expanding the literacy toolkit …...2013/04/17 · ough double final ible, ie, with a long vowel...
TRANSCRIPT
EXPANDING THE LITERACY TOOLKIT IINTERVENTIONS TO PROMOTE THE
LITERACY ACHIEVEMENT FOR
STUDENTS WHO ARE DEAF AND HARD
OF HEARING
WORD ANALYSIS TOOLKIT
Word Analysis Optimizing Word Reading Skills with
D di W d A l i dDecoding Word Analysis and Word Study Interventions
February 19 2013
1
CONTENTS
A t Assessment Miscue Analysis Worksheet (p 3)
Word Reading Error Analysis (p 4)
SpellingReading Scope and Sequence (p 5)
Regular Word Reading Assessment (pp 6-8)
Advanced Word Reading Assessment (pp9-13)
Instruction Word Sorting and Word Building (p 14)
Types of Word Sorts (pp 15-16)
Prompt Cards (pp 17-18)
Progress Monitoring Graphs (pp 19-20)
References (p 21)
2
-Miscue Analysis Worksheet
tlIfifUe Selections Tltamp Tvtrto tke- ZooSubject _ ___ _ _____ ___
1 Text Word
2 Miscue
Substitution Mispronunciation
cias
3 Is Similar
Beginning Letter
Patterns
x
4 Is Similar
Ending Letter
Patterns
5 Is Similar Vowel
Patterns
6 Retains Acceptable
Grammar
7 Retains
Meaning
8 Is Self-
Corrected
x x x
x x
x x x
Iv(vy x x x
tlu) )(
II )(
x
x
)(
x
x
Total Miscues
Mispronunciations 19 Substitutions
Analysis Columns Total
Columns TotalfTotal Miscues =
Similar Beginning
17
x
Similar Ending
32
Similar Vowel
74
Acceptable Grammar
8
12
Retains Meaning
8
42
SelfshyCorrected
4shy
bull
iloak )
3
Studentmiddot Word Reading Error Analysis Date Error Patterns
Text Words Beginning Ending Beginning Ending Diagraphs Silent Diphthongs Vowels r- Grammatical Prefixes Suffixes Syllables Consonants Consonants Blends Blends Letters control Endings
b c d f g b d g m bl d bl mp nd ch sh th cklk ou ow oi short a e i 0 u ar er ir No base un re pre Iy ful Closed syllable with a short hi k I m n P t I X gl pi 51 ft It nt wh ph wr kn oy or ur change 5 en dis mis ness vowel and ending in a n P r 5 t ck ng ff II br cr dr If st sw ch-tch gn Qng a-e e-e i-e ed ing ex in~ con less consonant rabbit dependent V W V Z ss ZZ ck-k fr gr pr ch ache o-e u-e per com a tion rejection qu c cent ge-dge tr sc sk chorus Double final bi mal sion Open syllable with a long ggent sl sm sn y as long i sky consonant circum teen vowel that is spelled with a
sp st sw Drop final e inter intra ment single-vowel letter table scr spr y as long e happy -ed -ing super trans en defame starvation spl str R-controlled syllable with a squ shr ie ei - schwa (e) Change yto Derivational Adj vowel combination such as ar thrseh j-ed -ing - doubling suffixes or er ir or IIr vaporize
y as short i er -est immature ous surrender perfection system eigh augh irregular able Vowel-Consonant-e syllable ough Double final ible ie with a long vowel sound with a
consonant al consonant and fine e escape of accented obsolete windowpane syllable Noun Consonant-Ie final syllable regretted suffixes containing a consonant before
tion Ie puddle rumble sion ai Vowel Combinations syllable ment with a vowel combination such ian as ai oa ea or oi canteen ance proclaim unspeakable
Word Miscues enee Substitutions tious Mispronunciations cial ture
l
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Total Number of I
I Specific Error Pattern Errors I
4
- ~ =- - ~
-- ~ - - -
SPELLING SCOPE AND SEQUENCE CHART
r~rade-L-ev~~- 2 I 3 --~ 5 _i 6 7 + 8 ] ----- shy
I ~~~nn-i-~-ts--j--~-J- kd-I-fm -- ---+I-q-U--I ~ ~~~~ --- -- - - ------- ----C - -g-l-I- - shyI ~ el~s I I I I II~~~~nognants I~ ~ ~ m ~i I~k ng 11 I~~~~ge -1 I I 1 s ~
Ii
7Z I
t B I Ib I 1 ~ i - -----Ijl-S-C-h--shy
lib Blends~I ~~ Jl ~~ r~ Isqu II -+1_I [I
sm sn sp 51 Il SW
Ending~ _jl ryf I i I - - - - -+------Blel1dS I
~ -----+------------+--------+------~------+--------I Digraphs ch sh th Wff Ipi] i ch -tch eh ache I I I chorus
IlgilentLetters j I ck k r kn gn 6---+----- -- -r----- shyr Vowels Ish ort It long y as long i i y as long e ie ei y as snort i
I Ia e I OU a-e e-e sAy I 7aooy schwa (8 ) system i-e o-e I eigh augh
1 e I I ollgh
I Vowel i ~i- ay Iau aw--l-00 iool =+=- I II
I Digraphs I IOJ ea I DO DOor III II ee -----leU 811 - I i Diphthongs I I) i I Ii ~~ Oy I I r I I ~+I----------~I--------~-----------~-------~ ~ r- control I I af er I I -k
i III i ___ _ __ or ur I l 1 1 Prefixes I un- re- ( p re~ en- diS- l c-o-n-- -p-er- - bi- 013------ +-O-e-rl-va-ti-o-na-I~
I I mls- ex- com- 1 circum- inter- doubling
I I I fl Ii Ia- I ~~~~_ super- ~~~~~~ein-
Grammatical - - -- - +--N-o-b-as-e---+I -O-Ol-lb-Ie- f-in-al Change y to i - - -+I- - --- +-I -o-o-U-b-e-fi-na- l---t--- - - --l
Endings~ change co nsonant -ed -Ing II ~o~cneSnCtneadnt oi lI I~ ~d Oon fio l A _ ~r -est I i ~ lIable Il-------L -ing II -~d I n g~ v i J j regrettedv
I Su ff ixes I l I -Iy -ful -ness 1 -~IOIl -s ian I -ment -en Adjective Noun suffixesI I I -less -teen suffixes -tion -sian -31 I I I -ous -able -men -ian
-aoce -ence -tious -cial
ilL shy I I I I I -tu re
SYI Conc~~t of I Oivide I Divide words Oivide ~~~words I- S -f- I-e--+ - I shyab~~l -U fix-- -Vo-w-e- di-graphs
I 0CIP08Snedan d II SYll ablC I GQr~c 0 nj li ti or xe s -- omc net II takes I and diphthongs j lo~ds and suiilxes I Divide CGV preceolng I re lnaln undivided
I
Isailboat retum IO consonant in sylla bles I~~rdS f------------j---- --- saGV _ trumpet I fable -l __Com__1_p_o_u_na__ _ +-_ _ __--i
cootracIiOIlS I I I 1 -11 r ed d we d I i he s snes I nt a-e-I II re YJeJ e ~t
i _ lits Ie theyve
ISample I-P----i--S fl if------jl-q u-t-ng rice Ig nat~c-hOO I ubmttIllQi J- -- f - t--~ Iaccord wordS rtlolpn sta m~ striding I shnlly I prediction receive humorous I funeral
chops I nv i UI1f]OCK kell Ilther dest ructll ~ ver Sioryet made II S1l0P i hUrri ed Inapkin I nobie homontal librarianL _ I big load smart phone judge compartm ent agreeable Ispatia l
Le Moats in collaboration with G Giveans and teachers from Dresden School District Hanover New Hampshire
5
Regular Word Reading This measure assesses childrens ability to apply letter-sound correspondence knowledge
to regular word reading
Materials
1 Student copy of word list 2 Examiner copy of word list (recording fonn) 3 Pencil
Directions for Administration
1 Place the student copy of the words in front of the student
2 Place the examiner record fonn in front of you but shielded so the student cannot see what you record
3 Say these specific directions to the student
I want you to begin here (point to the first word) go down the page (point top to bottom) and then go to the top of the next column (point to 2) Tell me each word Try to read each word If you come to a word you do not know I will tell it to you Do you have any questions
4 If the student fails to say the first word tell himlher the word and mark it as incorrect
5 Follow along on your copy If the child says the word incorrectly put a slash (I) through it
6 If a student stops or struggles with a word for 3 seconds tell the student the word and mark it as incorrect
7 If the child makes five consecutive errors discontinue this measure
Scoring Count the number of correctly identified words Record the number on the total Examine the types of errors and word types for which children are experiencing difficulty
For instructional purposes transfer the infonnation from the scoring sheet to the summary record form that has a row for each student
6
1 it
am if
sam mad
2 cat him hot tag
3 must hats hand last
4 flag step drop skin
5 stampstrap split
skunk
7
dellS I I I 1
upfS I dOJP I I ii
~eIJ I i ( r-----~--~--+__+--~--~_+--4_--~_+--41--~--+-~--~--~------~-4-----~--
lseI I i Puell i i i i I Slell I I I I i I
lsnw i i i 1 i I I ~El i I I i lOll I I I
I
pew I wes
J j I i I we I I ii
I I i I
I i x I
~
~ i J
gt I I L ~----~~~--+-~~--+-~~--+-- ~-4--4--+--~~-+--+-~-4~
I i I I I
i I i
~ ~ i~======~==~=======i=================~== ==~===I====~===I==~ ===~==I=~I 1 I Gi~G I I I ~~ I~-------+--~I---+--+-~I--~--+-~--~i --+--4i--~1 --+--~i---+I--+i--~~-+--+---r--+-~ i 1
I ii o i i
I
I I I I I i
I i I i I
I i i i i ---------------------~-------- - -_--- - ---__----- ___ ----- - --~- ------- ~-- -
8
I
hmiddot h Lmiddot middot J 1 t J1 IS measure assesses Cr Haren s aumty to appry aavancell plOmcs KHowleuge to word reading
1 Student copy of word list 2 Examiner copy of word list (recording form) 3 Pencil
Directions for Administration
lt1 Place the student copy of the words in front of the student
2 Place the exarniner record fom in front of you but shielded so the student cannot see what you record
3 Say these specific directions to the student
I want you to begin here (point to the first Nord) go dYNn the page (point top to bottom) and then go to the top of the next column (point to i f2) TeE DJe each viord Try to read each word If
to 1middot bull you come to a war d~ you do not ~]ov thats OKay u O you haVe any questIOns
4 If the student faits to say first vvord tell himher the word and mark it as incorrect
5 FoHml along 1)11 your CODY If the child says th_c word incOlTectiv nut a slash (l) through it + Y -+E- ---tmiddotmiddot S~~lLimiddot t r1 + y- ( gt(1 0 e _ r i Sf~a -c c ~ J ~ -
6 If a student stops or stru ggles with a word for 5 seconds teli the student the word and mark it as incorrect
7 If the child makes five consecutive enDfS discontinue this measure
Scoring Count the number of correctly Identifid words Record the number on the total K-ITune the hpc tJ d~f error_igt nnriwoJ rd i~y~ ~Clt tf1i ___ iI 1~ t-d~b (- ilIck~l~ ~ lTe- Ayna1en6ng- _1 W
- 1 1_-Jh~ v Ul - _ yy L vi u_ ~ - a-lJrJ Vfflcuh
r gt ~ h E bull I - tcr mstrllctwnal purpoges transrer the mmnn8Hon ifyDl tle sconng sheet m the summary record form that h83 a row for each student
9
Advanced Vord Reading Student Copy
B1atter 16~ 110ne gt
~ lU nano ng
1
IJCKeCJ 20c candle
8 vv-heD
9 111 ~1 rf ~ ~ i J
10 fold
10
46
~f~) - i- tclDEci
l 4
33 hoping
34
51 q ~~-ftist
sensHJle
ltr _~ ij package
40 55 sentence
middotc 7 =)shy t c
DI~t~~middot s(~ ~hmiddot()ol 1
11
59 expect
60 overtilue
61 minion
62 friendship
63 COIDDare -shy
6t1bullbull ariventnre ~d ~~t- U ~
r - bull10) 0 aetectIve
6 a-CUmiddotmiddot0 Dou v ~L-
67 joyous
68 interfere
69 fonvard
70 realize
12
Instructional Prog
2
5a
5 b
5c
7
c
__10
__i3a
___13c
Seclon iI
__i4
__15
__HL
__19~
__20lt
Attack Skins
For Intermediate Beading level
happle
__26b
1108
(iess
46
__47
__4ft
5L
__58~
59
(tlon)
Qst
(ible)
(over)
(sh1p)
(1ze
p246
(ttl)
(sh)
(c-d)
(est)
(ar)
darKness
Invention
Brust
sensible
packbge
misson
sentence
selfish
vacltltlon
preschool
expect
overtime
friendship
compare
adventure
deurotectiv~3
aOtlse
joyOUS
interfere
forvvard
bath
Blatter
shop
handed
licked
hopped
ioan
toot
candie
meet
pain
(oc)
(Ie)
(ai
13
WORD SORTING AND WORD BUILDING
1 Demonstrate
Demonstrate the sorting process by saying each word and comparing it to each key word picture or symbol
Have students join in as you continue to model the isolation identification and categorization
When you are finished sorting ask students how the words in When you are finished sorting ask students how the words in each column are alike and how they are different from the other words
2 Sort Have students shuffle their cards and sort them into groups Remember to have them head their categories with the key Remember to have them head their categories with the key
words that you used including any oddball headers Tell your students to read and say each word as they sort
3 Check Have students check their own sorts by reading each word in a
column to make sure they sound the same andor have the sameyspelling patterns
If a student does not notice a mistake guide him or her to the error by saying One of these doesnrsquot fit See if you can figure out which one as I read them all
Ask students to tell WHY words are sorted in particular columns
4 Reflect Declare and Compare 4 Reflect Declare and Compare
Ask your students to reflect on their sort and declare their categories by sound and by pattern
You also can have students write how the words in one column are alike and how they are different from the words in the other
5 Extend
Have students store their words in an envelope or plastic bag so they can reuse them throughout the week in individual and buddy sorts
Students should repeat a sort several times
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
14
TYPES OF WORD SORTS 1 Sound Sorts
Require students to compare commonalities and differences in a wordrsquos sounds
At a more advanced level they can focus on the number and stress of syllables (eg the reduced vowel sound in the middle of composition when a suffix is added to compose)
2 Pattern Sorts
Examine visual patterns of letter groups to understand patterns in the English writing system
Initially introduced with short and long vowels and later include the ways syllables combine to form closed and open syllables (hophopping hopehoping)( p pp g p p g)
In the sort begin with the sound and then explore the visual pattern
ELLs may find the visual sorting of words easier than hearing andor identifying differences in speech sounds
3 Concept or Meaning Sorts
Involve clustering words or pictures based on concepts or sorting Involve clustering words or pictures based on concepts or sorting words that have a meaning-spelling relationship
For example pictures can be sorted into mammals birds reptiles
Emphasize vocabulary and meaning building
Spelling-meaning sorts also allow students to examine word i il iti d diff ( t d ffi )similarities and differences (eg root word affixes)
4 Teacher-directed Sorts
Used in introductory word study lessons
Teachers setup categories with key words explicitly stating why each picture or word belongs in each categoryp g g y
5 Student-centered Sorts
Students are given pictures or words and asked to create their own categories
A student-centered or open sort can be used to assess what students are learning about how words workstudents are learning about how words work
Remember always have students explain how they did their sort
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
15
TYPES OF WORD SORTS 6 Partner Sorts
Student are paired with a partner who can provide the English label or who can explain the meaning of words
Partners work together to sort pictures for additional practice
2 Writing Sorts
Students write focus words in columns
One partner calls out a word sort word and the other writes the word One partner calls out a word sort word and the other writes the word in the appropriate column
Use a ldquono-peekingrdquo approach when students are ready to write the correct spellings without looking at the word cards
3 Word Hunts and Picture Hunts
Students look through books magazines and environmental print for Students look through books magazines and environmental print for the features they are studying
4 Brainstorming
Students think up as many examples as possible
5 Repeated Individual Sorts and Speed Sortsp p
Provide opportunities for speed sorts until students can do sorts fluently
6 Draw and LabelCut and Paste Sorts
Students draw and label pictures or cut and past pi
7 Repeated Individual Sorts and Speed Sorts
Provide opportunities for speed sorts until students can do sorts fluently
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
16
PROMPT CARDS
17
PROMPT CARDS
18
15 15 15 15 h 12
13
14
12
13
14
12
13
14
12
13
14
n th
e gr
aph
10
11
12
10
11
12
10
11
12
10
11
12
d co
rrec
tly o
8
9
RO
CK
ET
S
8
9
8
9
8
9
wor
ds r
ead
6
7
WO
RD
R
6
7
6
7
6
7
l num
ber
of
3
4
5
3
4
5
3
4
5
3
4
5
l in
the
tota
l
1
2
3
1
2
3
1
2
3
1
2
3
Fil
Date
19
15
1414
13
12
11
10
9
8
77
6
5
4
3
2
1
Date
20
REFERENCES
Teacher Study Group Learning Community Resources Beck I L (2006) Making sense of phonics The Hows and Whys New York
Guilford
Carnine W C Silbert J Kamersquoenui E J amp Tarver S G (2004) Direct Instruction Reading Upper Saddle River NJ Pearson
Dixon R C (1993) The surefire way to better spelling A revolutionary new approach to turn poor spellers into pros New York St Martinrsquos Press
Fatsis S (2001) Word freak Heartbreak triumph genius and obsession in the world of competitive Scrabble players New York Penguin
Anything Louisa Moats
Moats L C (2000) Speech to print Language essentials for teachers Moats L C (2000) Speech to print Language essentials for teachers Baltimore Brookes
Instructional Interventions Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007)
Words their way with English Learners Word study for phonics vocabularyWords their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
Blevins W (1998) Phonics from A to Z A practice guide New York Scholastic Professional Books
Blevins W (2001) Teaching phonics and word study in the intermediate grades A complete sourcebook New York Scholastic Professional grades A complete sourcebook New York Scholastic Professional
Haager D Dimino J A Windmueller M P (2007) Interventions for reading success Baltimore MD Brookes
Lewis S (2004) Word Sorting Creative Teaching Press
Linan-Thompson S amp Vaughn S (2007) Research-based methods of reading instruction for English language learners Alexandria VA ASCD
21
CONTENTS
A t Assessment Miscue Analysis Worksheet (p 3)
Word Reading Error Analysis (p 4)
SpellingReading Scope and Sequence (p 5)
Regular Word Reading Assessment (pp 6-8)
Advanced Word Reading Assessment (pp9-13)
Instruction Word Sorting and Word Building (p 14)
Types of Word Sorts (pp 15-16)
Prompt Cards (pp 17-18)
Progress Monitoring Graphs (pp 19-20)
References (p 21)
2
-Miscue Analysis Worksheet
tlIfifUe Selections Tltamp Tvtrto tke- ZooSubject _ ___ _ _____ ___
1 Text Word
2 Miscue
Substitution Mispronunciation
cias
3 Is Similar
Beginning Letter
Patterns
x
4 Is Similar
Ending Letter
Patterns
5 Is Similar Vowel
Patterns
6 Retains Acceptable
Grammar
7 Retains
Meaning
8 Is Self-
Corrected
x x x
x x
x x x
Iv(vy x x x
tlu) )(
II )(
x
x
)(
x
x
Total Miscues
Mispronunciations 19 Substitutions
Analysis Columns Total
Columns TotalfTotal Miscues =
Similar Beginning
17
x
Similar Ending
32
Similar Vowel
74
Acceptable Grammar
8
12
Retains Meaning
8
42
SelfshyCorrected
4shy
bull
iloak )
3
Studentmiddot Word Reading Error Analysis Date Error Patterns
Text Words Beginning Ending Beginning Ending Diagraphs Silent Diphthongs Vowels r- Grammatical Prefixes Suffixes Syllables Consonants Consonants Blends Blends Letters control Endings
b c d f g b d g m bl d bl mp nd ch sh th cklk ou ow oi short a e i 0 u ar er ir No base un re pre Iy ful Closed syllable with a short hi k I m n P t I X gl pi 51 ft It nt wh ph wr kn oy or ur change 5 en dis mis ness vowel and ending in a n P r 5 t ck ng ff II br cr dr If st sw ch-tch gn Qng a-e e-e i-e ed ing ex in~ con less consonant rabbit dependent V W V Z ss ZZ ck-k fr gr pr ch ache o-e u-e per com a tion rejection qu c cent ge-dge tr sc sk chorus Double final bi mal sion Open syllable with a long ggent sl sm sn y as long i sky consonant circum teen vowel that is spelled with a
sp st sw Drop final e inter intra ment single-vowel letter table scr spr y as long e happy -ed -ing super trans en defame starvation spl str R-controlled syllable with a squ shr ie ei - schwa (e) Change yto Derivational Adj vowel combination such as ar thrseh j-ed -ing - doubling suffixes or er ir or IIr vaporize
y as short i er -est immature ous surrender perfection system eigh augh irregular able Vowel-Consonant-e syllable ough Double final ible ie with a long vowel sound with a
consonant al consonant and fine e escape of accented obsolete windowpane syllable Noun Consonant-Ie final syllable regretted suffixes containing a consonant before
tion Ie puddle rumble sion ai Vowel Combinations syllable ment with a vowel combination such ian as ai oa ea or oi canteen ance proclaim unspeakable
Word Miscues enee Substitutions tious Mispronunciations cial ture
l
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Total Number of I
I Specific Error Pattern Errors I
4
- ~ =- - ~
-- ~ - - -
SPELLING SCOPE AND SEQUENCE CHART
r~rade-L-ev~~- 2 I 3 --~ 5 _i 6 7 + 8 ] ----- shy
I ~~~nn-i-~-ts--j--~-J- kd-I-fm -- ---+I-q-U--I ~ ~~~~ --- -- - - ------- ----C - -g-l-I- - shyI ~ el~s I I I I II~~~~nognants I~ ~ ~ m ~i I~k ng 11 I~~~~ge -1 I I 1 s ~
Ii
7Z I
t B I Ib I 1 ~ i - -----Ijl-S-C-h--shy
lib Blends~I ~~ Jl ~~ r~ Isqu II -+1_I [I
sm sn sp 51 Il SW
Ending~ _jl ryf I i I - - - - -+------Blel1dS I
~ -----+------------+--------+------~------+--------I Digraphs ch sh th Wff Ipi] i ch -tch eh ache I I I chorus
IlgilentLetters j I ck k r kn gn 6---+----- -- -r----- shyr Vowels Ish ort It long y as long i i y as long e ie ei y as snort i
I Ia e I OU a-e e-e sAy I 7aooy schwa (8 ) system i-e o-e I eigh augh
1 e I I ollgh
I Vowel i ~i- ay Iau aw--l-00 iool =+=- I II
I Digraphs I IOJ ea I DO DOor III II ee -----leU 811 - I i Diphthongs I I) i I Ii ~~ Oy I I r I I ~+I----------~I--------~-----------~-------~ ~ r- control I I af er I I -k
i III i ___ _ __ or ur I l 1 1 Prefixes I un- re- ( p re~ en- diS- l c-o-n-- -p-er- - bi- 013------ +-O-e-rl-va-ti-o-na-I~
I I mls- ex- com- 1 circum- inter- doubling
I I I fl Ii Ia- I ~~~~_ super- ~~~~~~ein-
Grammatical - - -- - +--N-o-b-as-e---+I -O-Ol-lb-Ie- f-in-al Change y to i - - -+I- - --- +-I -o-o-U-b-e-fi-na- l---t--- - - --l
Endings~ change co nsonant -ed -Ing II ~o~cneSnCtneadnt oi lI I~ ~d Oon fio l A _ ~r -est I i ~ lIable Il-------L -ing II -~d I n g~ v i J j regrettedv
I Su ff ixes I l I -Iy -ful -ness 1 -~IOIl -s ian I -ment -en Adjective Noun suffixesI I I -less -teen suffixes -tion -sian -31 I I I -ous -able -men -ian
-aoce -ence -tious -cial
ilL shy I I I I I -tu re
SYI Conc~~t of I Oivide I Divide words Oivide ~~~words I- S -f- I-e--+ - I shyab~~l -U fix-- -Vo-w-e- di-graphs
I 0CIP08Snedan d II SYll ablC I GQr~c 0 nj li ti or xe s -- omc net II takes I and diphthongs j lo~ds and suiilxes I Divide CGV preceolng I re lnaln undivided
I
Isailboat retum IO consonant in sylla bles I~~rdS f------------j---- --- saGV _ trumpet I fable -l __Com__1_p_o_u_na__ _ +-_ _ __--i
cootracIiOIlS I I I 1 -11 r ed d we d I i he s snes I nt a-e-I II re YJeJ e ~t
i _ lits Ie theyve
ISample I-P----i--S fl if------jl-q u-t-ng rice Ig nat~c-hOO I ubmttIllQi J- -- f - t--~ Iaccord wordS rtlolpn sta m~ striding I shnlly I prediction receive humorous I funeral
chops I nv i UI1f]OCK kell Ilther dest ructll ~ ver Sioryet made II S1l0P i hUrri ed Inapkin I nobie homontal librarianL _ I big load smart phone judge compartm ent agreeable Ispatia l
Le Moats in collaboration with G Giveans and teachers from Dresden School District Hanover New Hampshire
5
Regular Word Reading This measure assesses childrens ability to apply letter-sound correspondence knowledge
to regular word reading
Materials
1 Student copy of word list 2 Examiner copy of word list (recording fonn) 3 Pencil
Directions for Administration
1 Place the student copy of the words in front of the student
2 Place the examiner record fonn in front of you but shielded so the student cannot see what you record
3 Say these specific directions to the student
I want you to begin here (point to the first word) go down the page (point top to bottom) and then go to the top of the next column (point to 2) Tell me each word Try to read each word If you come to a word you do not know I will tell it to you Do you have any questions
4 If the student fails to say the first word tell himlher the word and mark it as incorrect
5 Follow along on your copy If the child says the word incorrectly put a slash (I) through it
6 If a student stops or struggles with a word for 3 seconds tell the student the word and mark it as incorrect
7 If the child makes five consecutive errors discontinue this measure
Scoring Count the number of correctly identified words Record the number on the total Examine the types of errors and word types for which children are experiencing difficulty
For instructional purposes transfer the infonnation from the scoring sheet to the summary record form that has a row for each student
6
1 it
am if
sam mad
2 cat him hot tag
3 must hats hand last
4 flag step drop skin
5 stampstrap split
skunk
7
dellS I I I 1
upfS I dOJP I I ii
~eIJ I i ( r-----~--~--+__+--~--~_+--4_--~_+--41--~--+-~--~--~------~-4-----~--
lseI I i Puell i i i i I Slell I I I I i I
lsnw i i i 1 i I I ~El i I I i lOll I I I
I
pew I wes
J j I i I we I I ii
I I i I
I i x I
~
~ i J
gt I I L ~----~~~--+-~~--+-~~--+-- ~-4--4--+--~~-+--+-~-4~
I i I I I
i I i
~ ~ i~======~==~=======i=================~== ==~===I====~===I==~ ===~==I=~I 1 I Gi~G I I I ~~ I~-------+--~I---+--+-~I--~--+-~--~i --+--4i--~1 --+--~i---+I--+i--~~-+--+---r--+-~ i 1
I ii o i i
I
I I I I I i
I i I i I
I i i i i ---------------------~-------- - -_--- - ---__----- ___ ----- - --~- ------- ~-- -
8
I
hmiddot h Lmiddot middot J 1 t J1 IS measure assesses Cr Haren s aumty to appry aavancell plOmcs KHowleuge to word reading
1 Student copy of word list 2 Examiner copy of word list (recording form) 3 Pencil
Directions for Administration
lt1 Place the student copy of the words in front of the student
2 Place the exarniner record fom in front of you but shielded so the student cannot see what you record
3 Say these specific directions to the student
I want you to begin here (point to the first Nord) go dYNn the page (point top to bottom) and then go to the top of the next column (point to i f2) TeE DJe each viord Try to read each word If
to 1middot bull you come to a war d~ you do not ~]ov thats OKay u O you haVe any questIOns
4 If the student faits to say first vvord tell himher the word and mark it as incorrect
5 FoHml along 1)11 your CODY If the child says th_c word incOlTectiv nut a slash (l) through it + Y -+E- ---tmiddotmiddot S~~lLimiddot t r1 + y- ( gt(1 0 e _ r i Sf~a -c c ~ J ~ -
6 If a student stops or stru ggles with a word for 5 seconds teli the student the word and mark it as incorrect
7 If the child makes five consecutive enDfS discontinue this measure
Scoring Count the number of correctly Identifid words Record the number on the total K-ITune the hpc tJ d~f error_igt nnriwoJ rd i~y~ ~Clt tf1i ___ iI 1~ t-d~b (- ilIck~l~ ~ lTe- Ayna1en6ng- _1 W
- 1 1_-Jh~ v Ul - _ yy L vi u_ ~ - a-lJrJ Vfflcuh
r gt ~ h E bull I - tcr mstrllctwnal purpoges transrer the mmnn8Hon ifyDl tle sconng sheet m the summary record form that h83 a row for each student
9
Advanced Vord Reading Student Copy
B1atter 16~ 110ne gt
~ lU nano ng
1
IJCKeCJ 20c candle
8 vv-heD
9 111 ~1 rf ~ ~ i J
10 fold
10
46
~f~) - i- tclDEci
l 4
33 hoping
34
51 q ~~-ftist
sensHJle
ltr _~ ij package
40 55 sentence
middotc 7 =)shy t c
DI~t~~middot s(~ ~hmiddot()ol 1
11
59 expect
60 overtilue
61 minion
62 friendship
63 COIDDare -shy
6t1bullbull ariventnre ~d ~~t- U ~
r - bull10) 0 aetectIve
6 a-CUmiddotmiddot0 Dou v ~L-
67 joyous
68 interfere
69 fonvard
70 realize
12
Instructional Prog
2
5a
5 b
5c
7
c
__10
__i3a
___13c
Seclon iI
__i4
__15
__HL
__19~
__20lt
Attack Skins
For Intermediate Beading level
happle
__26b
1108
(iess
46
__47
__4ft
5L
__58~
59
(tlon)
Qst
(ible)
(over)
(sh1p)
(1ze
p246
(ttl)
(sh)
(c-d)
(est)
(ar)
darKness
Invention
Brust
sensible
packbge
misson
sentence
selfish
vacltltlon
preschool
expect
overtime
friendship
compare
adventure
deurotectiv~3
aOtlse
joyOUS
interfere
forvvard
bath
Blatter
shop
handed
licked
hopped
ioan
toot
candie
meet
pain
(oc)
(Ie)
(ai
13
WORD SORTING AND WORD BUILDING
1 Demonstrate
Demonstrate the sorting process by saying each word and comparing it to each key word picture or symbol
Have students join in as you continue to model the isolation identification and categorization
When you are finished sorting ask students how the words in When you are finished sorting ask students how the words in each column are alike and how they are different from the other words
2 Sort Have students shuffle their cards and sort them into groups Remember to have them head their categories with the key Remember to have them head their categories with the key
words that you used including any oddball headers Tell your students to read and say each word as they sort
3 Check Have students check their own sorts by reading each word in a
column to make sure they sound the same andor have the sameyspelling patterns
If a student does not notice a mistake guide him or her to the error by saying One of these doesnrsquot fit See if you can figure out which one as I read them all
Ask students to tell WHY words are sorted in particular columns
4 Reflect Declare and Compare 4 Reflect Declare and Compare
Ask your students to reflect on their sort and declare their categories by sound and by pattern
You also can have students write how the words in one column are alike and how they are different from the words in the other
5 Extend
Have students store their words in an envelope or plastic bag so they can reuse them throughout the week in individual and buddy sorts
Students should repeat a sort several times
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
14
TYPES OF WORD SORTS 1 Sound Sorts
Require students to compare commonalities and differences in a wordrsquos sounds
At a more advanced level they can focus on the number and stress of syllables (eg the reduced vowel sound in the middle of composition when a suffix is added to compose)
2 Pattern Sorts
Examine visual patterns of letter groups to understand patterns in the English writing system
Initially introduced with short and long vowels and later include the ways syllables combine to form closed and open syllables (hophopping hopehoping)( p pp g p p g)
In the sort begin with the sound and then explore the visual pattern
ELLs may find the visual sorting of words easier than hearing andor identifying differences in speech sounds
3 Concept or Meaning Sorts
Involve clustering words or pictures based on concepts or sorting Involve clustering words or pictures based on concepts or sorting words that have a meaning-spelling relationship
For example pictures can be sorted into mammals birds reptiles
Emphasize vocabulary and meaning building
Spelling-meaning sorts also allow students to examine word i il iti d diff ( t d ffi )similarities and differences (eg root word affixes)
4 Teacher-directed Sorts
Used in introductory word study lessons
Teachers setup categories with key words explicitly stating why each picture or word belongs in each categoryp g g y
5 Student-centered Sorts
Students are given pictures or words and asked to create their own categories
A student-centered or open sort can be used to assess what students are learning about how words workstudents are learning about how words work
Remember always have students explain how they did their sort
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
15
TYPES OF WORD SORTS 6 Partner Sorts
Student are paired with a partner who can provide the English label or who can explain the meaning of words
Partners work together to sort pictures for additional practice
2 Writing Sorts
Students write focus words in columns
One partner calls out a word sort word and the other writes the word One partner calls out a word sort word and the other writes the word in the appropriate column
Use a ldquono-peekingrdquo approach when students are ready to write the correct spellings without looking at the word cards
3 Word Hunts and Picture Hunts
Students look through books magazines and environmental print for Students look through books magazines and environmental print for the features they are studying
4 Brainstorming
Students think up as many examples as possible
5 Repeated Individual Sorts and Speed Sortsp p
Provide opportunities for speed sorts until students can do sorts fluently
6 Draw and LabelCut and Paste Sorts
Students draw and label pictures or cut and past pi
7 Repeated Individual Sorts and Speed Sorts
Provide opportunities for speed sorts until students can do sorts fluently
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
16
PROMPT CARDS
17
PROMPT CARDS
18
15 15 15 15 h 12
13
14
12
13
14
12
13
14
12
13
14
n th
e gr
aph
10
11
12
10
11
12
10
11
12
10
11
12
d co
rrec
tly o
8
9
RO
CK
ET
S
8
9
8
9
8
9
wor
ds r
ead
6
7
WO
RD
R
6
7
6
7
6
7
l num
ber
of
3
4
5
3
4
5
3
4
5
3
4
5
l in
the
tota
l
1
2
3
1
2
3
1
2
3
1
2
3
Fil
Date
19
15
1414
13
12
11
10
9
8
77
6
5
4
3
2
1
Date
20
REFERENCES
Teacher Study Group Learning Community Resources Beck I L (2006) Making sense of phonics The Hows and Whys New York
Guilford
Carnine W C Silbert J Kamersquoenui E J amp Tarver S G (2004) Direct Instruction Reading Upper Saddle River NJ Pearson
Dixon R C (1993) The surefire way to better spelling A revolutionary new approach to turn poor spellers into pros New York St Martinrsquos Press
Fatsis S (2001) Word freak Heartbreak triumph genius and obsession in the world of competitive Scrabble players New York Penguin
Anything Louisa Moats
Moats L C (2000) Speech to print Language essentials for teachers Moats L C (2000) Speech to print Language essentials for teachers Baltimore Brookes
Instructional Interventions Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007)
Words their way with English Learners Word study for phonics vocabularyWords their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
Blevins W (1998) Phonics from A to Z A practice guide New York Scholastic Professional Books
Blevins W (2001) Teaching phonics and word study in the intermediate grades A complete sourcebook New York Scholastic Professional grades A complete sourcebook New York Scholastic Professional
Haager D Dimino J A Windmueller M P (2007) Interventions for reading success Baltimore MD Brookes
Lewis S (2004) Word Sorting Creative Teaching Press
Linan-Thompson S amp Vaughn S (2007) Research-based methods of reading instruction for English language learners Alexandria VA ASCD
21
-Miscue Analysis Worksheet
tlIfifUe Selections Tltamp Tvtrto tke- ZooSubject _ ___ _ _____ ___
1 Text Word
2 Miscue
Substitution Mispronunciation
cias
3 Is Similar
Beginning Letter
Patterns
x
4 Is Similar
Ending Letter
Patterns
5 Is Similar Vowel
Patterns
6 Retains Acceptable
Grammar
7 Retains
Meaning
8 Is Self-
Corrected
x x x
x x
x x x
Iv(vy x x x
tlu) )(
II )(
x
x
)(
x
x
Total Miscues
Mispronunciations 19 Substitutions
Analysis Columns Total
Columns TotalfTotal Miscues =
Similar Beginning
17
x
Similar Ending
32
Similar Vowel
74
Acceptable Grammar
8
12
Retains Meaning
8
42
SelfshyCorrected
4shy
bull
iloak )
3
Studentmiddot Word Reading Error Analysis Date Error Patterns
Text Words Beginning Ending Beginning Ending Diagraphs Silent Diphthongs Vowels r- Grammatical Prefixes Suffixes Syllables Consonants Consonants Blends Blends Letters control Endings
b c d f g b d g m bl d bl mp nd ch sh th cklk ou ow oi short a e i 0 u ar er ir No base un re pre Iy ful Closed syllable with a short hi k I m n P t I X gl pi 51 ft It nt wh ph wr kn oy or ur change 5 en dis mis ness vowel and ending in a n P r 5 t ck ng ff II br cr dr If st sw ch-tch gn Qng a-e e-e i-e ed ing ex in~ con less consonant rabbit dependent V W V Z ss ZZ ck-k fr gr pr ch ache o-e u-e per com a tion rejection qu c cent ge-dge tr sc sk chorus Double final bi mal sion Open syllable with a long ggent sl sm sn y as long i sky consonant circum teen vowel that is spelled with a
sp st sw Drop final e inter intra ment single-vowel letter table scr spr y as long e happy -ed -ing super trans en defame starvation spl str R-controlled syllable with a squ shr ie ei - schwa (e) Change yto Derivational Adj vowel combination such as ar thrseh j-ed -ing - doubling suffixes or er ir or IIr vaporize
y as short i er -est immature ous surrender perfection system eigh augh irregular able Vowel-Consonant-e syllable ough Double final ible ie with a long vowel sound with a
consonant al consonant and fine e escape of accented obsolete windowpane syllable Noun Consonant-Ie final syllable regretted suffixes containing a consonant before
tion Ie puddle rumble sion ai Vowel Combinations syllable ment with a vowel combination such ian as ai oa ea or oi canteen ance proclaim unspeakable
Word Miscues enee Substitutions tious Mispronunciations cial ture
l
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Total Number of I
I Specific Error Pattern Errors I
4
- ~ =- - ~
-- ~ - - -
SPELLING SCOPE AND SEQUENCE CHART
r~rade-L-ev~~- 2 I 3 --~ 5 _i 6 7 + 8 ] ----- shy
I ~~~nn-i-~-ts--j--~-J- kd-I-fm -- ---+I-q-U--I ~ ~~~~ --- -- - - ------- ----C - -g-l-I- - shyI ~ el~s I I I I II~~~~nognants I~ ~ ~ m ~i I~k ng 11 I~~~~ge -1 I I 1 s ~
Ii
7Z I
t B I Ib I 1 ~ i - -----Ijl-S-C-h--shy
lib Blends~I ~~ Jl ~~ r~ Isqu II -+1_I [I
sm sn sp 51 Il SW
Ending~ _jl ryf I i I - - - - -+------Blel1dS I
~ -----+------------+--------+------~------+--------I Digraphs ch sh th Wff Ipi] i ch -tch eh ache I I I chorus
IlgilentLetters j I ck k r kn gn 6---+----- -- -r----- shyr Vowels Ish ort It long y as long i i y as long e ie ei y as snort i
I Ia e I OU a-e e-e sAy I 7aooy schwa (8 ) system i-e o-e I eigh augh
1 e I I ollgh
I Vowel i ~i- ay Iau aw--l-00 iool =+=- I II
I Digraphs I IOJ ea I DO DOor III II ee -----leU 811 - I i Diphthongs I I) i I Ii ~~ Oy I I r I I ~+I----------~I--------~-----------~-------~ ~ r- control I I af er I I -k
i III i ___ _ __ or ur I l 1 1 Prefixes I un- re- ( p re~ en- diS- l c-o-n-- -p-er- - bi- 013------ +-O-e-rl-va-ti-o-na-I~
I I mls- ex- com- 1 circum- inter- doubling
I I I fl Ii Ia- I ~~~~_ super- ~~~~~~ein-
Grammatical - - -- - +--N-o-b-as-e---+I -O-Ol-lb-Ie- f-in-al Change y to i - - -+I- - --- +-I -o-o-U-b-e-fi-na- l---t--- - - --l
Endings~ change co nsonant -ed -Ing II ~o~cneSnCtneadnt oi lI I~ ~d Oon fio l A _ ~r -est I i ~ lIable Il-------L -ing II -~d I n g~ v i J j regrettedv
I Su ff ixes I l I -Iy -ful -ness 1 -~IOIl -s ian I -ment -en Adjective Noun suffixesI I I -less -teen suffixes -tion -sian -31 I I I -ous -able -men -ian
-aoce -ence -tious -cial
ilL shy I I I I I -tu re
SYI Conc~~t of I Oivide I Divide words Oivide ~~~words I- S -f- I-e--+ - I shyab~~l -U fix-- -Vo-w-e- di-graphs
I 0CIP08Snedan d II SYll ablC I GQr~c 0 nj li ti or xe s -- omc net II takes I and diphthongs j lo~ds and suiilxes I Divide CGV preceolng I re lnaln undivided
I
Isailboat retum IO consonant in sylla bles I~~rdS f------------j---- --- saGV _ trumpet I fable -l __Com__1_p_o_u_na__ _ +-_ _ __--i
cootracIiOIlS I I I 1 -11 r ed d we d I i he s snes I nt a-e-I II re YJeJ e ~t
i _ lits Ie theyve
ISample I-P----i--S fl if------jl-q u-t-ng rice Ig nat~c-hOO I ubmttIllQi J- -- f - t--~ Iaccord wordS rtlolpn sta m~ striding I shnlly I prediction receive humorous I funeral
chops I nv i UI1f]OCK kell Ilther dest ructll ~ ver Sioryet made II S1l0P i hUrri ed Inapkin I nobie homontal librarianL _ I big load smart phone judge compartm ent agreeable Ispatia l
Le Moats in collaboration with G Giveans and teachers from Dresden School District Hanover New Hampshire
5
Regular Word Reading This measure assesses childrens ability to apply letter-sound correspondence knowledge
to regular word reading
Materials
1 Student copy of word list 2 Examiner copy of word list (recording fonn) 3 Pencil
Directions for Administration
1 Place the student copy of the words in front of the student
2 Place the examiner record fonn in front of you but shielded so the student cannot see what you record
3 Say these specific directions to the student
I want you to begin here (point to the first word) go down the page (point top to bottom) and then go to the top of the next column (point to 2) Tell me each word Try to read each word If you come to a word you do not know I will tell it to you Do you have any questions
4 If the student fails to say the first word tell himlher the word and mark it as incorrect
5 Follow along on your copy If the child says the word incorrectly put a slash (I) through it
6 If a student stops or struggles with a word for 3 seconds tell the student the word and mark it as incorrect
7 If the child makes five consecutive errors discontinue this measure
Scoring Count the number of correctly identified words Record the number on the total Examine the types of errors and word types for which children are experiencing difficulty
For instructional purposes transfer the infonnation from the scoring sheet to the summary record form that has a row for each student
6
1 it
am if
sam mad
2 cat him hot tag
3 must hats hand last
4 flag step drop skin
5 stampstrap split
skunk
7
dellS I I I 1
upfS I dOJP I I ii
~eIJ I i ( r-----~--~--+__+--~--~_+--4_--~_+--41--~--+-~--~--~------~-4-----~--
lseI I i Puell i i i i I Slell I I I I i I
lsnw i i i 1 i I I ~El i I I i lOll I I I
I
pew I wes
J j I i I we I I ii
I I i I
I i x I
~
~ i J
gt I I L ~----~~~--+-~~--+-~~--+-- ~-4--4--+--~~-+--+-~-4~
I i I I I
i I i
~ ~ i~======~==~=======i=================~== ==~===I====~===I==~ ===~==I=~I 1 I Gi~G I I I ~~ I~-------+--~I---+--+-~I--~--+-~--~i --+--4i--~1 --+--~i---+I--+i--~~-+--+---r--+-~ i 1
I ii o i i
I
I I I I I i
I i I i I
I i i i i ---------------------~-------- - -_--- - ---__----- ___ ----- - --~- ------- ~-- -
8
I
hmiddot h Lmiddot middot J 1 t J1 IS measure assesses Cr Haren s aumty to appry aavancell plOmcs KHowleuge to word reading
1 Student copy of word list 2 Examiner copy of word list (recording form) 3 Pencil
Directions for Administration
lt1 Place the student copy of the words in front of the student
2 Place the exarniner record fom in front of you but shielded so the student cannot see what you record
3 Say these specific directions to the student
I want you to begin here (point to the first Nord) go dYNn the page (point top to bottom) and then go to the top of the next column (point to i f2) TeE DJe each viord Try to read each word If
to 1middot bull you come to a war d~ you do not ~]ov thats OKay u O you haVe any questIOns
4 If the student faits to say first vvord tell himher the word and mark it as incorrect
5 FoHml along 1)11 your CODY If the child says th_c word incOlTectiv nut a slash (l) through it + Y -+E- ---tmiddotmiddot S~~lLimiddot t r1 + y- ( gt(1 0 e _ r i Sf~a -c c ~ J ~ -
6 If a student stops or stru ggles with a word for 5 seconds teli the student the word and mark it as incorrect
7 If the child makes five consecutive enDfS discontinue this measure
Scoring Count the number of correctly Identifid words Record the number on the total K-ITune the hpc tJ d~f error_igt nnriwoJ rd i~y~ ~Clt tf1i ___ iI 1~ t-d~b (- ilIck~l~ ~ lTe- Ayna1en6ng- _1 W
- 1 1_-Jh~ v Ul - _ yy L vi u_ ~ - a-lJrJ Vfflcuh
r gt ~ h E bull I - tcr mstrllctwnal purpoges transrer the mmnn8Hon ifyDl tle sconng sheet m the summary record form that h83 a row for each student
9
Advanced Vord Reading Student Copy
B1atter 16~ 110ne gt
~ lU nano ng
1
IJCKeCJ 20c candle
8 vv-heD
9 111 ~1 rf ~ ~ i J
10 fold
10
46
~f~) - i- tclDEci
l 4
33 hoping
34
51 q ~~-ftist
sensHJle
ltr _~ ij package
40 55 sentence
middotc 7 =)shy t c
DI~t~~middot s(~ ~hmiddot()ol 1
11
59 expect
60 overtilue
61 minion
62 friendship
63 COIDDare -shy
6t1bullbull ariventnre ~d ~~t- U ~
r - bull10) 0 aetectIve
6 a-CUmiddotmiddot0 Dou v ~L-
67 joyous
68 interfere
69 fonvard
70 realize
12
Instructional Prog
2
5a
5 b
5c
7
c
__10
__i3a
___13c
Seclon iI
__i4
__15
__HL
__19~
__20lt
Attack Skins
For Intermediate Beading level
happle
__26b
1108
(iess
46
__47
__4ft
5L
__58~
59
(tlon)
Qst
(ible)
(over)
(sh1p)
(1ze
p246
(ttl)
(sh)
(c-d)
(est)
(ar)
darKness
Invention
Brust
sensible
packbge
misson
sentence
selfish
vacltltlon
preschool
expect
overtime
friendship
compare
adventure
deurotectiv~3
aOtlse
joyOUS
interfere
forvvard
bath
Blatter
shop
handed
licked
hopped
ioan
toot
candie
meet
pain
(oc)
(Ie)
(ai
13
WORD SORTING AND WORD BUILDING
1 Demonstrate
Demonstrate the sorting process by saying each word and comparing it to each key word picture or symbol
Have students join in as you continue to model the isolation identification and categorization
When you are finished sorting ask students how the words in When you are finished sorting ask students how the words in each column are alike and how they are different from the other words
2 Sort Have students shuffle their cards and sort them into groups Remember to have them head their categories with the key Remember to have them head their categories with the key
words that you used including any oddball headers Tell your students to read and say each word as they sort
3 Check Have students check their own sorts by reading each word in a
column to make sure they sound the same andor have the sameyspelling patterns
If a student does not notice a mistake guide him or her to the error by saying One of these doesnrsquot fit See if you can figure out which one as I read them all
Ask students to tell WHY words are sorted in particular columns
4 Reflect Declare and Compare 4 Reflect Declare and Compare
Ask your students to reflect on their sort and declare their categories by sound and by pattern
You also can have students write how the words in one column are alike and how they are different from the words in the other
5 Extend
Have students store their words in an envelope or plastic bag so they can reuse them throughout the week in individual and buddy sorts
Students should repeat a sort several times
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
14
TYPES OF WORD SORTS 1 Sound Sorts
Require students to compare commonalities and differences in a wordrsquos sounds
At a more advanced level they can focus on the number and stress of syllables (eg the reduced vowel sound in the middle of composition when a suffix is added to compose)
2 Pattern Sorts
Examine visual patterns of letter groups to understand patterns in the English writing system
Initially introduced with short and long vowels and later include the ways syllables combine to form closed and open syllables (hophopping hopehoping)( p pp g p p g)
In the sort begin with the sound and then explore the visual pattern
ELLs may find the visual sorting of words easier than hearing andor identifying differences in speech sounds
3 Concept or Meaning Sorts
Involve clustering words or pictures based on concepts or sorting Involve clustering words or pictures based on concepts or sorting words that have a meaning-spelling relationship
For example pictures can be sorted into mammals birds reptiles
Emphasize vocabulary and meaning building
Spelling-meaning sorts also allow students to examine word i il iti d diff ( t d ffi )similarities and differences (eg root word affixes)
4 Teacher-directed Sorts
Used in introductory word study lessons
Teachers setup categories with key words explicitly stating why each picture or word belongs in each categoryp g g y
5 Student-centered Sorts
Students are given pictures or words and asked to create their own categories
A student-centered or open sort can be used to assess what students are learning about how words workstudents are learning about how words work
Remember always have students explain how they did their sort
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
15
TYPES OF WORD SORTS 6 Partner Sorts
Student are paired with a partner who can provide the English label or who can explain the meaning of words
Partners work together to sort pictures for additional practice
2 Writing Sorts
Students write focus words in columns
One partner calls out a word sort word and the other writes the word One partner calls out a word sort word and the other writes the word in the appropriate column
Use a ldquono-peekingrdquo approach when students are ready to write the correct spellings without looking at the word cards
3 Word Hunts and Picture Hunts
Students look through books magazines and environmental print for Students look through books magazines and environmental print for the features they are studying
4 Brainstorming
Students think up as many examples as possible
5 Repeated Individual Sorts and Speed Sortsp p
Provide opportunities for speed sorts until students can do sorts fluently
6 Draw and LabelCut and Paste Sorts
Students draw and label pictures or cut and past pi
7 Repeated Individual Sorts and Speed Sorts
Provide opportunities for speed sorts until students can do sorts fluently
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
16
PROMPT CARDS
17
PROMPT CARDS
18
15 15 15 15 h 12
13
14
12
13
14
12
13
14
12
13
14
n th
e gr
aph
10
11
12
10
11
12
10
11
12
10
11
12
d co
rrec
tly o
8
9
RO
CK
ET
S
8
9
8
9
8
9
wor
ds r
ead
6
7
WO
RD
R
6
7
6
7
6
7
l num
ber
of
3
4
5
3
4
5
3
4
5
3
4
5
l in
the
tota
l
1
2
3
1
2
3
1
2
3
1
2
3
Fil
Date
19
15
1414
13
12
11
10
9
8
77
6
5
4
3
2
1
Date
20
REFERENCES
Teacher Study Group Learning Community Resources Beck I L (2006) Making sense of phonics The Hows and Whys New York
Guilford
Carnine W C Silbert J Kamersquoenui E J amp Tarver S G (2004) Direct Instruction Reading Upper Saddle River NJ Pearson
Dixon R C (1993) The surefire way to better spelling A revolutionary new approach to turn poor spellers into pros New York St Martinrsquos Press
Fatsis S (2001) Word freak Heartbreak triumph genius and obsession in the world of competitive Scrabble players New York Penguin
Anything Louisa Moats
Moats L C (2000) Speech to print Language essentials for teachers Moats L C (2000) Speech to print Language essentials for teachers Baltimore Brookes
Instructional Interventions Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007)
Words their way with English Learners Word study for phonics vocabularyWords their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
Blevins W (1998) Phonics from A to Z A practice guide New York Scholastic Professional Books
Blevins W (2001) Teaching phonics and word study in the intermediate grades A complete sourcebook New York Scholastic Professional grades A complete sourcebook New York Scholastic Professional
Haager D Dimino J A Windmueller M P (2007) Interventions for reading success Baltimore MD Brookes
Lewis S (2004) Word Sorting Creative Teaching Press
Linan-Thompson S amp Vaughn S (2007) Research-based methods of reading instruction for English language learners Alexandria VA ASCD
21
Studentmiddot Word Reading Error Analysis Date Error Patterns
Text Words Beginning Ending Beginning Ending Diagraphs Silent Diphthongs Vowels r- Grammatical Prefixes Suffixes Syllables Consonants Consonants Blends Blends Letters control Endings
b c d f g b d g m bl d bl mp nd ch sh th cklk ou ow oi short a e i 0 u ar er ir No base un re pre Iy ful Closed syllable with a short hi k I m n P t I X gl pi 51 ft It nt wh ph wr kn oy or ur change 5 en dis mis ness vowel and ending in a n P r 5 t ck ng ff II br cr dr If st sw ch-tch gn Qng a-e e-e i-e ed ing ex in~ con less consonant rabbit dependent V W V Z ss ZZ ck-k fr gr pr ch ache o-e u-e per com a tion rejection qu c cent ge-dge tr sc sk chorus Double final bi mal sion Open syllable with a long ggent sl sm sn y as long i sky consonant circum teen vowel that is spelled with a
sp st sw Drop final e inter intra ment single-vowel letter table scr spr y as long e happy -ed -ing super trans en defame starvation spl str R-controlled syllable with a squ shr ie ei - schwa (e) Change yto Derivational Adj vowel combination such as ar thrseh j-ed -ing - doubling suffixes or er ir or IIr vaporize
y as short i er -est immature ous surrender perfection system eigh augh irregular able Vowel-Consonant-e syllable ough Double final ible ie with a long vowel sound with a
consonant al consonant and fine e escape of accented obsolete windowpane syllable Noun Consonant-Ie final syllable regretted suffixes containing a consonant before
tion Ie puddle rumble sion ai Vowel Combinations syllable ment with a vowel combination such ian as ai oa ea or oi canteen ance proclaim unspeakable
Word Miscues enee Substitutions tious Mispronunciations cial ture
l
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Total Number of I
I Specific Error Pattern Errors I
4
- ~ =- - ~
-- ~ - - -
SPELLING SCOPE AND SEQUENCE CHART
r~rade-L-ev~~- 2 I 3 --~ 5 _i 6 7 + 8 ] ----- shy
I ~~~nn-i-~-ts--j--~-J- kd-I-fm -- ---+I-q-U--I ~ ~~~~ --- -- - - ------- ----C - -g-l-I- - shyI ~ el~s I I I I II~~~~nognants I~ ~ ~ m ~i I~k ng 11 I~~~~ge -1 I I 1 s ~
Ii
7Z I
t B I Ib I 1 ~ i - -----Ijl-S-C-h--shy
lib Blends~I ~~ Jl ~~ r~ Isqu II -+1_I [I
sm sn sp 51 Il SW
Ending~ _jl ryf I i I - - - - -+------Blel1dS I
~ -----+------------+--------+------~------+--------I Digraphs ch sh th Wff Ipi] i ch -tch eh ache I I I chorus
IlgilentLetters j I ck k r kn gn 6---+----- -- -r----- shyr Vowels Ish ort It long y as long i i y as long e ie ei y as snort i
I Ia e I OU a-e e-e sAy I 7aooy schwa (8 ) system i-e o-e I eigh augh
1 e I I ollgh
I Vowel i ~i- ay Iau aw--l-00 iool =+=- I II
I Digraphs I IOJ ea I DO DOor III II ee -----leU 811 - I i Diphthongs I I) i I Ii ~~ Oy I I r I I ~+I----------~I--------~-----------~-------~ ~ r- control I I af er I I -k
i III i ___ _ __ or ur I l 1 1 Prefixes I un- re- ( p re~ en- diS- l c-o-n-- -p-er- - bi- 013------ +-O-e-rl-va-ti-o-na-I~
I I mls- ex- com- 1 circum- inter- doubling
I I I fl Ii Ia- I ~~~~_ super- ~~~~~~ein-
Grammatical - - -- - +--N-o-b-as-e---+I -O-Ol-lb-Ie- f-in-al Change y to i - - -+I- - --- +-I -o-o-U-b-e-fi-na- l---t--- - - --l
Endings~ change co nsonant -ed -Ing II ~o~cneSnCtneadnt oi lI I~ ~d Oon fio l A _ ~r -est I i ~ lIable Il-------L -ing II -~d I n g~ v i J j regrettedv
I Su ff ixes I l I -Iy -ful -ness 1 -~IOIl -s ian I -ment -en Adjective Noun suffixesI I I -less -teen suffixes -tion -sian -31 I I I -ous -able -men -ian
-aoce -ence -tious -cial
ilL shy I I I I I -tu re
SYI Conc~~t of I Oivide I Divide words Oivide ~~~words I- S -f- I-e--+ - I shyab~~l -U fix-- -Vo-w-e- di-graphs
I 0CIP08Snedan d II SYll ablC I GQr~c 0 nj li ti or xe s -- omc net II takes I and diphthongs j lo~ds and suiilxes I Divide CGV preceolng I re lnaln undivided
I
Isailboat retum IO consonant in sylla bles I~~rdS f------------j---- --- saGV _ trumpet I fable -l __Com__1_p_o_u_na__ _ +-_ _ __--i
cootracIiOIlS I I I 1 -11 r ed d we d I i he s snes I nt a-e-I II re YJeJ e ~t
i _ lits Ie theyve
ISample I-P----i--S fl if------jl-q u-t-ng rice Ig nat~c-hOO I ubmttIllQi J- -- f - t--~ Iaccord wordS rtlolpn sta m~ striding I shnlly I prediction receive humorous I funeral
chops I nv i UI1f]OCK kell Ilther dest ructll ~ ver Sioryet made II S1l0P i hUrri ed Inapkin I nobie homontal librarianL _ I big load smart phone judge compartm ent agreeable Ispatia l
Le Moats in collaboration with G Giveans and teachers from Dresden School District Hanover New Hampshire
5
Regular Word Reading This measure assesses childrens ability to apply letter-sound correspondence knowledge
to regular word reading
Materials
1 Student copy of word list 2 Examiner copy of word list (recording fonn) 3 Pencil
Directions for Administration
1 Place the student copy of the words in front of the student
2 Place the examiner record fonn in front of you but shielded so the student cannot see what you record
3 Say these specific directions to the student
I want you to begin here (point to the first word) go down the page (point top to bottom) and then go to the top of the next column (point to 2) Tell me each word Try to read each word If you come to a word you do not know I will tell it to you Do you have any questions
4 If the student fails to say the first word tell himlher the word and mark it as incorrect
5 Follow along on your copy If the child says the word incorrectly put a slash (I) through it
6 If a student stops or struggles with a word for 3 seconds tell the student the word and mark it as incorrect
7 If the child makes five consecutive errors discontinue this measure
Scoring Count the number of correctly identified words Record the number on the total Examine the types of errors and word types for which children are experiencing difficulty
For instructional purposes transfer the infonnation from the scoring sheet to the summary record form that has a row for each student
6
1 it
am if
sam mad
2 cat him hot tag
3 must hats hand last
4 flag step drop skin
5 stampstrap split
skunk
7
dellS I I I 1
upfS I dOJP I I ii
~eIJ I i ( r-----~--~--+__+--~--~_+--4_--~_+--41--~--+-~--~--~------~-4-----~--
lseI I i Puell i i i i I Slell I I I I i I
lsnw i i i 1 i I I ~El i I I i lOll I I I
I
pew I wes
J j I i I we I I ii
I I i I
I i x I
~
~ i J
gt I I L ~----~~~--+-~~--+-~~--+-- ~-4--4--+--~~-+--+-~-4~
I i I I I
i I i
~ ~ i~======~==~=======i=================~== ==~===I====~===I==~ ===~==I=~I 1 I Gi~G I I I ~~ I~-------+--~I---+--+-~I--~--+-~--~i --+--4i--~1 --+--~i---+I--+i--~~-+--+---r--+-~ i 1
I ii o i i
I
I I I I I i
I i I i I
I i i i i ---------------------~-------- - -_--- - ---__----- ___ ----- - --~- ------- ~-- -
8
I
hmiddot h Lmiddot middot J 1 t J1 IS measure assesses Cr Haren s aumty to appry aavancell plOmcs KHowleuge to word reading
1 Student copy of word list 2 Examiner copy of word list (recording form) 3 Pencil
Directions for Administration
lt1 Place the student copy of the words in front of the student
2 Place the exarniner record fom in front of you but shielded so the student cannot see what you record
3 Say these specific directions to the student
I want you to begin here (point to the first Nord) go dYNn the page (point top to bottom) and then go to the top of the next column (point to i f2) TeE DJe each viord Try to read each word If
to 1middot bull you come to a war d~ you do not ~]ov thats OKay u O you haVe any questIOns
4 If the student faits to say first vvord tell himher the word and mark it as incorrect
5 FoHml along 1)11 your CODY If the child says th_c word incOlTectiv nut a slash (l) through it + Y -+E- ---tmiddotmiddot S~~lLimiddot t r1 + y- ( gt(1 0 e _ r i Sf~a -c c ~ J ~ -
6 If a student stops or stru ggles with a word for 5 seconds teli the student the word and mark it as incorrect
7 If the child makes five consecutive enDfS discontinue this measure
Scoring Count the number of correctly Identifid words Record the number on the total K-ITune the hpc tJ d~f error_igt nnriwoJ rd i~y~ ~Clt tf1i ___ iI 1~ t-d~b (- ilIck~l~ ~ lTe- Ayna1en6ng- _1 W
- 1 1_-Jh~ v Ul - _ yy L vi u_ ~ - a-lJrJ Vfflcuh
r gt ~ h E bull I - tcr mstrllctwnal purpoges transrer the mmnn8Hon ifyDl tle sconng sheet m the summary record form that h83 a row for each student
9
Advanced Vord Reading Student Copy
B1atter 16~ 110ne gt
~ lU nano ng
1
IJCKeCJ 20c candle
8 vv-heD
9 111 ~1 rf ~ ~ i J
10 fold
10
46
~f~) - i- tclDEci
l 4
33 hoping
34
51 q ~~-ftist
sensHJle
ltr _~ ij package
40 55 sentence
middotc 7 =)shy t c
DI~t~~middot s(~ ~hmiddot()ol 1
11
59 expect
60 overtilue
61 minion
62 friendship
63 COIDDare -shy
6t1bullbull ariventnre ~d ~~t- U ~
r - bull10) 0 aetectIve
6 a-CUmiddotmiddot0 Dou v ~L-
67 joyous
68 interfere
69 fonvard
70 realize
12
Instructional Prog
2
5a
5 b
5c
7
c
__10
__i3a
___13c
Seclon iI
__i4
__15
__HL
__19~
__20lt
Attack Skins
For Intermediate Beading level
happle
__26b
1108
(iess
46
__47
__4ft
5L
__58~
59
(tlon)
Qst
(ible)
(over)
(sh1p)
(1ze
p246
(ttl)
(sh)
(c-d)
(est)
(ar)
darKness
Invention
Brust
sensible
packbge
misson
sentence
selfish
vacltltlon
preschool
expect
overtime
friendship
compare
adventure
deurotectiv~3
aOtlse
joyOUS
interfere
forvvard
bath
Blatter
shop
handed
licked
hopped
ioan
toot
candie
meet
pain
(oc)
(Ie)
(ai
13
WORD SORTING AND WORD BUILDING
1 Demonstrate
Demonstrate the sorting process by saying each word and comparing it to each key word picture or symbol
Have students join in as you continue to model the isolation identification and categorization
When you are finished sorting ask students how the words in When you are finished sorting ask students how the words in each column are alike and how they are different from the other words
2 Sort Have students shuffle their cards and sort them into groups Remember to have them head their categories with the key Remember to have them head their categories with the key
words that you used including any oddball headers Tell your students to read and say each word as they sort
3 Check Have students check their own sorts by reading each word in a
column to make sure they sound the same andor have the sameyspelling patterns
If a student does not notice a mistake guide him or her to the error by saying One of these doesnrsquot fit See if you can figure out which one as I read them all
Ask students to tell WHY words are sorted in particular columns
4 Reflect Declare and Compare 4 Reflect Declare and Compare
Ask your students to reflect on their sort and declare their categories by sound and by pattern
You also can have students write how the words in one column are alike and how they are different from the words in the other
5 Extend
Have students store their words in an envelope or plastic bag so they can reuse them throughout the week in individual and buddy sorts
Students should repeat a sort several times
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
14
TYPES OF WORD SORTS 1 Sound Sorts
Require students to compare commonalities and differences in a wordrsquos sounds
At a more advanced level they can focus on the number and stress of syllables (eg the reduced vowel sound in the middle of composition when a suffix is added to compose)
2 Pattern Sorts
Examine visual patterns of letter groups to understand patterns in the English writing system
Initially introduced with short and long vowels and later include the ways syllables combine to form closed and open syllables (hophopping hopehoping)( p pp g p p g)
In the sort begin with the sound and then explore the visual pattern
ELLs may find the visual sorting of words easier than hearing andor identifying differences in speech sounds
3 Concept or Meaning Sorts
Involve clustering words or pictures based on concepts or sorting Involve clustering words or pictures based on concepts or sorting words that have a meaning-spelling relationship
For example pictures can be sorted into mammals birds reptiles
Emphasize vocabulary and meaning building
Spelling-meaning sorts also allow students to examine word i il iti d diff ( t d ffi )similarities and differences (eg root word affixes)
4 Teacher-directed Sorts
Used in introductory word study lessons
Teachers setup categories with key words explicitly stating why each picture or word belongs in each categoryp g g y
5 Student-centered Sorts
Students are given pictures or words and asked to create their own categories
A student-centered or open sort can be used to assess what students are learning about how words workstudents are learning about how words work
Remember always have students explain how they did their sort
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
15
TYPES OF WORD SORTS 6 Partner Sorts
Student are paired with a partner who can provide the English label or who can explain the meaning of words
Partners work together to sort pictures for additional practice
2 Writing Sorts
Students write focus words in columns
One partner calls out a word sort word and the other writes the word One partner calls out a word sort word and the other writes the word in the appropriate column
Use a ldquono-peekingrdquo approach when students are ready to write the correct spellings without looking at the word cards
3 Word Hunts and Picture Hunts
Students look through books magazines and environmental print for Students look through books magazines and environmental print for the features they are studying
4 Brainstorming
Students think up as many examples as possible
5 Repeated Individual Sorts and Speed Sortsp p
Provide opportunities for speed sorts until students can do sorts fluently
6 Draw and LabelCut and Paste Sorts
Students draw and label pictures or cut and past pi
7 Repeated Individual Sorts and Speed Sorts
Provide opportunities for speed sorts until students can do sorts fluently
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
16
PROMPT CARDS
17
PROMPT CARDS
18
15 15 15 15 h 12
13
14
12
13
14
12
13
14
12
13
14
n th
e gr
aph
10
11
12
10
11
12
10
11
12
10
11
12
d co
rrec
tly o
8
9
RO
CK
ET
S
8
9
8
9
8
9
wor
ds r
ead
6
7
WO
RD
R
6
7
6
7
6
7
l num
ber
of
3
4
5
3
4
5
3
4
5
3
4
5
l in
the
tota
l
1
2
3
1
2
3
1
2
3
1
2
3
Fil
Date
19
15
1414
13
12
11
10
9
8
77
6
5
4
3
2
1
Date
20
REFERENCES
Teacher Study Group Learning Community Resources Beck I L (2006) Making sense of phonics The Hows and Whys New York
Guilford
Carnine W C Silbert J Kamersquoenui E J amp Tarver S G (2004) Direct Instruction Reading Upper Saddle River NJ Pearson
Dixon R C (1993) The surefire way to better spelling A revolutionary new approach to turn poor spellers into pros New York St Martinrsquos Press
Fatsis S (2001) Word freak Heartbreak triumph genius and obsession in the world of competitive Scrabble players New York Penguin
Anything Louisa Moats
Moats L C (2000) Speech to print Language essentials for teachers Moats L C (2000) Speech to print Language essentials for teachers Baltimore Brookes
Instructional Interventions Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007)
Words their way with English Learners Word study for phonics vocabularyWords their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
Blevins W (1998) Phonics from A to Z A practice guide New York Scholastic Professional Books
Blevins W (2001) Teaching phonics and word study in the intermediate grades A complete sourcebook New York Scholastic Professional grades A complete sourcebook New York Scholastic Professional
Haager D Dimino J A Windmueller M P (2007) Interventions for reading success Baltimore MD Brookes
Lewis S (2004) Word Sorting Creative Teaching Press
Linan-Thompson S amp Vaughn S (2007) Research-based methods of reading instruction for English language learners Alexandria VA ASCD
21
- ~ =- - ~
-- ~ - - -
SPELLING SCOPE AND SEQUENCE CHART
r~rade-L-ev~~- 2 I 3 --~ 5 _i 6 7 + 8 ] ----- shy
I ~~~nn-i-~-ts--j--~-J- kd-I-fm -- ---+I-q-U--I ~ ~~~~ --- -- - - ------- ----C - -g-l-I- - shyI ~ el~s I I I I II~~~~nognants I~ ~ ~ m ~i I~k ng 11 I~~~~ge -1 I I 1 s ~
Ii
7Z I
t B I Ib I 1 ~ i - -----Ijl-S-C-h--shy
lib Blends~I ~~ Jl ~~ r~ Isqu II -+1_I [I
sm sn sp 51 Il SW
Ending~ _jl ryf I i I - - - - -+------Blel1dS I
~ -----+------------+--------+------~------+--------I Digraphs ch sh th Wff Ipi] i ch -tch eh ache I I I chorus
IlgilentLetters j I ck k r kn gn 6---+----- -- -r----- shyr Vowels Ish ort It long y as long i i y as long e ie ei y as snort i
I Ia e I OU a-e e-e sAy I 7aooy schwa (8 ) system i-e o-e I eigh augh
1 e I I ollgh
I Vowel i ~i- ay Iau aw--l-00 iool =+=- I II
I Digraphs I IOJ ea I DO DOor III II ee -----leU 811 - I i Diphthongs I I) i I Ii ~~ Oy I I r I I ~+I----------~I--------~-----------~-------~ ~ r- control I I af er I I -k
i III i ___ _ __ or ur I l 1 1 Prefixes I un- re- ( p re~ en- diS- l c-o-n-- -p-er- - bi- 013------ +-O-e-rl-va-ti-o-na-I~
I I mls- ex- com- 1 circum- inter- doubling
I I I fl Ii Ia- I ~~~~_ super- ~~~~~~ein-
Grammatical - - -- - +--N-o-b-as-e---+I -O-Ol-lb-Ie- f-in-al Change y to i - - -+I- - --- +-I -o-o-U-b-e-fi-na- l---t--- - - --l
Endings~ change co nsonant -ed -Ing II ~o~cneSnCtneadnt oi lI I~ ~d Oon fio l A _ ~r -est I i ~ lIable Il-------L -ing II -~d I n g~ v i J j regrettedv
I Su ff ixes I l I -Iy -ful -ness 1 -~IOIl -s ian I -ment -en Adjective Noun suffixesI I I -less -teen suffixes -tion -sian -31 I I I -ous -able -men -ian
-aoce -ence -tious -cial
ilL shy I I I I I -tu re
SYI Conc~~t of I Oivide I Divide words Oivide ~~~words I- S -f- I-e--+ - I shyab~~l -U fix-- -Vo-w-e- di-graphs
I 0CIP08Snedan d II SYll ablC I GQr~c 0 nj li ti or xe s -- omc net II takes I and diphthongs j lo~ds and suiilxes I Divide CGV preceolng I re lnaln undivided
I
Isailboat retum IO consonant in sylla bles I~~rdS f------------j---- --- saGV _ trumpet I fable -l __Com__1_p_o_u_na__ _ +-_ _ __--i
cootracIiOIlS I I I 1 -11 r ed d we d I i he s snes I nt a-e-I II re YJeJ e ~t
i _ lits Ie theyve
ISample I-P----i--S fl if------jl-q u-t-ng rice Ig nat~c-hOO I ubmttIllQi J- -- f - t--~ Iaccord wordS rtlolpn sta m~ striding I shnlly I prediction receive humorous I funeral
chops I nv i UI1f]OCK kell Ilther dest ructll ~ ver Sioryet made II S1l0P i hUrri ed Inapkin I nobie homontal librarianL _ I big load smart phone judge compartm ent agreeable Ispatia l
Le Moats in collaboration with G Giveans and teachers from Dresden School District Hanover New Hampshire
5
Regular Word Reading This measure assesses childrens ability to apply letter-sound correspondence knowledge
to regular word reading
Materials
1 Student copy of word list 2 Examiner copy of word list (recording fonn) 3 Pencil
Directions for Administration
1 Place the student copy of the words in front of the student
2 Place the examiner record fonn in front of you but shielded so the student cannot see what you record
3 Say these specific directions to the student
I want you to begin here (point to the first word) go down the page (point top to bottom) and then go to the top of the next column (point to 2) Tell me each word Try to read each word If you come to a word you do not know I will tell it to you Do you have any questions
4 If the student fails to say the first word tell himlher the word and mark it as incorrect
5 Follow along on your copy If the child says the word incorrectly put a slash (I) through it
6 If a student stops or struggles with a word for 3 seconds tell the student the word and mark it as incorrect
7 If the child makes five consecutive errors discontinue this measure
Scoring Count the number of correctly identified words Record the number on the total Examine the types of errors and word types for which children are experiencing difficulty
For instructional purposes transfer the infonnation from the scoring sheet to the summary record form that has a row for each student
6
1 it
am if
sam mad
2 cat him hot tag
3 must hats hand last
4 flag step drop skin
5 stampstrap split
skunk
7
dellS I I I 1
upfS I dOJP I I ii
~eIJ I i ( r-----~--~--+__+--~--~_+--4_--~_+--41--~--+-~--~--~------~-4-----~--
lseI I i Puell i i i i I Slell I I I I i I
lsnw i i i 1 i I I ~El i I I i lOll I I I
I
pew I wes
J j I i I we I I ii
I I i I
I i x I
~
~ i J
gt I I L ~----~~~--+-~~--+-~~--+-- ~-4--4--+--~~-+--+-~-4~
I i I I I
i I i
~ ~ i~======~==~=======i=================~== ==~===I====~===I==~ ===~==I=~I 1 I Gi~G I I I ~~ I~-------+--~I---+--+-~I--~--+-~--~i --+--4i--~1 --+--~i---+I--+i--~~-+--+---r--+-~ i 1
I ii o i i
I
I I I I I i
I i I i I
I i i i i ---------------------~-------- - -_--- - ---__----- ___ ----- - --~- ------- ~-- -
8
I
hmiddot h Lmiddot middot J 1 t J1 IS measure assesses Cr Haren s aumty to appry aavancell plOmcs KHowleuge to word reading
1 Student copy of word list 2 Examiner copy of word list (recording form) 3 Pencil
Directions for Administration
lt1 Place the student copy of the words in front of the student
2 Place the exarniner record fom in front of you but shielded so the student cannot see what you record
3 Say these specific directions to the student
I want you to begin here (point to the first Nord) go dYNn the page (point top to bottom) and then go to the top of the next column (point to i f2) TeE DJe each viord Try to read each word If
to 1middot bull you come to a war d~ you do not ~]ov thats OKay u O you haVe any questIOns
4 If the student faits to say first vvord tell himher the word and mark it as incorrect
5 FoHml along 1)11 your CODY If the child says th_c word incOlTectiv nut a slash (l) through it + Y -+E- ---tmiddotmiddot S~~lLimiddot t r1 + y- ( gt(1 0 e _ r i Sf~a -c c ~ J ~ -
6 If a student stops or stru ggles with a word for 5 seconds teli the student the word and mark it as incorrect
7 If the child makes five consecutive enDfS discontinue this measure
Scoring Count the number of correctly Identifid words Record the number on the total K-ITune the hpc tJ d~f error_igt nnriwoJ rd i~y~ ~Clt tf1i ___ iI 1~ t-d~b (- ilIck~l~ ~ lTe- Ayna1en6ng- _1 W
- 1 1_-Jh~ v Ul - _ yy L vi u_ ~ - a-lJrJ Vfflcuh
r gt ~ h E bull I - tcr mstrllctwnal purpoges transrer the mmnn8Hon ifyDl tle sconng sheet m the summary record form that h83 a row for each student
9
Advanced Vord Reading Student Copy
B1atter 16~ 110ne gt
~ lU nano ng
1
IJCKeCJ 20c candle
8 vv-heD
9 111 ~1 rf ~ ~ i J
10 fold
10
46
~f~) - i- tclDEci
l 4
33 hoping
34
51 q ~~-ftist
sensHJle
ltr _~ ij package
40 55 sentence
middotc 7 =)shy t c
DI~t~~middot s(~ ~hmiddot()ol 1
11
59 expect
60 overtilue
61 minion
62 friendship
63 COIDDare -shy
6t1bullbull ariventnre ~d ~~t- U ~
r - bull10) 0 aetectIve
6 a-CUmiddotmiddot0 Dou v ~L-
67 joyous
68 interfere
69 fonvard
70 realize
12
Instructional Prog
2
5a
5 b
5c
7
c
__10
__i3a
___13c
Seclon iI
__i4
__15
__HL
__19~
__20lt
Attack Skins
For Intermediate Beading level
happle
__26b
1108
(iess
46
__47
__4ft
5L
__58~
59
(tlon)
Qst
(ible)
(over)
(sh1p)
(1ze
p246
(ttl)
(sh)
(c-d)
(est)
(ar)
darKness
Invention
Brust
sensible
packbge
misson
sentence
selfish
vacltltlon
preschool
expect
overtime
friendship
compare
adventure
deurotectiv~3
aOtlse
joyOUS
interfere
forvvard
bath
Blatter
shop
handed
licked
hopped
ioan
toot
candie
meet
pain
(oc)
(Ie)
(ai
13
WORD SORTING AND WORD BUILDING
1 Demonstrate
Demonstrate the sorting process by saying each word and comparing it to each key word picture or symbol
Have students join in as you continue to model the isolation identification and categorization
When you are finished sorting ask students how the words in When you are finished sorting ask students how the words in each column are alike and how they are different from the other words
2 Sort Have students shuffle their cards and sort them into groups Remember to have them head their categories with the key Remember to have them head their categories with the key
words that you used including any oddball headers Tell your students to read and say each word as they sort
3 Check Have students check their own sorts by reading each word in a
column to make sure they sound the same andor have the sameyspelling patterns
If a student does not notice a mistake guide him or her to the error by saying One of these doesnrsquot fit See if you can figure out which one as I read them all
Ask students to tell WHY words are sorted in particular columns
4 Reflect Declare and Compare 4 Reflect Declare and Compare
Ask your students to reflect on their sort and declare their categories by sound and by pattern
You also can have students write how the words in one column are alike and how they are different from the words in the other
5 Extend
Have students store their words in an envelope or plastic bag so they can reuse them throughout the week in individual and buddy sorts
Students should repeat a sort several times
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
14
TYPES OF WORD SORTS 1 Sound Sorts
Require students to compare commonalities and differences in a wordrsquos sounds
At a more advanced level they can focus on the number and stress of syllables (eg the reduced vowel sound in the middle of composition when a suffix is added to compose)
2 Pattern Sorts
Examine visual patterns of letter groups to understand patterns in the English writing system
Initially introduced with short and long vowels and later include the ways syllables combine to form closed and open syllables (hophopping hopehoping)( p pp g p p g)
In the sort begin with the sound and then explore the visual pattern
ELLs may find the visual sorting of words easier than hearing andor identifying differences in speech sounds
3 Concept or Meaning Sorts
Involve clustering words or pictures based on concepts or sorting Involve clustering words or pictures based on concepts or sorting words that have a meaning-spelling relationship
For example pictures can be sorted into mammals birds reptiles
Emphasize vocabulary and meaning building
Spelling-meaning sorts also allow students to examine word i il iti d diff ( t d ffi )similarities and differences (eg root word affixes)
4 Teacher-directed Sorts
Used in introductory word study lessons
Teachers setup categories with key words explicitly stating why each picture or word belongs in each categoryp g g y
5 Student-centered Sorts
Students are given pictures or words and asked to create their own categories
A student-centered or open sort can be used to assess what students are learning about how words workstudents are learning about how words work
Remember always have students explain how they did their sort
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
15
TYPES OF WORD SORTS 6 Partner Sorts
Student are paired with a partner who can provide the English label or who can explain the meaning of words
Partners work together to sort pictures for additional practice
2 Writing Sorts
Students write focus words in columns
One partner calls out a word sort word and the other writes the word One partner calls out a word sort word and the other writes the word in the appropriate column
Use a ldquono-peekingrdquo approach when students are ready to write the correct spellings without looking at the word cards
3 Word Hunts and Picture Hunts
Students look through books magazines and environmental print for Students look through books magazines and environmental print for the features they are studying
4 Brainstorming
Students think up as many examples as possible
5 Repeated Individual Sorts and Speed Sortsp p
Provide opportunities for speed sorts until students can do sorts fluently
6 Draw and LabelCut and Paste Sorts
Students draw and label pictures or cut and past pi
7 Repeated Individual Sorts and Speed Sorts
Provide opportunities for speed sorts until students can do sorts fluently
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
16
PROMPT CARDS
17
PROMPT CARDS
18
15 15 15 15 h 12
13
14
12
13
14
12
13
14
12
13
14
n th
e gr
aph
10
11
12
10
11
12
10
11
12
10
11
12
d co
rrec
tly o
8
9
RO
CK
ET
S
8
9
8
9
8
9
wor
ds r
ead
6
7
WO
RD
R
6
7
6
7
6
7
l num
ber
of
3
4
5
3
4
5
3
4
5
3
4
5
l in
the
tota
l
1
2
3
1
2
3
1
2
3
1
2
3
Fil
Date
19
15
1414
13
12
11
10
9
8
77
6
5
4
3
2
1
Date
20
REFERENCES
Teacher Study Group Learning Community Resources Beck I L (2006) Making sense of phonics The Hows and Whys New York
Guilford
Carnine W C Silbert J Kamersquoenui E J amp Tarver S G (2004) Direct Instruction Reading Upper Saddle River NJ Pearson
Dixon R C (1993) The surefire way to better spelling A revolutionary new approach to turn poor spellers into pros New York St Martinrsquos Press
Fatsis S (2001) Word freak Heartbreak triumph genius and obsession in the world of competitive Scrabble players New York Penguin
Anything Louisa Moats
Moats L C (2000) Speech to print Language essentials for teachers Moats L C (2000) Speech to print Language essentials for teachers Baltimore Brookes
Instructional Interventions Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007)
Words their way with English Learners Word study for phonics vocabularyWords their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
Blevins W (1998) Phonics from A to Z A practice guide New York Scholastic Professional Books
Blevins W (2001) Teaching phonics and word study in the intermediate grades A complete sourcebook New York Scholastic Professional grades A complete sourcebook New York Scholastic Professional
Haager D Dimino J A Windmueller M P (2007) Interventions for reading success Baltimore MD Brookes
Lewis S (2004) Word Sorting Creative Teaching Press
Linan-Thompson S amp Vaughn S (2007) Research-based methods of reading instruction for English language learners Alexandria VA ASCD
21
Regular Word Reading This measure assesses childrens ability to apply letter-sound correspondence knowledge
to regular word reading
Materials
1 Student copy of word list 2 Examiner copy of word list (recording fonn) 3 Pencil
Directions for Administration
1 Place the student copy of the words in front of the student
2 Place the examiner record fonn in front of you but shielded so the student cannot see what you record
3 Say these specific directions to the student
I want you to begin here (point to the first word) go down the page (point top to bottom) and then go to the top of the next column (point to 2) Tell me each word Try to read each word If you come to a word you do not know I will tell it to you Do you have any questions
4 If the student fails to say the first word tell himlher the word and mark it as incorrect
5 Follow along on your copy If the child says the word incorrectly put a slash (I) through it
6 If a student stops or struggles with a word for 3 seconds tell the student the word and mark it as incorrect
7 If the child makes five consecutive errors discontinue this measure
Scoring Count the number of correctly identified words Record the number on the total Examine the types of errors and word types for which children are experiencing difficulty
For instructional purposes transfer the infonnation from the scoring sheet to the summary record form that has a row for each student
6
1 it
am if
sam mad
2 cat him hot tag
3 must hats hand last
4 flag step drop skin
5 stampstrap split
skunk
7
dellS I I I 1
upfS I dOJP I I ii
~eIJ I i ( r-----~--~--+__+--~--~_+--4_--~_+--41--~--+-~--~--~------~-4-----~--
lseI I i Puell i i i i I Slell I I I I i I
lsnw i i i 1 i I I ~El i I I i lOll I I I
I
pew I wes
J j I i I we I I ii
I I i I
I i x I
~
~ i J
gt I I L ~----~~~--+-~~--+-~~--+-- ~-4--4--+--~~-+--+-~-4~
I i I I I
i I i
~ ~ i~======~==~=======i=================~== ==~===I====~===I==~ ===~==I=~I 1 I Gi~G I I I ~~ I~-------+--~I---+--+-~I--~--+-~--~i --+--4i--~1 --+--~i---+I--+i--~~-+--+---r--+-~ i 1
I ii o i i
I
I I I I I i
I i I i I
I i i i i ---------------------~-------- - -_--- - ---__----- ___ ----- - --~- ------- ~-- -
8
I
hmiddot h Lmiddot middot J 1 t J1 IS measure assesses Cr Haren s aumty to appry aavancell plOmcs KHowleuge to word reading
1 Student copy of word list 2 Examiner copy of word list (recording form) 3 Pencil
Directions for Administration
lt1 Place the student copy of the words in front of the student
2 Place the exarniner record fom in front of you but shielded so the student cannot see what you record
3 Say these specific directions to the student
I want you to begin here (point to the first Nord) go dYNn the page (point top to bottom) and then go to the top of the next column (point to i f2) TeE DJe each viord Try to read each word If
to 1middot bull you come to a war d~ you do not ~]ov thats OKay u O you haVe any questIOns
4 If the student faits to say first vvord tell himher the word and mark it as incorrect
5 FoHml along 1)11 your CODY If the child says th_c word incOlTectiv nut a slash (l) through it + Y -+E- ---tmiddotmiddot S~~lLimiddot t r1 + y- ( gt(1 0 e _ r i Sf~a -c c ~ J ~ -
6 If a student stops or stru ggles with a word for 5 seconds teli the student the word and mark it as incorrect
7 If the child makes five consecutive enDfS discontinue this measure
Scoring Count the number of correctly Identifid words Record the number on the total K-ITune the hpc tJ d~f error_igt nnriwoJ rd i~y~ ~Clt tf1i ___ iI 1~ t-d~b (- ilIck~l~ ~ lTe- Ayna1en6ng- _1 W
- 1 1_-Jh~ v Ul - _ yy L vi u_ ~ - a-lJrJ Vfflcuh
r gt ~ h E bull I - tcr mstrllctwnal purpoges transrer the mmnn8Hon ifyDl tle sconng sheet m the summary record form that h83 a row for each student
9
Advanced Vord Reading Student Copy
B1atter 16~ 110ne gt
~ lU nano ng
1
IJCKeCJ 20c candle
8 vv-heD
9 111 ~1 rf ~ ~ i J
10 fold
10
46
~f~) - i- tclDEci
l 4
33 hoping
34
51 q ~~-ftist
sensHJle
ltr _~ ij package
40 55 sentence
middotc 7 =)shy t c
DI~t~~middot s(~ ~hmiddot()ol 1
11
59 expect
60 overtilue
61 minion
62 friendship
63 COIDDare -shy
6t1bullbull ariventnre ~d ~~t- U ~
r - bull10) 0 aetectIve
6 a-CUmiddotmiddot0 Dou v ~L-
67 joyous
68 interfere
69 fonvard
70 realize
12
Instructional Prog
2
5a
5 b
5c
7
c
__10
__i3a
___13c
Seclon iI
__i4
__15
__HL
__19~
__20lt
Attack Skins
For Intermediate Beading level
happle
__26b
1108
(iess
46
__47
__4ft
5L
__58~
59
(tlon)
Qst
(ible)
(over)
(sh1p)
(1ze
p246
(ttl)
(sh)
(c-d)
(est)
(ar)
darKness
Invention
Brust
sensible
packbge
misson
sentence
selfish
vacltltlon
preschool
expect
overtime
friendship
compare
adventure
deurotectiv~3
aOtlse
joyOUS
interfere
forvvard
bath
Blatter
shop
handed
licked
hopped
ioan
toot
candie
meet
pain
(oc)
(Ie)
(ai
13
WORD SORTING AND WORD BUILDING
1 Demonstrate
Demonstrate the sorting process by saying each word and comparing it to each key word picture or symbol
Have students join in as you continue to model the isolation identification and categorization
When you are finished sorting ask students how the words in When you are finished sorting ask students how the words in each column are alike and how they are different from the other words
2 Sort Have students shuffle their cards and sort them into groups Remember to have them head their categories with the key Remember to have them head their categories with the key
words that you used including any oddball headers Tell your students to read and say each word as they sort
3 Check Have students check their own sorts by reading each word in a
column to make sure they sound the same andor have the sameyspelling patterns
If a student does not notice a mistake guide him or her to the error by saying One of these doesnrsquot fit See if you can figure out which one as I read them all
Ask students to tell WHY words are sorted in particular columns
4 Reflect Declare and Compare 4 Reflect Declare and Compare
Ask your students to reflect on their sort and declare their categories by sound and by pattern
You also can have students write how the words in one column are alike and how they are different from the words in the other
5 Extend
Have students store their words in an envelope or plastic bag so they can reuse them throughout the week in individual and buddy sorts
Students should repeat a sort several times
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
14
TYPES OF WORD SORTS 1 Sound Sorts
Require students to compare commonalities and differences in a wordrsquos sounds
At a more advanced level they can focus on the number and stress of syllables (eg the reduced vowel sound in the middle of composition when a suffix is added to compose)
2 Pattern Sorts
Examine visual patterns of letter groups to understand patterns in the English writing system
Initially introduced with short and long vowels and later include the ways syllables combine to form closed and open syllables (hophopping hopehoping)( p pp g p p g)
In the sort begin with the sound and then explore the visual pattern
ELLs may find the visual sorting of words easier than hearing andor identifying differences in speech sounds
3 Concept or Meaning Sorts
Involve clustering words or pictures based on concepts or sorting Involve clustering words or pictures based on concepts or sorting words that have a meaning-spelling relationship
For example pictures can be sorted into mammals birds reptiles
Emphasize vocabulary and meaning building
Spelling-meaning sorts also allow students to examine word i il iti d diff ( t d ffi )similarities and differences (eg root word affixes)
4 Teacher-directed Sorts
Used in introductory word study lessons
Teachers setup categories with key words explicitly stating why each picture or word belongs in each categoryp g g y
5 Student-centered Sorts
Students are given pictures or words and asked to create their own categories
A student-centered or open sort can be used to assess what students are learning about how words workstudents are learning about how words work
Remember always have students explain how they did their sort
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
15
TYPES OF WORD SORTS 6 Partner Sorts
Student are paired with a partner who can provide the English label or who can explain the meaning of words
Partners work together to sort pictures for additional practice
2 Writing Sorts
Students write focus words in columns
One partner calls out a word sort word and the other writes the word One partner calls out a word sort word and the other writes the word in the appropriate column
Use a ldquono-peekingrdquo approach when students are ready to write the correct spellings without looking at the word cards
3 Word Hunts and Picture Hunts
Students look through books magazines and environmental print for Students look through books magazines and environmental print for the features they are studying
4 Brainstorming
Students think up as many examples as possible
5 Repeated Individual Sorts and Speed Sortsp p
Provide opportunities for speed sorts until students can do sorts fluently
6 Draw and LabelCut and Paste Sorts
Students draw and label pictures or cut and past pi
7 Repeated Individual Sorts and Speed Sorts
Provide opportunities for speed sorts until students can do sorts fluently
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
16
PROMPT CARDS
17
PROMPT CARDS
18
15 15 15 15 h 12
13
14
12
13
14
12
13
14
12
13
14
n th
e gr
aph
10
11
12
10
11
12
10
11
12
10
11
12
d co
rrec
tly o
8
9
RO
CK
ET
S
8
9
8
9
8
9
wor
ds r
ead
6
7
WO
RD
R
6
7
6
7
6
7
l num
ber
of
3
4
5
3
4
5
3
4
5
3
4
5
l in
the
tota
l
1
2
3
1
2
3
1
2
3
1
2
3
Fil
Date
19
15
1414
13
12
11
10
9
8
77
6
5
4
3
2
1
Date
20
REFERENCES
Teacher Study Group Learning Community Resources Beck I L (2006) Making sense of phonics The Hows and Whys New York
Guilford
Carnine W C Silbert J Kamersquoenui E J amp Tarver S G (2004) Direct Instruction Reading Upper Saddle River NJ Pearson
Dixon R C (1993) The surefire way to better spelling A revolutionary new approach to turn poor spellers into pros New York St Martinrsquos Press
Fatsis S (2001) Word freak Heartbreak triumph genius and obsession in the world of competitive Scrabble players New York Penguin
Anything Louisa Moats
Moats L C (2000) Speech to print Language essentials for teachers Moats L C (2000) Speech to print Language essentials for teachers Baltimore Brookes
Instructional Interventions Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007)
Words their way with English Learners Word study for phonics vocabularyWords their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
Blevins W (1998) Phonics from A to Z A practice guide New York Scholastic Professional Books
Blevins W (2001) Teaching phonics and word study in the intermediate grades A complete sourcebook New York Scholastic Professional grades A complete sourcebook New York Scholastic Professional
Haager D Dimino J A Windmueller M P (2007) Interventions for reading success Baltimore MD Brookes
Lewis S (2004) Word Sorting Creative Teaching Press
Linan-Thompson S amp Vaughn S (2007) Research-based methods of reading instruction for English language learners Alexandria VA ASCD
21
1 it
am if
sam mad
2 cat him hot tag
3 must hats hand last
4 flag step drop skin
5 stampstrap split
skunk
7
dellS I I I 1
upfS I dOJP I I ii
~eIJ I i ( r-----~--~--+__+--~--~_+--4_--~_+--41--~--+-~--~--~------~-4-----~--
lseI I i Puell i i i i I Slell I I I I i I
lsnw i i i 1 i I I ~El i I I i lOll I I I
I
pew I wes
J j I i I we I I ii
I I i I
I i x I
~
~ i J
gt I I L ~----~~~--+-~~--+-~~--+-- ~-4--4--+--~~-+--+-~-4~
I i I I I
i I i
~ ~ i~======~==~=======i=================~== ==~===I====~===I==~ ===~==I=~I 1 I Gi~G I I I ~~ I~-------+--~I---+--+-~I--~--+-~--~i --+--4i--~1 --+--~i---+I--+i--~~-+--+---r--+-~ i 1
I ii o i i
I
I I I I I i
I i I i I
I i i i i ---------------------~-------- - -_--- - ---__----- ___ ----- - --~- ------- ~-- -
8
I
hmiddot h Lmiddot middot J 1 t J1 IS measure assesses Cr Haren s aumty to appry aavancell plOmcs KHowleuge to word reading
1 Student copy of word list 2 Examiner copy of word list (recording form) 3 Pencil
Directions for Administration
lt1 Place the student copy of the words in front of the student
2 Place the exarniner record fom in front of you but shielded so the student cannot see what you record
3 Say these specific directions to the student
I want you to begin here (point to the first Nord) go dYNn the page (point top to bottom) and then go to the top of the next column (point to i f2) TeE DJe each viord Try to read each word If
to 1middot bull you come to a war d~ you do not ~]ov thats OKay u O you haVe any questIOns
4 If the student faits to say first vvord tell himher the word and mark it as incorrect
5 FoHml along 1)11 your CODY If the child says th_c word incOlTectiv nut a slash (l) through it + Y -+E- ---tmiddotmiddot S~~lLimiddot t r1 + y- ( gt(1 0 e _ r i Sf~a -c c ~ J ~ -
6 If a student stops or stru ggles with a word for 5 seconds teli the student the word and mark it as incorrect
7 If the child makes five consecutive enDfS discontinue this measure
Scoring Count the number of correctly Identifid words Record the number on the total K-ITune the hpc tJ d~f error_igt nnriwoJ rd i~y~ ~Clt tf1i ___ iI 1~ t-d~b (- ilIck~l~ ~ lTe- Ayna1en6ng- _1 W
- 1 1_-Jh~ v Ul - _ yy L vi u_ ~ - a-lJrJ Vfflcuh
r gt ~ h E bull I - tcr mstrllctwnal purpoges transrer the mmnn8Hon ifyDl tle sconng sheet m the summary record form that h83 a row for each student
9
Advanced Vord Reading Student Copy
B1atter 16~ 110ne gt
~ lU nano ng
1
IJCKeCJ 20c candle
8 vv-heD
9 111 ~1 rf ~ ~ i J
10 fold
10
46
~f~) - i- tclDEci
l 4
33 hoping
34
51 q ~~-ftist
sensHJle
ltr _~ ij package
40 55 sentence
middotc 7 =)shy t c
DI~t~~middot s(~ ~hmiddot()ol 1
11
59 expect
60 overtilue
61 minion
62 friendship
63 COIDDare -shy
6t1bullbull ariventnre ~d ~~t- U ~
r - bull10) 0 aetectIve
6 a-CUmiddotmiddot0 Dou v ~L-
67 joyous
68 interfere
69 fonvard
70 realize
12
Instructional Prog
2
5a
5 b
5c
7
c
__10
__i3a
___13c
Seclon iI
__i4
__15
__HL
__19~
__20lt
Attack Skins
For Intermediate Beading level
happle
__26b
1108
(iess
46
__47
__4ft
5L
__58~
59
(tlon)
Qst
(ible)
(over)
(sh1p)
(1ze
p246
(ttl)
(sh)
(c-d)
(est)
(ar)
darKness
Invention
Brust
sensible
packbge
misson
sentence
selfish
vacltltlon
preschool
expect
overtime
friendship
compare
adventure
deurotectiv~3
aOtlse
joyOUS
interfere
forvvard
bath
Blatter
shop
handed
licked
hopped
ioan
toot
candie
meet
pain
(oc)
(Ie)
(ai
13
WORD SORTING AND WORD BUILDING
1 Demonstrate
Demonstrate the sorting process by saying each word and comparing it to each key word picture or symbol
Have students join in as you continue to model the isolation identification and categorization
When you are finished sorting ask students how the words in When you are finished sorting ask students how the words in each column are alike and how they are different from the other words
2 Sort Have students shuffle their cards and sort them into groups Remember to have them head their categories with the key Remember to have them head their categories with the key
words that you used including any oddball headers Tell your students to read and say each word as they sort
3 Check Have students check their own sorts by reading each word in a
column to make sure they sound the same andor have the sameyspelling patterns
If a student does not notice a mistake guide him or her to the error by saying One of these doesnrsquot fit See if you can figure out which one as I read them all
Ask students to tell WHY words are sorted in particular columns
4 Reflect Declare and Compare 4 Reflect Declare and Compare
Ask your students to reflect on their sort and declare their categories by sound and by pattern
You also can have students write how the words in one column are alike and how they are different from the words in the other
5 Extend
Have students store their words in an envelope or plastic bag so they can reuse them throughout the week in individual and buddy sorts
Students should repeat a sort several times
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
14
TYPES OF WORD SORTS 1 Sound Sorts
Require students to compare commonalities and differences in a wordrsquos sounds
At a more advanced level they can focus on the number and stress of syllables (eg the reduced vowel sound in the middle of composition when a suffix is added to compose)
2 Pattern Sorts
Examine visual patterns of letter groups to understand patterns in the English writing system
Initially introduced with short and long vowels and later include the ways syllables combine to form closed and open syllables (hophopping hopehoping)( p pp g p p g)
In the sort begin with the sound and then explore the visual pattern
ELLs may find the visual sorting of words easier than hearing andor identifying differences in speech sounds
3 Concept or Meaning Sorts
Involve clustering words or pictures based on concepts or sorting Involve clustering words or pictures based on concepts or sorting words that have a meaning-spelling relationship
For example pictures can be sorted into mammals birds reptiles
Emphasize vocabulary and meaning building
Spelling-meaning sorts also allow students to examine word i il iti d diff ( t d ffi )similarities and differences (eg root word affixes)
4 Teacher-directed Sorts
Used in introductory word study lessons
Teachers setup categories with key words explicitly stating why each picture or word belongs in each categoryp g g y
5 Student-centered Sorts
Students are given pictures or words and asked to create their own categories
A student-centered or open sort can be used to assess what students are learning about how words workstudents are learning about how words work
Remember always have students explain how they did their sort
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
15
TYPES OF WORD SORTS 6 Partner Sorts
Student are paired with a partner who can provide the English label or who can explain the meaning of words
Partners work together to sort pictures for additional practice
2 Writing Sorts
Students write focus words in columns
One partner calls out a word sort word and the other writes the word One partner calls out a word sort word and the other writes the word in the appropriate column
Use a ldquono-peekingrdquo approach when students are ready to write the correct spellings without looking at the word cards
3 Word Hunts and Picture Hunts
Students look through books magazines and environmental print for Students look through books magazines and environmental print for the features they are studying
4 Brainstorming
Students think up as many examples as possible
5 Repeated Individual Sorts and Speed Sortsp p
Provide opportunities for speed sorts until students can do sorts fluently
6 Draw and LabelCut and Paste Sorts
Students draw and label pictures or cut and past pi
7 Repeated Individual Sorts and Speed Sorts
Provide opportunities for speed sorts until students can do sorts fluently
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
16
PROMPT CARDS
17
PROMPT CARDS
18
15 15 15 15 h 12
13
14
12
13
14
12
13
14
12
13
14
n th
e gr
aph
10
11
12
10
11
12
10
11
12
10
11
12
d co
rrec
tly o
8
9
RO
CK
ET
S
8
9
8
9
8
9
wor
ds r
ead
6
7
WO
RD
R
6
7
6
7
6
7
l num
ber
of
3
4
5
3
4
5
3
4
5
3
4
5
l in
the
tota
l
1
2
3
1
2
3
1
2
3
1
2
3
Fil
Date
19
15
1414
13
12
11
10
9
8
77
6
5
4
3
2
1
Date
20
REFERENCES
Teacher Study Group Learning Community Resources Beck I L (2006) Making sense of phonics The Hows and Whys New York
Guilford
Carnine W C Silbert J Kamersquoenui E J amp Tarver S G (2004) Direct Instruction Reading Upper Saddle River NJ Pearson
Dixon R C (1993) The surefire way to better spelling A revolutionary new approach to turn poor spellers into pros New York St Martinrsquos Press
Fatsis S (2001) Word freak Heartbreak triumph genius and obsession in the world of competitive Scrabble players New York Penguin
Anything Louisa Moats
Moats L C (2000) Speech to print Language essentials for teachers Moats L C (2000) Speech to print Language essentials for teachers Baltimore Brookes
Instructional Interventions Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007)
Words their way with English Learners Word study for phonics vocabularyWords their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
Blevins W (1998) Phonics from A to Z A practice guide New York Scholastic Professional Books
Blevins W (2001) Teaching phonics and word study in the intermediate grades A complete sourcebook New York Scholastic Professional grades A complete sourcebook New York Scholastic Professional
Haager D Dimino J A Windmueller M P (2007) Interventions for reading success Baltimore MD Brookes
Lewis S (2004) Word Sorting Creative Teaching Press
Linan-Thompson S amp Vaughn S (2007) Research-based methods of reading instruction for English language learners Alexandria VA ASCD
21
dellS I I I 1
upfS I dOJP I I ii
~eIJ I i ( r-----~--~--+__+--~--~_+--4_--~_+--41--~--+-~--~--~------~-4-----~--
lseI I i Puell i i i i I Slell I I I I i I
lsnw i i i 1 i I I ~El i I I i lOll I I I
I
pew I wes
J j I i I we I I ii
I I i I
I i x I
~
~ i J
gt I I L ~----~~~--+-~~--+-~~--+-- ~-4--4--+--~~-+--+-~-4~
I i I I I
i I i
~ ~ i~======~==~=======i=================~== ==~===I====~===I==~ ===~==I=~I 1 I Gi~G I I I ~~ I~-------+--~I---+--+-~I--~--+-~--~i --+--4i--~1 --+--~i---+I--+i--~~-+--+---r--+-~ i 1
I ii o i i
I
I I I I I i
I i I i I
I i i i i ---------------------~-------- - -_--- - ---__----- ___ ----- - --~- ------- ~-- -
8
I
hmiddot h Lmiddot middot J 1 t J1 IS measure assesses Cr Haren s aumty to appry aavancell plOmcs KHowleuge to word reading
1 Student copy of word list 2 Examiner copy of word list (recording form) 3 Pencil
Directions for Administration
lt1 Place the student copy of the words in front of the student
2 Place the exarniner record fom in front of you but shielded so the student cannot see what you record
3 Say these specific directions to the student
I want you to begin here (point to the first Nord) go dYNn the page (point top to bottom) and then go to the top of the next column (point to i f2) TeE DJe each viord Try to read each word If
to 1middot bull you come to a war d~ you do not ~]ov thats OKay u O you haVe any questIOns
4 If the student faits to say first vvord tell himher the word and mark it as incorrect
5 FoHml along 1)11 your CODY If the child says th_c word incOlTectiv nut a slash (l) through it + Y -+E- ---tmiddotmiddot S~~lLimiddot t r1 + y- ( gt(1 0 e _ r i Sf~a -c c ~ J ~ -
6 If a student stops or stru ggles with a word for 5 seconds teli the student the word and mark it as incorrect
7 If the child makes five consecutive enDfS discontinue this measure
Scoring Count the number of correctly Identifid words Record the number on the total K-ITune the hpc tJ d~f error_igt nnriwoJ rd i~y~ ~Clt tf1i ___ iI 1~ t-d~b (- ilIck~l~ ~ lTe- Ayna1en6ng- _1 W
- 1 1_-Jh~ v Ul - _ yy L vi u_ ~ - a-lJrJ Vfflcuh
r gt ~ h E bull I - tcr mstrllctwnal purpoges transrer the mmnn8Hon ifyDl tle sconng sheet m the summary record form that h83 a row for each student
9
Advanced Vord Reading Student Copy
B1atter 16~ 110ne gt
~ lU nano ng
1
IJCKeCJ 20c candle
8 vv-heD
9 111 ~1 rf ~ ~ i J
10 fold
10
46
~f~) - i- tclDEci
l 4
33 hoping
34
51 q ~~-ftist
sensHJle
ltr _~ ij package
40 55 sentence
middotc 7 =)shy t c
DI~t~~middot s(~ ~hmiddot()ol 1
11
59 expect
60 overtilue
61 minion
62 friendship
63 COIDDare -shy
6t1bullbull ariventnre ~d ~~t- U ~
r - bull10) 0 aetectIve
6 a-CUmiddotmiddot0 Dou v ~L-
67 joyous
68 interfere
69 fonvard
70 realize
12
Instructional Prog
2
5a
5 b
5c
7
c
__10
__i3a
___13c
Seclon iI
__i4
__15
__HL
__19~
__20lt
Attack Skins
For Intermediate Beading level
happle
__26b
1108
(iess
46
__47
__4ft
5L
__58~
59
(tlon)
Qst
(ible)
(over)
(sh1p)
(1ze
p246
(ttl)
(sh)
(c-d)
(est)
(ar)
darKness
Invention
Brust
sensible
packbge
misson
sentence
selfish
vacltltlon
preschool
expect
overtime
friendship
compare
adventure
deurotectiv~3
aOtlse
joyOUS
interfere
forvvard
bath
Blatter
shop
handed
licked
hopped
ioan
toot
candie
meet
pain
(oc)
(Ie)
(ai
13
WORD SORTING AND WORD BUILDING
1 Demonstrate
Demonstrate the sorting process by saying each word and comparing it to each key word picture or symbol
Have students join in as you continue to model the isolation identification and categorization
When you are finished sorting ask students how the words in When you are finished sorting ask students how the words in each column are alike and how they are different from the other words
2 Sort Have students shuffle their cards and sort them into groups Remember to have them head their categories with the key Remember to have them head their categories with the key
words that you used including any oddball headers Tell your students to read and say each word as they sort
3 Check Have students check their own sorts by reading each word in a
column to make sure they sound the same andor have the sameyspelling patterns
If a student does not notice a mistake guide him or her to the error by saying One of these doesnrsquot fit See if you can figure out which one as I read them all
Ask students to tell WHY words are sorted in particular columns
4 Reflect Declare and Compare 4 Reflect Declare and Compare
Ask your students to reflect on their sort and declare their categories by sound and by pattern
You also can have students write how the words in one column are alike and how they are different from the words in the other
5 Extend
Have students store their words in an envelope or plastic bag so they can reuse them throughout the week in individual and buddy sorts
Students should repeat a sort several times
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
14
TYPES OF WORD SORTS 1 Sound Sorts
Require students to compare commonalities and differences in a wordrsquos sounds
At a more advanced level they can focus on the number and stress of syllables (eg the reduced vowel sound in the middle of composition when a suffix is added to compose)
2 Pattern Sorts
Examine visual patterns of letter groups to understand patterns in the English writing system
Initially introduced with short and long vowels and later include the ways syllables combine to form closed and open syllables (hophopping hopehoping)( p pp g p p g)
In the sort begin with the sound and then explore the visual pattern
ELLs may find the visual sorting of words easier than hearing andor identifying differences in speech sounds
3 Concept or Meaning Sorts
Involve clustering words or pictures based on concepts or sorting Involve clustering words or pictures based on concepts or sorting words that have a meaning-spelling relationship
For example pictures can be sorted into mammals birds reptiles
Emphasize vocabulary and meaning building
Spelling-meaning sorts also allow students to examine word i il iti d diff ( t d ffi )similarities and differences (eg root word affixes)
4 Teacher-directed Sorts
Used in introductory word study lessons
Teachers setup categories with key words explicitly stating why each picture or word belongs in each categoryp g g y
5 Student-centered Sorts
Students are given pictures or words and asked to create their own categories
A student-centered or open sort can be used to assess what students are learning about how words workstudents are learning about how words work
Remember always have students explain how they did their sort
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
15
TYPES OF WORD SORTS 6 Partner Sorts
Student are paired with a partner who can provide the English label or who can explain the meaning of words
Partners work together to sort pictures for additional practice
2 Writing Sorts
Students write focus words in columns
One partner calls out a word sort word and the other writes the word One partner calls out a word sort word and the other writes the word in the appropriate column
Use a ldquono-peekingrdquo approach when students are ready to write the correct spellings without looking at the word cards
3 Word Hunts and Picture Hunts
Students look through books magazines and environmental print for Students look through books magazines and environmental print for the features they are studying
4 Brainstorming
Students think up as many examples as possible
5 Repeated Individual Sorts and Speed Sortsp p
Provide opportunities for speed sorts until students can do sorts fluently
6 Draw and LabelCut and Paste Sorts
Students draw and label pictures or cut and past pi
7 Repeated Individual Sorts and Speed Sorts
Provide opportunities for speed sorts until students can do sorts fluently
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
16
PROMPT CARDS
17
PROMPT CARDS
18
15 15 15 15 h 12
13
14
12
13
14
12
13
14
12
13
14
n th
e gr
aph
10
11
12
10
11
12
10
11
12
10
11
12
d co
rrec
tly o
8
9
RO
CK
ET
S
8
9
8
9
8
9
wor
ds r
ead
6
7
WO
RD
R
6
7
6
7
6
7
l num
ber
of
3
4
5
3
4
5
3
4
5
3
4
5
l in
the
tota
l
1
2
3
1
2
3
1
2
3
1
2
3
Fil
Date
19
15
1414
13
12
11
10
9
8
77
6
5
4
3
2
1
Date
20
REFERENCES
Teacher Study Group Learning Community Resources Beck I L (2006) Making sense of phonics The Hows and Whys New York
Guilford
Carnine W C Silbert J Kamersquoenui E J amp Tarver S G (2004) Direct Instruction Reading Upper Saddle River NJ Pearson
Dixon R C (1993) The surefire way to better spelling A revolutionary new approach to turn poor spellers into pros New York St Martinrsquos Press
Fatsis S (2001) Word freak Heartbreak triumph genius and obsession in the world of competitive Scrabble players New York Penguin
Anything Louisa Moats
Moats L C (2000) Speech to print Language essentials for teachers Moats L C (2000) Speech to print Language essentials for teachers Baltimore Brookes
Instructional Interventions Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007)
Words their way with English Learners Word study for phonics vocabularyWords their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
Blevins W (1998) Phonics from A to Z A practice guide New York Scholastic Professional Books
Blevins W (2001) Teaching phonics and word study in the intermediate grades A complete sourcebook New York Scholastic Professional grades A complete sourcebook New York Scholastic Professional
Haager D Dimino J A Windmueller M P (2007) Interventions for reading success Baltimore MD Brookes
Lewis S (2004) Word Sorting Creative Teaching Press
Linan-Thompson S amp Vaughn S (2007) Research-based methods of reading instruction for English language learners Alexandria VA ASCD
21
hmiddot h Lmiddot middot J 1 t J1 IS measure assesses Cr Haren s aumty to appry aavancell plOmcs KHowleuge to word reading
1 Student copy of word list 2 Examiner copy of word list (recording form) 3 Pencil
Directions for Administration
lt1 Place the student copy of the words in front of the student
2 Place the exarniner record fom in front of you but shielded so the student cannot see what you record
3 Say these specific directions to the student
I want you to begin here (point to the first Nord) go dYNn the page (point top to bottom) and then go to the top of the next column (point to i f2) TeE DJe each viord Try to read each word If
to 1middot bull you come to a war d~ you do not ~]ov thats OKay u O you haVe any questIOns
4 If the student faits to say first vvord tell himher the word and mark it as incorrect
5 FoHml along 1)11 your CODY If the child says th_c word incOlTectiv nut a slash (l) through it + Y -+E- ---tmiddotmiddot S~~lLimiddot t r1 + y- ( gt(1 0 e _ r i Sf~a -c c ~ J ~ -
6 If a student stops or stru ggles with a word for 5 seconds teli the student the word and mark it as incorrect
7 If the child makes five consecutive enDfS discontinue this measure
Scoring Count the number of correctly Identifid words Record the number on the total K-ITune the hpc tJ d~f error_igt nnriwoJ rd i~y~ ~Clt tf1i ___ iI 1~ t-d~b (- ilIck~l~ ~ lTe- Ayna1en6ng- _1 W
- 1 1_-Jh~ v Ul - _ yy L vi u_ ~ - a-lJrJ Vfflcuh
r gt ~ h E bull I - tcr mstrllctwnal purpoges transrer the mmnn8Hon ifyDl tle sconng sheet m the summary record form that h83 a row for each student
9
Advanced Vord Reading Student Copy
B1atter 16~ 110ne gt
~ lU nano ng
1
IJCKeCJ 20c candle
8 vv-heD
9 111 ~1 rf ~ ~ i J
10 fold
10
46
~f~) - i- tclDEci
l 4
33 hoping
34
51 q ~~-ftist
sensHJle
ltr _~ ij package
40 55 sentence
middotc 7 =)shy t c
DI~t~~middot s(~ ~hmiddot()ol 1
11
59 expect
60 overtilue
61 minion
62 friendship
63 COIDDare -shy
6t1bullbull ariventnre ~d ~~t- U ~
r - bull10) 0 aetectIve
6 a-CUmiddotmiddot0 Dou v ~L-
67 joyous
68 interfere
69 fonvard
70 realize
12
Instructional Prog
2
5a
5 b
5c
7
c
__10
__i3a
___13c
Seclon iI
__i4
__15
__HL
__19~
__20lt
Attack Skins
For Intermediate Beading level
happle
__26b
1108
(iess
46
__47
__4ft
5L
__58~
59
(tlon)
Qst
(ible)
(over)
(sh1p)
(1ze
p246
(ttl)
(sh)
(c-d)
(est)
(ar)
darKness
Invention
Brust
sensible
packbge
misson
sentence
selfish
vacltltlon
preschool
expect
overtime
friendship
compare
adventure
deurotectiv~3
aOtlse
joyOUS
interfere
forvvard
bath
Blatter
shop
handed
licked
hopped
ioan
toot
candie
meet
pain
(oc)
(Ie)
(ai
13
WORD SORTING AND WORD BUILDING
1 Demonstrate
Demonstrate the sorting process by saying each word and comparing it to each key word picture or symbol
Have students join in as you continue to model the isolation identification and categorization
When you are finished sorting ask students how the words in When you are finished sorting ask students how the words in each column are alike and how they are different from the other words
2 Sort Have students shuffle their cards and sort them into groups Remember to have them head their categories with the key Remember to have them head their categories with the key
words that you used including any oddball headers Tell your students to read and say each word as they sort
3 Check Have students check their own sorts by reading each word in a
column to make sure they sound the same andor have the sameyspelling patterns
If a student does not notice a mistake guide him or her to the error by saying One of these doesnrsquot fit See if you can figure out which one as I read them all
Ask students to tell WHY words are sorted in particular columns
4 Reflect Declare and Compare 4 Reflect Declare and Compare
Ask your students to reflect on their sort and declare their categories by sound and by pattern
You also can have students write how the words in one column are alike and how they are different from the words in the other
5 Extend
Have students store their words in an envelope or plastic bag so they can reuse them throughout the week in individual and buddy sorts
Students should repeat a sort several times
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
14
TYPES OF WORD SORTS 1 Sound Sorts
Require students to compare commonalities and differences in a wordrsquos sounds
At a more advanced level they can focus on the number and stress of syllables (eg the reduced vowel sound in the middle of composition when a suffix is added to compose)
2 Pattern Sorts
Examine visual patterns of letter groups to understand patterns in the English writing system
Initially introduced with short and long vowels and later include the ways syllables combine to form closed and open syllables (hophopping hopehoping)( p pp g p p g)
In the sort begin with the sound and then explore the visual pattern
ELLs may find the visual sorting of words easier than hearing andor identifying differences in speech sounds
3 Concept or Meaning Sorts
Involve clustering words or pictures based on concepts or sorting Involve clustering words or pictures based on concepts or sorting words that have a meaning-spelling relationship
For example pictures can be sorted into mammals birds reptiles
Emphasize vocabulary and meaning building
Spelling-meaning sorts also allow students to examine word i il iti d diff ( t d ffi )similarities and differences (eg root word affixes)
4 Teacher-directed Sorts
Used in introductory word study lessons
Teachers setup categories with key words explicitly stating why each picture or word belongs in each categoryp g g y
5 Student-centered Sorts
Students are given pictures or words and asked to create their own categories
A student-centered or open sort can be used to assess what students are learning about how words workstudents are learning about how words work
Remember always have students explain how they did their sort
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
15
TYPES OF WORD SORTS 6 Partner Sorts
Student are paired with a partner who can provide the English label or who can explain the meaning of words
Partners work together to sort pictures for additional practice
2 Writing Sorts
Students write focus words in columns
One partner calls out a word sort word and the other writes the word One partner calls out a word sort word and the other writes the word in the appropriate column
Use a ldquono-peekingrdquo approach when students are ready to write the correct spellings without looking at the word cards
3 Word Hunts and Picture Hunts
Students look through books magazines and environmental print for Students look through books magazines and environmental print for the features they are studying
4 Brainstorming
Students think up as many examples as possible
5 Repeated Individual Sorts and Speed Sortsp p
Provide opportunities for speed sorts until students can do sorts fluently
6 Draw and LabelCut and Paste Sorts
Students draw and label pictures or cut and past pi
7 Repeated Individual Sorts and Speed Sorts
Provide opportunities for speed sorts until students can do sorts fluently
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
16
PROMPT CARDS
17
PROMPT CARDS
18
15 15 15 15 h 12
13
14
12
13
14
12
13
14
12
13
14
n th
e gr
aph
10
11
12
10
11
12
10
11
12
10
11
12
d co
rrec
tly o
8
9
RO
CK
ET
S
8
9
8
9
8
9
wor
ds r
ead
6
7
WO
RD
R
6
7
6
7
6
7
l num
ber
of
3
4
5
3
4
5
3
4
5
3
4
5
l in
the
tota
l
1
2
3
1
2
3
1
2
3
1
2
3
Fil
Date
19
15
1414
13
12
11
10
9
8
77
6
5
4
3
2
1
Date
20
REFERENCES
Teacher Study Group Learning Community Resources Beck I L (2006) Making sense of phonics The Hows and Whys New York
Guilford
Carnine W C Silbert J Kamersquoenui E J amp Tarver S G (2004) Direct Instruction Reading Upper Saddle River NJ Pearson
Dixon R C (1993) The surefire way to better spelling A revolutionary new approach to turn poor spellers into pros New York St Martinrsquos Press
Fatsis S (2001) Word freak Heartbreak triumph genius and obsession in the world of competitive Scrabble players New York Penguin
Anything Louisa Moats
Moats L C (2000) Speech to print Language essentials for teachers Moats L C (2000) Speech to print Language essentials for teachers Baltimore Brookes
Instructional Interventions Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007)
Words their way with English Learners Word study for phonics vocabularyWords their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
Blevins W (1998) Phonics from A to Z A practice guide New York Scholastic Professional Books
Blevins W (2001) Teaching phonics and word study in the intermediate grades A complete sourcebook New York Scholastic Professional grades A complete sourcebook New York Scholastic Professional
Haager D Dimino J A Windmueller M P (2007) Interventions for reading success Baltimore MD Brookes
Lewis S (2004) Word Sorting Creative Teaching Press
Linan-Thompson S amp Vaughn S (2007) Research-based methods of reading instruction for English language learners Alexandria VA ASCD
21
Advanced Vord Reading Student Copy
B1atter 16~ 110ne gt
~ lU nano ng
1
IJCKeCJ 20c candle
8 vv-heD
9 111 ~1 rf ~ ~ i J
10 fold
10
46
~f~) - i- tclDEci
l 4
33 hoping
34
51 q ~~-ftist
sensHJle
ltr _~ ij package
40 55 sentence
middotc 7 =)shy t c
DI~t~~middot s(~ ~hmiddot()ol 1
11
59 expect
60 overtilue
61 minion
62 friendship
63 COIDDare -shy
6t1bullbull ariventnre ~d ~~t- U ~
r - bull10) 0 aetectIve
6 a-CUmiddotmiddot0 Dou v ~L-
67 joyous
68 interfere
69 fonvard
70 realize
12
Instructional Prog
2
5a
5 b
5c
7
c
__10
__i3a
___13c
Seclon iI
__i4
__15
__HL
__19~
__20lt
Attack Skins
For Intermediate Beading level
happle
__26b
1108
(iess
46
__47
__4ft
5L
__58~
59
(tlon)
Qst
(ible)
(over)
(sh1p)
(1ze
p246
(ttl)
(sh)
(c-d)
(est)
(ar)
darKness
Invention
Brust
sensible
packbge
misson
sentence
selfish
vacltltlon
preschool
expect
overtime
friendship
compare
adventure
deurotectiv~3
aOtlse
joyOUS
interfere
forvvard
bath
Blatter
shop
handed
licked
hopped
ioan
toot
candie
meet
pain
(oc)
(Ie)
(ai
13
WORD SORTING AND WORD BUILDING
1 Demonstrate
Demonstrate the sorting process by saying each word and comparing it to each key word picture or symbol
Have students join in as you continue to model the isolation identification and categorization
When you are finished sorting ask students how the words in When you are finished sorting ask students how the words in each column are alike and how they are different from the other words
2 Sort Have students shuffle their cards and sort them into groups Remember to have them head their categories with the key Remember to have them head their categories with the key
words that you used including any oddball headers Tell your students to read and say each word as they sort
3 Check Have students check their own sorts by reading each word in a
column to make sure they sound the same andor have the sameyspelling patterns
If a student does not notice a mistake guide him or her to the error by saying One of these doesnrsquot fit See if you can figure out which one as I read them all
Ask students to tell WHY words are sorted in particular columns
4 Reflect Declare and Compare 4 Reflect Declare and Compare
Ask your students to reflect on their sort and declare their categories by sound and by pattern
You also can have students write how the words in one column are alike and how they are different from the words in the other
5 Extend
Have students store their words in an envelope or plastic bag so they can reuse them throughout the week in individual and buddy sorts
Students should repeat a sort several times
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
14
TYPES OF WORD SORTS 1 Sound Sorts
Require students to compare commonalities and differences in a wordrsquos sounds
At a more advanced level they can focus on the number and stress of syllables (eg the reduced vowel sound in the middle of composition when a suffix is added to compose)
2 Pattern Sorts
Examine visual patterns of letter groups to understand patterns in the English writing system
Initially introduced with short and long vowels and later include the ways syllables combine to form closed and open syllables (hophopping hopehoping)( p pp g p p g)
In the sort begin with the sound and then explore the visual pattern
ELLs may find the visual sorting of words easier than hearing andor identifying differences in speech sounds
3 Concept or Meaning Sorts
Involve clustering words or pictures based on concepts or sorting Involve clustering words or pictures based on concepts or sorting words that have a meaning-spelling relationship
For example pictures can be sorted into mammals birds reptiles
Emphasize vocabulary and meaning building
Spelling-meaning sorts also allow students to examine word i il iti d diff ( t d ffi )similarities and differences (eg root word affixes)
4 Teacher-directed Sorts
Used in introductory word study lessons
Teachers setup categories with key words explicitly stating why each picture or word belongs in each categoryp g g y
5 Student-centered Sorts
Students are given pictures or words and asked to create their own categories
A student-centered or open sort can be used to assess what students are learning about how words workstudents are learning about how words work
Remember always have students explain how they did their sort
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
15
TYPES OF WORD SORTS 6 Partner Sorts
Student are paired with a partner who can provide the English label or who can explain the meaning of words
Partners work together to sort pictures for additional practice
2 Writing Sorts
Students write focus words in columns
One partner calls out a word sort word and the other writes the word One partner calls out a word sort word and the other writes the word in the appropriate column
Use a ldquono-peekingrdquo approach when students are ready to write the correct spellings without looking at the word cards
3 Word Hunts and Picture Hunts
Students look through books magazines and environmental print for Students look through books magazines and environmental print for the features they are studying
4 Brainstorming
Students think up as many examples as possible
5 Repeated Individual Sorts and Speed Sortsp p
Provide opportunities for speed sorts until students can do sorts fluently
6 Draw and LabelCut and Paste Sorts
Students draw and label pictures or cut and past pi
7 Repeated Individual Sorts and Speed Sorts
Provide opportunities for speed sorts until students can do sorts fluently
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
16
PROMPT CARDS
17
PROMPT CARDS
18
15 15 15 15 h 12
13
14
12
13
14
12
13
14
12
13
14
n th
e gr
aph
10
11
12
10
11
12
10
11
12
10
11
12
d co
rrec
tly o
8
9
RO
CK
ET
S
8
9
8
9
8
9
wor
ds r
ead
6
7
WO
RD
R
6
7
6
7
6
7
l num
ber
of
3
4
5
3
4
5
3
4
5
3
4
5
l in
the
tota
l
1
2
3
1
2
3
1
2
3
1
2
3
Fil
Date
19
15
1414
13
12
11
10
9
8
77
6
5
4
3
2
1
Date
20
REFERENCES
Teacher Study Group Learning Community Resources Beck I L (2006) Making sense of phonics The Hows and Whys New York
Guilford
Carnine W C Silbert J Kamersquoenui E J amp Tarver S G (2004) Direct Instruction Reading Upper Saddle River NJ Pearson
Dixon R C (1993) The surefire way to better spelling A revolutionary new approach to turn poor spellers into pros New York St Martinrsquos Press
Fatsis S (2001) Word freak Heartbreak triumph genius and obsession in the world of competitive Scrabble players New York Penguin
Anything Louisa Moats
Moats L C (2000) Speech to print Language essentials for teachers Moats L C (2000) Speech to print Language essentials for teachers Baltimore Brookes
Instructional Interventions Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007)
Words their way with English Learners Word study for phonics vocabularyWords their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
Blevins W (1998) Phonics from A to Z A practice guide New York Scholastic Professional Books
Blevins W (2001) Teaching phonics and word study in the intermediate grades A complete sourcebook New York Scholastic Professional grades A complete sourcebook New York Scholastic Professional
Haager D Dimino J A Windmueller M P (2007) Interventions for reading success Baltimore MD Brookes
Lewis S (2004) Word Sorting Creative Teaching Press
Linan-Thompson S amp Vaughn S (2007) Research-based methods of reading instruction for English language learners Alexandria VA ASCD
21
46
~f~) - i- tclDEci
l 4
33 hoping
34
51 q ~~-ftist
sensHJle
ltr _~ ij package
40 55 sentence
middotc 7 =)shy t c
DI~t~~middot s(~ ~hmiddot()ol 1
11
59 expect
60 overtilue
61 minion
62 friendship
63 COIDDare -shy
6t1bullbull ariventnre ~d ~~t- U ~
r - bull10) 0 aetectIve
6 a-CUmiddotmiddot0 Dou v ~L-
67 joyous
68 interfere
69 fonvard
70 realize
12
Instructional Prog
2
5a
5 b
5c
7
c
__10
__i3a
___13c
Seclon iI
__i4
__15
__HL
__19~
__20lt
Attack Skins
For Intermediate Beading level
happle
__26b
1108
(iess
46
__47
__4ft
5L
__58~
59
(tlon)
Qst
(ible)
(over)
(sh1p)
(1ze
p246
(ttl)
(sh)
(c-d)
(est)
(ar)
darKness
Invention
Brust
sensible
packbge
misson
sentence
selfish
vacltltlon
preschool
expect
overtime
friendship
compare
adventure
deurotectiv~3
aOtlse
joyOUS
interfere
forvvard
bath
Blatter
shop
handed
licked
hopped
ioan
toot
candie
meet
pain
(oc)
(Ie)
(ai
13
WORD SORTING AND WORD BUILDING
1 Demonstrate
Demonstrate the sorting process by saying each word and comparing it to each key word picture or symbol
Have students join in as you continue to model the isolation identification and categorization
When you are finished sorting ask students how the words in When you are finished sorting ask students how the words in each column are alike and how they are different from the other words
2 Sort Have students shuffle their cards and sort them into groups Remember to have them head their categories with the key Remember to have them head their categories with the key
words that you used including any oddball headers Tell your students to read and say each word as they sort
3 Check Have students check their own sorts by reading each word in a
column to make sure they sound the same andor have the sameyspelling patterns
If a student does not notice a mistake guide him or her to the error by saying One of these doesnrsquot fit See if you can figure out which one as I read them all
Ask students to tell WHY words are sorted in particular columns
4 Reflect Declare and Compare 4 Reflect Declare and Compare
Ask your students to reflect on their sort and declare their categories by sound and by pattern
You also can have students write how the words in one column are alike and how they are different from the words in the other
5 Extend
Have students store their words in an envelope or plastic bag so they can reuse them throughout the week in individual and buddy sorts
Students should repeat a sort several times
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
14
TYPES OF WORD SORTS 1 Sound Sorts
Require students to compare commonalities and differences in a wordrsquos sounds
At a more advanced level they can focus on the number and stress of syllables (eg the reduced vowel sound in the middle of composition when a suffix is added to compose)
2 Pattern Sorts
Examine visual patterns of letter groups to understand patterns in the English writing system
Initially introduced with short and long vowels and later include the ways syllables combine to form closed and open syllables (hophopping hopehoping)( p pp g p p g)
In the sort begin with the sound and then explore the visual pattern
ELLs may find the visual sorting of words easier than hearing andor identifying differences in speech sounds
3 Concept or Meaning Sorts
Involve clustering words or pictures based on concepts or sorting Involve clustering words or pictures based on concepts or sorting words that have a meaning-spelling relationship
For example pictures can be sorted into mammals birds reptiles
Emphasize vocabulary and meaning building
Spelling-meaning sorts also allow students to examine word i il iti d diff ( t d ffi )similarities and differences (eg root word affixes)
4 Teacher-directed Sorts
Used in introductory word study lessons
Teachers setup categories with key words explicitly stating why each picture or word belongs in each categoryp g g y
5 Student-centered Sorts
Students are given pictures or words and asked to create their own categories
A student-centered or open sort can be used to assess what students are learning about how words workstudents are learning about how words work
Remember always have students explain how they did their sort
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
15
TYPES OF WORD SORTS 6 Partner Sorts
Student are paired with a partner who can provide the English label or who can explain the meaning of words
Partners work together to sort pictures for additional practice
2 Writing Sorts
Students write focus words in columns
One partner calls out a word sort word and the other writes the word One partner calls out a word sort word and the other writes the word in the appropriate column
Use a ldquono-peekingrdquo approach when students are ready to write the correct spellings without looking at the word cards
3 Word Hunts and Picture Hunts
Students look through books magazines and environmental print for Students look through books magazines and environmental print for the features they are studying
4 Brainstorming
Students think up as many examples as possible
5 Repeated Individual Sorts and Speed Sortsp p
Provide opportunities for speed sorts until students can do sorts fluently
6 Draw and LabelCut and Paste Sorts
Students draw and label pictures or cut and past pi
7 Repeated Individual Sorts and Speed Sorts
Provide opportunities for speed sorts until students can do sorts fluently
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
16
PROMPT CARDS
17
PROMPT CARDS
18
15 15 15 15 h 12
13
14
12
13
14
12
13
14
12
13
14
n th
e gr
aph
10
11
12
10
11
12
10
11
12
10
11
12
d co
rrec
tly o
8
9
RO
CK
ET
S
8
9
8
9
8
9
wor
ds r
ead
6
7
WO
RD
R
6
7
6
7
6
7
l num
ber
of
3
4
5
3
4
5
3
4
5
3
4
5
l in
the
tota
l
1
2
3
1
2
3
1
2
3
1
2
3
Fil
Date
19
15
1414
13
12
11
10
9
8
77
6
5
4
3
2
1
Date
20
REFERENCES
Teacher Study Group Learning Community Resources Beck I L (2006) Making sense of phonics The Hows and Whys New York
Guilford
Carnine W C Silbert J Kamersquoenui E J amp Tarver S G (2004) Direct Instruction Reading Upper Saddle River NJ Pearson
Dixon R C (1993) The surefire way to better spelling A revolutionary new approach to turn poor spellers into pros New York St Martinrsquos Press
Fatsis S (2001) Word freak Heartbreak triumph genius and obsession in the world of competitive Scrabble players New York Penguin
Anything Louisa Moats
Moats L C (2000) Speech to print Language essentials for teachers Moats L C (2000) Speech to print Language essentials for teachers Baltimore Brookes
Instructional Interventions Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007)
Words their way with English Learners Word study for phonics vocabularyWords their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
Blevins W (1998) Phonics from A to Z A practice guide New York Scholastic Professional Books
Blevins W (2001) Teaching phonics and word study in the intermediate grades A complete sourcebook New York Scholastic Professional grades A complete sourcebook New York Scholastic Professional
Haager D Dimino J A Windmueller M P (2007) Interventions for reading success Baltimore MD Brookes
Lewis S (2004) Word Sorting Creative Teaching Press
Linan-Thompson S amp Vaughn S (2007) Research-based methods of reading instruction for English language learners Alexandria VA ASCD
21
59 expect
60 overtilue
61 minion
62 friendship
63 COIDDare -shy
6t1bullbull ariventnre ~d ~~t- U ~
r - bull10) 0 aetectIve
6 a-CUmiddotmiddot0 Dou v ~L-
67 joyous
68 interfere
69 fonvard
70 realize
12
Instructional Prog
2
5a
5 b
5c
7
c
__10
__i3a
___13c
Seclon iI
__i4
__15
__HL
__19~
__20lt
Attack Skins
For Intermediate Beading level
happle
__26b
1108
(iess
46
__47
__4ft
5L
__58~
59
(tlon)
Qst
(ible)
(over)
(sh1p)
(1ze
p246
(ttl)
(sh)
(c-d)
(est)
(ar)
darKness
Invention
Brust
sensible
packbge
misson
sentence
selfish
vacltltlon
preschool
expect
overtime
friendship
compare
adventure
deurotectiv~3
aOtlse
joyOUS
interfere
forvvard
bath
Blatter
shop
handed
licked
hopped
ioan
toot
candie
meet
pain
(oc)
(Ie)
(ai
13
WORD SORTING AND WORD BUILDING
1 Demonstrate
Demonstrate the sorting process by saying each word and comparing it to each key word picture or symbol
Have students join in as you continue to model the isolation identification and categorization
When you are finished sorting ask students how the words in When you are finished sorting ask students how the words in each column are alike and how they are different from the other words
2 Sort Have students shuffle their cards and sort them into groups Remember to have them head their categories with the key Remember to have them head their categories with the key
words that you used including any oddball headers Tell your students to read and say each word as they sort
3 Check Have students check their own sorts by reading each word in a
column to make sure they sound the same andor have the sameyspelling patterns
If a student does not notice a mistake guide him or her to the error by saying One of these doesnrsquot fit See if you can figure out which one as I read them all
Ask students to tell WHY words are sorted in particular columns
4 Reflect Declare and Compare 4 Reflect Declare and Compare
Ask your students to reflect on their sort and declare their categories by sound and by pattern
You also can have students write how the words in one column are alike and how they are different from the words in the other
5 Extend
Have students store their words in an envelope or plastic bag so they can reuse them throughout the week in individual and buddy sorts
Students should repeat a sort several times
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
14
TYPES OF WORD SORTS 1 Sound Sorts
Require students to compare commonalities and differences in a wordrsquos sounds
At a more advanced level they can focus on the number and stress of syllables (eg the reduced vowel sound in the middle of composition when a suffix is added to compose)
2 Pattern Sorts
Examine visual patterns of letter groups to understand patterns in the English writing system
Initially introduced with short and long vowels and later include the ways syllables combine to form closed and open syllables (hophopping hopehoping)( p pp g p p g)
In the sort begin with the sound and then explore the visual pattern
ELLs may find the visual sorting of words easier than hearing andor identifying differences in speech sounds
3 Concept or Meaning Sorts
Involve clustering words or pictures based on concepts or sorting Involve clustering words or pictures based on concepts or sorting words that have a meaning-spelling relationship
For example pictures can be sorted into mammals birds reptiles
Emphasize vocabulary and meaning building
Spelling-meaning sorts also allow students to examine word i il iti d diff ( t d ffi )similarities and differences (eg root word affixes)
4 Teacher-directed Sorts
Used in introductory word study lessons
Teachers setup categories with key words explicitly stating why each picture or word belongs in each categoryp g g y
5 Student-centered Sorts
Students are given pictures or words and asked to create their own categories
A student-centered or open sort can be used to assess what students are learning about how words workstudents are learning about how words work
Remember always have students explain how they did their sort
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
15
TYPES OF WORD SORTS 6 Partner Sorts
Student are paired with a partner who can provide the English label or who can explain the meaning of words
Partners work together to sort pictures for additional practice
2 Writing Sorts
Students write focus words in columns
One partner calls out a word sort word and the other writes the word One partner calls out a word sort word and the other writes the word in the appropriate column
Use a ldquono-peekingrdquo approach when students are ready to write the correct spellings without looking at the word cards
3 Word Hunts and Picture Hunts
Students look through books magazines and environmental print for Students look through books magazines and environmental print for the features they are studying
4 Brainstorming
Students think up as many examples as possible
5 Repeated Individual Sorts and Speed Sortsp p
Provide opportunities for speed sorts until students can do sorts fluently
6 Draw and LabelCut and Paste Sorts
Students draw and label pictures or cut and past pi
7 Repeated Individual Sorts and Speed Sorts
Provide opportunities for speed sorts until students can do sorts fluently
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
16
PROMPT CARDS
17
PROMPT CARDS
18
15 15 15 15 h 12
13
14
12
13
14
12
13
14
12
13
14
n th
e gr
aph
10
11
12
10
11
12
10
11
12
10
11
12
d co
rrec
tly o
8
9
RO
CK
ET
S
8
9
8
9
8
9
wor
ds r
ead
6
7
WO
RD
R
6
7
6
7
6
7
l num
ber
of
3
4
5
3
4
5
3
4
5
3
4
5
l in
the
tota
l
1
2
3
1
2
3
1
2
3
1
2
3
Fil
Date
19
15
1414
13
12
11
10
9
8
77
6
5
4
3
2
1
Date
20
REFERENCES
Teacher Study Group Learning Community Resources Beck I L (2006) Making sense of phonics The Hows and Whys New York
Guilford
Carnine W C Silbert J Kamersquoenui E J amp Tarver S G (2004) Direct Instruction Reading Upper Saddle River NJ Pearson
Dixon R C (1993) The surefire way to better spelling A revolutionary new approach to turn poor spellers into pros New York St Martinrsquos Press
Fatsis S (2001) Word freak Heartbreak triumph genius and obsession in the world of competitive Scrabble players New York Penguin
Anything Louisa Moats
Moats L C (2000) Speech to print Language essentials for teachers Moats L C (2000) Speech to print Language essentials for teachers Baltimore Brookes
Instructional Interventions Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007)
Words their way with English Learners Word study for phonics vocabularyWords their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
Blevins W (1998) Phonics from A to Z A practice guide New York Scholastic Professional Books
Blevins W (2001) Teaching phonics and word study in the intermediate grades A complete sourcebook New York Scholastic Professional grades A complete sourcebook New York Scholastic Professional
Haager D Dimino J A Windmueller M P (2007) Interventions for reading success Baltimore MD Brookes
Lewis S (2004) Word Sorting Creative Teaching Press
Linan-Thompson S amp Vaughn S (2007) Research-based methods of reading instruction for English language learners Alexandria VA ASCD
21
Instructional Prog
2
5a
5 b
5c
7
c
__10
__i3a
___13c
Seclon iI
__i4
__15
__HL
__19~
__20lt
Attack Skins
For Intermediate Beading level
happle
__26b
1108
(iess
46
__47
__4ft
5L
__58~
59
(tlon)
Qst
(ible)
(over)
(sh1p)
(1ze
p246
(ttl)
(sh)
(c-d)
(est)
(ar)
darKness
Invention
Brust
sensible
packbge
misson
sentence
selfish
vacltltlon
preschool
expect
overtime
friendship
compare
adventure
deurotectiv~3
aOtlse
joyOUS
interfere
forvvard
bath
Blatter
shop
handed
licked
hopped
ioan
toot
candie
meet
pain
(oc)
(Ie)
(ai
13
WORD SORTING AND WORD BUILDING
1 Demonstrate
Demonstrate the sorting process by saying each word and comparing it to each key word picture or symbol
Have students join in as you continue to model the isolation identification and categorization
When you are finished sorting ask students how the words in When you are finished sorting ask students how the words in each column are alike and how they are different from the other words
2 Sort Have students shuffle their cards and sort them into groups Remember to have them head their categories with the key Remember to have them head their categories with the key
words that you used including any oddball headers Tell your students to read and say each word as they sort
3 Check Have students check their own sorts by reading each word in a
column to make sure they sound the same andor have the sameyspelling patterns
If a student does not notice a mistake guide him or her to the error by saying One of these doesnrsquot fit See if you can figure out which one as I read them all
Ask students to tell WHY words are sorted in particular columns
4 Reflect Declare and Compare 4 Reflect Declare and Compare
Ask your students to reflect on their sort and declare their categories by sound and by pattern
You also can have students write how the words in one column are alike and how they are different from the words in the other
5 Extend
Have students store their words in an envelope or plastic bag so they can reuse them throughout the week in individual and buddy sorts
Students should repeat a sort several times
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
14
TYPES OF WORD SORTS 1 Sound Sorts
Require students to compare commonalities and differences in a wordrsquos sounds
At a more advanced level they can focus on the number and stress of syllables (eg the reduced vowel sound in the middle of composition when a suffix is added to compose)
2 Pattern Sorts
Examine visual patterns of letter groups to understand patterns in the English writing system
Initially introduced with short and long vowels and later include the ways syllables combine to form closed and open syllables (hophopping hopehoping)( p pp g p p g)
In the sort begin with the sound and then explore the visual pattern
ELLs may find the visual sorting of words easier than hearing andor identifying differences in speech sounds
3 Concept or Meaning Sorts
Involve clustering words or pictures based on concepts or sorting Involve clustering words or pictures based on concepts or sorting words that have a meaning-spelling relationship
For example pictures can be sorted into mammals birds reptiles
Emphasize vocabulary and meaning building
Spelling-meaning sorts also allow students to examine word i il iti d diff ( t d ffi )similarities and differences (eg root word affixes)
4 Teacher-directed Sorts
Used in introductory word study lessons
Teachers setup categories with key words explicitly stating why each picture or word belongs in each categoryp g g y
5 Student-centered Sorts
Students are given pictures or words and asked to create their own categories
A student-centered or open sort can be used to assess what students are learning about how words workstudents are learning about how words work
Remember always have students explain how they did their sort
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
15
TYPES OF WORD SORTS 6 Partner Sorts
Student are paired with a partner who can provide the English label or who can explain the meaning of words
Partners work together to sort pictures for additional practice
2 Writing Sorts
Students write focus words in columns
One partner calls out a word sort word and the other writes the word One partner calls out a word sort word and the other writes the word in the appropriate column
Use a ldquono-peekingrdquo approach when students are ready to write the correct spellings without looking at the word cards
3 Word Hunts and Picture Hunts
Students look through books magazines and environmental print for Students look through books magazines and environmental print for the features they are studying
4 Brainstorming
Students think up as many examples as possible
5 Repeated Individual Sorts and Speed Sortsp p
Provide opportunities for speed sorts until students can do sorts fluently
6 Draw and LabelCut and Paste Sorts
Students draw and label pictures or cut and past pi
7 Repeated Individual Sorts and Speed Sorts
Provide opportunities for speed sorts until students can do sorts fluently
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
16
PROMPT CARDS
17
PROMPT CARDS
18
15 15 15 15 h 12
13
14
12
13
14
12
13
14
12
13
14
n th
e gr
aph
10
11
12
10
11
12
10
11
12
10
11
12
d co
rrec
tly o
8
9
RO
CK
ET
S
8
9
8
9
8
9
wor
ds r
ead
6
7
WO
RD
R
6
7
6
7
6
7
l num
ber
of
3
4
5
3
4
5
3
4
5
3
4
5
l in
the
tota
l
1
2
3
1
2
3
1
2
3
1
2
3
Fil
Date
19
15
1414
13
12
11
10
9
8
77
6
5
4
3
2
1
Date
20
REFERENCES
Teacher Study Group Learning Community Resources Beck I L (2006) Making sense of phonics The Hows and Whys New York
Guilford
Carnine W C Silbert J Kamersquoenui E J amp Tarver S G (2004) Direct Instruction Reading Upper Saddle River NJ Pearson
Dixon R C (1993) The surefire way to better spelling A revolutionary new approach to turn poor spellers into pros New York St Martinrsquos Press
Fatsis S (2001) Word freak Heartbreak triumph genius and obsession in the world of competitive Scrabble players New York Penguin
Anything Louisa Moats
Moats L C (2000) Speech to print Language essentials for teachers Moats L C (2000) Speech to print Language essentials for teachers Baltimore Brookes
Instructional Interventions Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007)
Words their way with English Learners Word study for phonics vocabularyWords their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
Blevins W (1998) Phonics from A to Z A practice guide New York Scholastic Professional Books
Blevins W (2001) Teaching phonics and word study in the intermediate grades A complete sourcebook New York Scholastic Professional grades A complete sourcebook New York Scholastic Professional
Haager D Dimino J A Windmueller M P (2007) Interventions for reading success Baltimore MD Brookes
Lewis S (2004) Word Sorting Creative Teaching Press
Linan-Thompson S amp Vaughn S (2007) Research-based methods of reading instruction for English language learners Alexandria VA ASCD
21
WORD SORTING AND WORD BUILDING
1 Demonstrate
Demonstrate the sorting process by saying each word and comparing it to each key word picture or symbol
Have students join in as you continue to model the isolation identification and categorization
When you are finished sorting ask students how the words in When you are finished sorting ask students how the words in each column are alike and how they are different from the other words
2 Sort Have students shuffle their cards and sort them into groups Remember to have them head their categories with the key Remember to have them head their categories with the key
words that you used including any oddball headers Tell your students to read and say each word as they sort
3 Check Have students check their own sorts by reading each word in a
column to make sure they sound the same andor have the sameyspelling patterns
If a student does not notice a mistake guide him or her to the error by saying One of these doesnrsquot fit See if you can figure out which one as I read them all
Ask students to tell WHY words are sorted in particular columns
4 Reflect Declare and Compare 4 Reflect Declare and Compare
Ask your students to reflect on their sort and declare their categories by sound and by pattern
You also can have students write how the words in one column are alike and how they are different from the words in the other
5 Extend
Have students store their words in an envelope or plastic bag so they can reuse them throughout the week in individual and buddy sorts
Students should repeat a sort several times
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
14
TYPES OF WORD SORTS 1 Sound Sorts
Require students to compare commonalities and differences in a wordrsquos sounds
At a more advanced level they can focus on the number and stress of syllables (eg the reduced vowel sound in the middle of composition when a suffix is added to compose)
2 Pattern Sorts
Examine visual patterns of letter groups to understand patterns in the English writing system
Initially introduced with short and long vowels and later include the ways syllables combine to form closed and open syllables (hophopping hopehoping)( p pp g p p g)
In the sort begin with the sound and then explore the visual pattern
ELLs may find the visual sorting of words easier than hearing andor identifying differences in speech sounds
3 Concept or Meaning Sorts
Involve clustering words or pictures based on concepts or sorting Involve clustering words or pictures based on concepts or sorting words that have a meaning-spelling relationship
For example pictures can be sorted into mammals birds reptiles
Emphasize vocabulary and meaning building
Spelling-meaning sorts also allow students to examine word i il iti d diff ( t d ffi )similarities and differences (eg root word affixes)
4 Teacher-directed Sorts
Used in introductory word study lessons
Teachers setup categories with key words explicitly stating why each picture or word belongs in each categoryp g g y
5 Student-centered Sorts
Students are given pictures or words and asked to create their own categories
A student-centered or open sort can be used to assess what students are learning about how words workstudents are learning about how words work
Remember always have students explain how they did their sort
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
15
TYPES OF WORD SORTS 6 Partner Sorts
Student are paired with a partner who can provide the English label or who can explain the meaning of words
Partners work together to sort pictures for additional practice
2 Writing Sorts
Students write focus words in columns
One partner calls out a word sort word and the other writes the word One partner calls out a word sort word and the other writes the word in the appropriate column
Use a ldquono-peekingrdquo approach when students are ready to write the correct spellings without looking at the word cards
3 Word Hunts and Picture Hunts
Students look through books magazines and environmental print for Students look through books magazines and environmental print for the features they are studying
4 Brainstorming
Students think up as many examples as possible
5 Repeated Individual Sorts and Speed Sortsp p
Provide opportunities for speed sorts until students can do sorts fluently
6 Draw and LabelCut and Paste Sorts
Students draw and label pictures or cut and past pi
7 Repeated Individual Sorts and Speed Sorts
Provide opportunities for speed sorts until students can do sorts fluently
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
16
PROMPT CARDS
17
PROMPT CARDS
18
15 15 15 15 h 12
13
14
12
13
14
12
13
14
12
13
14
n th
e gr
aph
10
11
12
10
11
12
10
11
12
10
11
12
d co
rrec
tly o
8
9
RO
CK
ET
S
8
9
8
9
8
9
wor
ds r
ead
6
7
WO
RD
R
6
7
6
7
6
7
l num
ber
of
3
4
5
3
4
5
3
4
5
3
4
5
l in
the
tota
l
1
2
3
1
2
3
1
2
3
1
2
3
Fil
Date
19
15
1414
13
12
11
10
9
8
77
6
5
4
3
2
1
Date
20
REFERENCES
Teacher Study Group Learning Community Resources Beck I L (2006) Making sense of phonics The Hows and Whys New York
Guilford
Carnine W C Silbert J Kamersquoenui E J amp Tarver S G (2004) Direct Instruction Reading Upper Saddle River NJ Pearson
Dixon R C (1993) The surefire way to better spelling A revolutionary new approach to turn poor spellers into pros New York St Martinrsquos Press
Fatsis S (2001) Word freak Heartbreak triumph genius and obsession in the world of competitive Scrabble players New York Penguin
Anything Louisa Moats
Moats L C (2000) Speech to print Language essentials for teachers Moats L C (2000) Speech to print Language essentials for teachers Baltimore Brookes
Instructional Interventions Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007)
Words their way with English Learners Word study for phonics vocabularyWords their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
Blevins W (1998) Phonics from A to Z A practice guide New York Scholastic Professional Books
Blevins W (2001) Teaching phonics and word study in the intermediate grades A complete sourcebook New York Scholastic Professional grades A complete sourcebook New York Scholastic Professional
Haager D Dimino J A Windmueller M P (2007) Interventions for reading success Baltimore MD Brookes
Lewis S (2004) Word Sorting Creative Teaching Press
Linan-Thompson S amp Vaughn S (2007) Research-based methods of reading instruction for English language learners Alexandria VA ASCD
21
TYPES OF WORD SORTS 1 Sound Sorts
Require students to compare commonalities and differences in a wordrsquos sounds
At a more advanced level they can focus on the number and stress of syllables (eg the reduced vowel sound in the middle of composition when a suffix is added to compose)
2 Pattern Sorts
Examine visual patterns of letter groups to understand patterns in the English writing system
Initially introduced with short and long vowels and later include the ways syllables combine to form closed and open syllables (hophopping hopehoping)( p pp g p p g)
In the sort begin with the sound and then explore the visual pattern
ELLs may find the visual sorting of words easier than hearing andor identifying differences in speech sounds
3 Concept or Meaning Sorts
Involve clustering words or pictures based on concepts or sorting Involve clustering words or pictures based on concepts or sorting words that have a meaning-spelling relationship
For example pictures can be sorted into mammals birds reptiles
Emphasize vocabulary and meaning building
Spelling-meaning sorts also allow students to examine word i il iti d diff ( t d ffi )similarities and differences (eg root word affixes)
4 Teacher-directed Sorts
Used in introductory word study lessons
Teachers setup categories with key words explicitly stating why each picture or word belongs in each categoryp g g y
5 Student-centered Sorts
Students are given pictures or words and asked to create their own categories
A student-centered or open sort can be used to assess what students are learning about how words workstudents are learning about how words work
Remember always have students explain how they did their sort
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
15
TYPES OF WORD SORTS 6 Partner Sorts
Student are paired with a partner who can provide the English label or who can explain the meaning of words
Partners work together to sort pictures for additional practice
2 Writing Sorts
Students write focus words in columns
One partner calls out a word sort word and the other writes the word One partner calls out a word sort word and the other writes the word in the appropriate column
Use a ldquono-peekingrdquo approach when students are ready to write the correct spellings without looking at the word cards
3 Word Hunts and Picture Hunts
Students look through books magazines and environmental print for Students look through books magazines and environmental print for the features they are studying
4 Brainstorming
Students think up as many examples as possible
5 Repeated Individual Sorts and Speed Sortsp p
Provide opportunities for speed sorts until students can do sorts fluently
6 Draw and LabelCut and Paste Sorts
Students draw and label pictures or cut and past pi
7 Repeated Individual Sorts and Speed Sorts
Provide opportunities for speed sorts until students can do sorts fluently
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
16
PROMPT CARDS
17
PROMPT CARDS
18
15 15 15 15 h 12
13
14
12
13
14
12
13
14
12
13
14
n th
e gr
aph
10
11
12
10
11
12
10
11
12
10
11
12
d co
rrec
tly o
8
9
RO
CK
ET
S
8
9
8
9
8
9
wor
ds r
ead
6
7
WO
RD
R
6
7
6
7
6
7
l num
ber
of
3
4
5
3
4
5
3
4
5
3
4
5
l in
the
tota
l
1
2
3
1
2
3
1
2
3
1
2
3
Fil
Date
19
15
1414
13
12
11
10
9
8
77
6
5
4
3
2
1
Date
20
REFERENCES
Teacher Study Group Learning Community Resources Beck I L (2006) Making sense of phonics The Hows and Whys New York
Guilford
Carnine W C Silbert J Kamersquoenui E J amp Tarver S G (2004) Direct Instruction Reading Upper Saddle River NJ Pearson
Dixon R C (1993) The surefire way to better spelling A revolutionary new approach to turn poor spellers into pros New York St Martinrsquos Press
Fatsis S (2001) Word freak Heartbreak triumph genius and obsession in the world of competitive Scrabble players New York Penguin
Anything Louisa Moats
Moats L C (2000) Speech to print Language essentials for teachers Moats L C (2000) Speech to print Language essentials for teachers Baltimore Brookes
Instructional Interventions Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007)
Words their way with English Learners Word study for phonics vocabularyWords their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
Blevins W (1998) Phonics from A to Z A practice guide New York Scholastic Professional Books
Blevins W (2001) Teaching phonics and word study in the intermediate grades A complete sourcebook New York Scholastic Professional grades A complete sourcebook New York Scholastic Professional
Haager D Dimino J A Windmueller M P (2007) Interventions for reading success Baltimore MD Brookes
Lewis S (2004) Word Sorting Creative Teaching Press
Linan-Thompson S amp Vaughn S (2007) Research-based methods of reading instruction for English language learners Alexandria VA ASCD
21
TYPES OF WORD SORTS 6 Partner Sorts
Student are paired with a partner who can provide the English label or who can explain the meaning of words
Partners work together to sort pictures for additional practice
2 Writing Sorts
Students write focus words in columns
One partner calls out a word sort word and the other writes the word One partner calls out a word sort word and the other writes the word in the appropriate column
Use a ldquono-peekingrdquo approach when students are ready to write the correct spellings without looking at the word cards
3 Word Hunts and Picture Hunts
Students look through books magazines and environmental print for Students look through books magazines and environmental print for the features they are studying
4 Brainstorming
Students think up as many examples as possible
5 Repeated Individual Sorts and Speed Sortsp p
Provide opportunities for speed sorts until students can do sorts fluently
6 Draw and LabelCut and Paste Sorts
Students draw and label pictures or cut and past pi
7 Repeated Individual Sorts and Speed Sorts
Provide opportunities for speed sorts until students can do sorts fluently
Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007) Words their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
16
PROMPT CARDS
17
PROMPT CARDS
18
15 15 15 15 h 12
13
14
12
13
14
12
13
14
12
13
14
n th
e gr
aph
10
11
12
10
11
12
10
11
12
10
11
12
d co
rrec
tly o
8
9
RO
CK
ET
S
8
9
8
9
8
9
wor
ds r
ead
6
7
WO
RD
R
6
7
6
7
6
7
l num
ber
of
3
4
5
3
4
5
3
4
5
3
4
5
l in
the
tota
l
1
2
3
1
2
3
1
2
3
1
2
3
Fil
Date
19
15
1414
13
12
11
10
9
8
77
6
5
4
3
2
1
Date
20
REFERENCES
Teacher Study Group Learning Community Resources Beck I L (2006) Making sense of phonics The Hows and Whys New York
Guilford
Carnine W C Silbert J Kamersquoenui E J amp Tarver S G (2004) Direct Instruction Reading Upper Saddle River NJ Pearson
Dixon R C (1993) The surefire way to better spelling A revolutionary new approach to turn poor spellers into pros New York St Martinrsquos Press
Fatsis S (2001) Word freak Heartbreak triumph genius and obsession in the world of competitive Scrabble players New York Penguin
Anything Louisa Moats
Moats L C (2000) Speech to print Language essentials for teachers Moats L C (2000) Speech to print Language essentials for teachers Baltimore Brookes
Instructional Interventions Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007)
Words their way with English Learners Word study for phonics vocabularyWords their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
Blevins W (1998) Phonics from A to Z A practice guide New York Scholastic Professional Books
Blevins W (2001) Teaching phonics and word study in the intermediate grades A complete sourcebook New York Scholastic Professional grades A complete sourcebook New York Scholastic Professional
Haager D Dimino J A Windmueller M P (2007) Interventions for reading success Baltimore MD Brookes
Lewis S (2004) Word Sorting Creative Teaching Press
Linan-Thompson S amp Vaughn S (2007) Research-based methods of reading instruction for English language learners Alexandria VA ASCD
21
PROMPT CARDS
17
PROMPT CARDS
18
15 15 15 15 h 12
13
14
12
13
14
12
13
14
12
13
14
n th
e gr
aph
10
11
12
10
11
12
10
11
12
10
11
12
d co
rrec
tly o
8
9
RO
CK
ET
S
8
9
8
9
8
9
wor
ds r
ead
6
7
WO
RD
R
6
7
6
7
6
7
l num
ber
of
3
4
5
3
4
5
3
4
5
3
4
5
l in
the
tota
l
1
2
3
1
2
3
1
2
3
1
2
3
Fil
Date
19
15
1414
13
12
11
10
9
8
77
6
5
4
3
2
1
Date
20
REFERENCES
Teacher Study Group Learning Community Resources Beck I L (2006) Making sense of phonics The Hows and Whys New York
Guilford
Carnine W C Silbert J Kamersquoenui E J amp Tarver S G (2004) Direct Instruction Reading Upper Saddle River NJ Pearson
Dixon R C (1993) The surefire way to better spelling A revolutionary new approach to turn poor spellers into pros New York St Martinrsquos Press
Fatsis S (2001) Word freak Heartbreak triumph genius and obsession in the world of competitive Scrabble players New York Penguin
Anything Louisa Moats
Moats L C (2000) Speech to print Language essentials for teachers Moats L C (2000) Speech to print Language essentials for teachers Baltimore Brookes
Instructional Interventions Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007)
Words their way with English Learners Word study for phonics vocabularyWords their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
Blevins W (1998) Phonics from A to Z A practice guide New York Scholastic Professional Books
Blevins W (2001) Teaching phonics and word study in the intermediate grades A complete sourcebook New York Scholastic Professional grades A complete sourcebook New York Scholastic Professional
Haager D Dimino J A Windmueller M P (2007) Interventions for reading success Baltimore MD Brookes
Lewis S (2004) Word Sorting Creative Teaching Press
Linan-Thompson S amp Vaughn S (2007) Research-based methods of reading instruction for English language learners Alexandria VA ASCD
21
PROMPT CARDS
18
15 15 15 15 h 12
13
14
12
13
14
12
13
14
12
13
14
n th
e gr
aph
10
11
12
10
11
12
10
11
12
10
11
12
d co
rrec
tly o
8
9
RO
CK
ET
S
8
9
8
9
8
9
wor
ds r
ead
6
7
WO
RD
R
6
7
6
7
6
7
l num
ber
of
3
4
5
3
4
5
3
4
5
3
4
5
l in
the
tota
l
1
2
3
1
2
3
1
2
3
1
2
3
Fil
Date
19
15
1414
13
12
11
10
9
8
77
6
5
4
3
2
1
Date
20
REFERENCES
Teacher Study Group Learning Community Resources Beck I L (2006) Making sense of phonics The Hows and Whys New York
Guilford
Carnine W C Silbert J Kamersquoenui E J amp Tarver S G (2004) Direct Instruction Reading Upper Saddle River NJ Pearson
Dixon R C (1993) The surefire way to better spelling A revolutionary new approach to turn poor spellers into pros New York St Martinrsquos Press
Fatsis S (2001) Word freak Heartbreak triumph genius and obsession in the world of competitive Scrabble players New York Penguin
Anything Louisa Moats
Moats L C (2000) Speech to print Language essentials for teachers Moats L C (2000) Speech to print Language essentials for teachers Baltimore Brookes
Instructional Interventions Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007)
Words their way with English Learners Word study for phonics vocabularyWords their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
Blevins W (1998) Phonics from A to Z A practice guide New York Scholastic Professional Books
Blevins W (2001) Teaching phonics and word study in the intermediate grades A complete sourcebook New York Scholastic Professional grades A complete sourcebook New York Scholastic Professional
Haager D Dimino J A Windmueller M P (2007) Interventions for reading success Baltimore MD Brookes
Lewis S (2004) Word Sorting Creative Teaching Press
Linan-Thompson S amp Vaughn S (2007) Research-based methods of reading instruction for English language learners Alexandria VA ASCD
21
15 15 15 15 h 12
13
14
12
13
14
12
13
14
12
13
14
n th
e gr
aph
10
11
12
10
11
12
10
11
12
10
11
12
d co
rrec
tly o
8
9
RO
CK
ET
S
8
9
8
9
8
9
wor
ds r
ead
6
7
WO
RD
R
6
7
6
7
6
7
l num
ber
of
3
4
5
3
4
5
3
4
5
3
4
5
l in
the
tota
l
1
2
3
1
2
3
1
2
3
1
2
3
Fil
Date
19
15
1414
13
12
11
10
9
8
77
6
5
4
3
2
1
Date
20
REFERENCES
Teacher Study Group Learning Community Resources Beck I L (2006) Making sense of phonics The Hows and Whys New York
Guilford
Carnine W C Silbert J Kamersquoenui E J amp Tarver S G (2004) Direct Instruction Reading Upper Saddle River NJ Pearson
Dixon R C (1993) The surefire way to better spelling A revolutionary new approach to turn poor spellers into pros New York St Martinrsquos Press
Fatsis S (2001) Word freak Heartbreak triumph genius and obsession in the world of competitive Scrabble players New York Penguin
Anything Louisa Moats
Moats L C (2000) Speech to print Language essentials for teachers Moats L C (2000) Speech to print Language essentials for teachers Baltimore Brookes
Instructional Interventions Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007)
Words their way with English Learners Word study for phonics vocabularyWords their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
Blevins W (1998) Phonics from A to Z A practice guide New York Scholastic Professional Books
Blevins W (2001) Teaching phonics and word study in the intermediate grades A complete sourcebook New York Scholastic Professional grades A complete sourcebook New York Scholastic Professional
Haager D Dimino J A Windmueller M P (2007) Interventions for reading success Baltimore MD Brookes
Lewis S (2004) Word Sorting Creative Teaching Press
Linan-Thompson S amp Vaughn S (2007) Research-based methods of reading instruction for English language learners Alexandria VA ASCD
21
15
1414
13
12
11
10
9
8
77
6
5
4
3
2
1
Date
20
REFERENCES
Teacher Study Group Learning Community Resources Beck I L (2006) Making sense of phonics The Hows and Whys New York
Guilford
Carnine W C Silbert J Kamersquoenui E J amp Tarver S G (2004) Direct Instruction Reading Upper Saddle River NJ Pearson
Dixon R C (1993) The surefire way to better spelling A revolutionary new approach to turn poor spellers into pros New York St Martinrsquos Press
Fatsis S (2001) Word freak Heartbreak triumph genius and obsession in the world of competitive Scrabble players New York Penguin
Anything Louisa Moats
Moats L C (2000) Speech to print Language essentials for teachers Moats L C (2000) Speech to print Language essentials for teachers Baltimore Brookes
Instructional Interventions Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007)
Words their way with English Learners Word study for phonics vocabularyWords their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
Blevins W (1998) Phonics from A to Z A practice guide New York Scholastic Professional Books
Blevins W (2001) Teaching phonics and word study in the intermediate grades A complete sourcebook New York Scholastic Professional grades A complete sourcebook New York Scholastic Professional
Haager D Dimino J A Windmueller M P (2007) Interventions for reading success Baltimore MD Brookes
Lewis S (2004) Word Sorting Creative Teaching Press
Linan-Thompson S amp Vaughn S (2007) Research-based methods of reading instruction for English language learners Alexandria VA ASCD
21
REFERENCES
Teacher Study Group Learning Community Resources Beck I L (2006) Making sense of phonics The Hows and Whys New York
Guilford
Carnine W C Silbert J Kamersquoenui E J amp Tarver S G (2004) Direct Instruction Reading Upper Saddle River NJ Pearson
Dixon R C (1993) The surefire way to better spelling A revolutionary new approach to turn poor spellers into pros New York St Martinrsquos Press
Fatsis S (2001) Word freak Heartbreak triumph genius and obsession in the world of competitive Scrabble players New York Penguin
Anything Louisa Moats
Moats L C (2000) Speech to print Language essentials for teachers Moats L C (2000) Speech to print Language essentials for teachers Baltimore Brookes
Instructional Interventions Bear D R Helman L Templeton S Invernizzi M amp Johnston F (2007)
Words their way with English Learners Word study for phonics vocabularyWords their way with English Learners Word study for phonics vocabulary and spelling instruction Des Moines IA Prentice Hall
Bear D R Templeton S Ivernizzi M amp Johnston F (2000) Words their way Word study for phonics vocabulary and spelling Des Moines IA Prentice Hall
Blevins W (1998) Phonics from A to Z A practice guide New York Scholastic Professional Books
Blevins W (2001) Teaching phonics and word study in the intermediate grades A complete sourcebook New York Scholastic Professional grades A complete sourcebook New York Scholastic Professional
Haager D Dimino J A Windmueller M P (2007) Interventions for reading success Baltimore MD Brookes
Lewis S (2004) Word Sorting Creative Teaching Press
Linan-Thompson S amp Vaughn S (2007) Research-based methods of reading instruction for English language learners Alexandria VA ASCD
21