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Developing Fluent Readers and Writers with Word Study Instruction in Phonics and Fluency. EDC 424. Connecting Your Readings. Reading Guide #2 Tompkins : What & why to teach word patterns for fluency development (and how to assess it)
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Developing Fluent Readers and Writers with Word Study Instruction in Phonics and Fluency EDC 424
Connecting Your Readings • Reading Guide #2 • Tompkins: What & why to teach word patterns for fluency development (and how to assess it) • Words Their Way: What and how to teach word patterns for spelling and reading development (and how to assess it)
Phonics Fluency • Word Recognition (Automaticity) • Sight words • High frequency words • Word Identification Strategies • Decodable words • Fluency (ASP) • Accuracy • Speed • Prosody • Apply strategies using knowledge of … • 1. Phonics 2. Word families • 3. Syllables 4. Root words & affixes
Four Word Identification Strategies • Using (integrated) knowledge of • Phonics (sound-symbol correspondence) • Word families (onset & rime, then substitute onset) • Syllables (CVC, CV, open vs. closed patterns) • Root words and affixes (morphemes = meaning)
Fluency Instruction: Word Recognition • How do you teachautomatic word recognition? • Introduce words in context • Chant and clap words • Practice reading and writing words together • Have children read and write words • How do you assessautomatic word recognition? • High frequency word lists • Observation Survey: word reading and writing vocabulary subtests • Authentic writing samples WORD STUDY
Fluency Instruction: Word Identification • How do you teachstrategicword identification? • Teach letter sequences & phonics patterns • Teach onset & rime – link reading and writing • Teach syllable patterns; • Teach meanings of Greek & Latin roots, prefix, & suffixes • How do you assessstrategic word identification? • Developmental Reading Assessment [DRA] (leveled books and running records) • Names Test (phonics) -- Running Records • PALS: Words in Isolation Word List WORD STUDY
Developmental Reading Assessment (DRA) Benchmark Assessment Books
Sight Word Walls (Grade K-1) Make reachable and interactive
Themed Word Walls Grades K-6 For reading, writing, and content-area vocabulary
Themed Word Walls Grades K-6 For reading, writing, and content-area vocabulary
Personal or Portable Word Walls (add to journals, send home) YouTube
WTW: Organizing for Word Study • How are word sorts different than other phonics programs? • Hands-on manipulatives to learn by doing • Work from known to unknown to help spell • Analytic (whole > part) rather than synthetic (part > whole) • Critical thinking about principles (compare/contrast) rather than memorizing rules • Efficient (more words) and cost effective (reusable cards vs. worksheets with fewer words • Easier to differentiate instruction and adapt (just combine different word groups and cards)
Three Main Types of Word Sorts Correct sequence 2 1 • Sound Sort > Visual Pattern Sort > Meaning Sort Picture sort (early stages) Use keyword headings (either picture or visual pattern) Concept sort (themed words or vocabulary Word sort (see sound vs. spelling) Spelling/meaning sort (homophones; homographs; affix/suffix sorts) Blind sort sort by sound without visual cues
Try it out: Word Sorts • First, sort by SOUND of G. I will model this. Soft G badge Hard G bag cage twig slug edge lodge drug page flag huge judge leg stage
Try it out: Word Sorts • First, sort by SOUND of G. I will model this. Soft G badge Hard G bag cage drug edge flag huge leg judge slug lodge twig page stage
Try it out: Word Sorts • Now, sort by [visual] pattern. Work with a partner to discover the different patterns & reflect (compare & declare) - HINT (there are more than two groups) cage drug edge flag huge leg judge slug lodge twig page stage
Try it out: Word Sorts • Now, sort by [visual] pattern. Work with a partner to discover the different patterns & reflect (compare & declare) g dge ge slug badge cage bag judge page drug lodge huge flag edge stage leg soft g at end has a silent e when short vowel = dge when long vowel = ge twig short vowel = hard g and no “e”
How teach/practice word sorts? • Teacher directed closed sort (Hard/Soft G) • Teacher defines categories and models the sort; refer to keyword headings each time and gradually release responsibility to the reader • Student directed open sort (Spelling pattern) • Students create own categories of words and explain why sorted that way • Interesting for diagnostic and assessment purposes
Teacher-Directed Word Study Lessons • Demonstrate: Tell words and model with hard words (no guessing games) • Sort & check: Don’t correct errors for students; they check by reading themselves (can have check sheet to help monitoring) • Reflect: Have students compare and declare the patterns they notice • Extend: revisit during week in centers, with partner, seatwork, homework, with parents, etc. • Making Sorts Harder or Easier: increase/decrease number of contrasts, vocabulary, or types of words • Add Oddball Sorts: includeexceptions (sight words or just don’t fit the rule) within the set of words to sort
Variations on Word SortsRefer to the list in your Reading Guide • Which is especially useful for emergent/early readers? • Which might work best with controlled texts at first? • Which two might foster reading fluency? • Which two might give practice generating new words that fit that group? • Which provides explicit links to writing?
Tips for Preparing Word Sorts • Decide on developmentally appropriate features and common error patterns • Contrast at least two groups – later exceptions or even three groups • Start with easy contrasts > then harder ones • Cull words from multiple spelling lists to provide contrasts (rather than all same pattern)
Word Study In Action • Let’s see some examples. • Noticing/Improving Word Study Teaching Techniques • What do you notice? • What would you do to improve? • How would you create a word sort around this principal that’s differentiated by ability/grade level?
Word Study In Action • Work in groups of four to develop a grade-appropriate word study list and task that focuses on Adding Inflected endings “ed” • Grade 2: 2 categories (double/not) • Grade 3A: 3 categories: VC/CVVC/VCC • Grade 3B: 4 categories: VC/CVVC/VCC/edrop • Grade 4: 3 categories (double/not/irregular) • Grade 5: 3 categories and 2 syllable words (double/not double/e-drop)
Materials and Space Considerations for Word Sorts Brainstorm with a partner • Pocket Charts for peer interactive practice • Handouts / Worksheets for cutting, gluing, writing • Whiteboards for independent practice • Laminated classification folders • Labeled envelopes or baggies for storage (can self check with answers on back if desired) • Word study journals in box near word study center • Game boards and pieces to extend practice • Stopwatch for speed sorts
Key resources can be found in the Appendix to Words Their Way • Appendix B: Soundboards for sorting labels • Appendix C: Pictures for Sorts & Games (consonants, short vowels, long vowels) • Appendix D: Sample word sorts by spelling stage (important for grade level lesson plans) • Appendix E: Sight Words and Patterned Words for Word Sorts (including homophones, compound words, open and closed syllables, prefixes/suffixes, roots) • Appendix F: Games and Templates for Sorts
Offset Weekly Plan for Differentiating Word Sort Instruction
Making Words (a, e, g, m, n, s, t) • Use 3 letters to spell net. • Change the first letter in net to spell met. • Change the first letter again to spell set. • Add a letter you can’t hear to set to spell seat. • Change the first letter in seat to spell neat. • Change the first letter again to spell meat. • Use the same letters in meat but move them around so they spell team. • Use 4 letters to spell east. • Clear your holders and start over to spell another 4 letter word: stem. • Use a letter you can’t hear to turn stem into steam. • I have just one word left you can make with all your letters.
Homework and Reminders • Tompkins Chapter 2 (p. 38-52) Teaching Reading (to prepare for understanding the lesson plan assignment that we’ll cover next class) Pre-Reading, Reading, Responding, Exploring, and Applying • Tompkins, Ch. 4 and assorted pages (Guided Reading Instruction) • Work on Literacy Photo Journal • I will post some examples and a template on the wiki to help you get started – we’ll do more next week