and speed sorts*