developing fluent readers and writers with word study instruction in phonics and fluency
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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) - PowerPoint PPT PresentationTRANSCRIPT
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Developing Fluent Readers and Writers with Word Study
Instruction in Phonics and Fluency
EDC 424
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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)
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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
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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)
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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
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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
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Developmental Reading Assessment (DRA)Benchmark Assessment Books
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Phonological Awareness Literacy Screening (PALS)
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Sight Word Walls (Grade K-1)
Make reachable and interactive
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Word Walls Grades 1-2
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Themed Word Walls Grades K-6
For reading, writing, and content-area
vocabulary
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Themed Word Walls Grades K-6
For reading, writing, and content-area
vocabulary
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Personal or Portable Word Walls (add to journals, send home) YouTube
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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)
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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
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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
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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
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Try it out: Word Sorts• Now, sort by [visual] pattern. Work with a partner to
discover the different patterns & reflect (compare & declare)
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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)
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Try it out: Word Sorts
edge
cagebag
twig
slug
drug
leg
lodgeflag 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)
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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
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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
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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?
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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)
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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
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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
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Setting Up Schedules for Word Sorts
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Two schedules for Students
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Offset Weekly Plan for Differentiating Word Sort Instruction
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Expectations for Word Study Notebooks
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Holistic Assessment for Spelling/Writing
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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.