Word Study Staff Development Module
Words Their Way and Word Journeys are both assessment and instructional programs that work to improve students’ phonics, vocabulary, and spelling. The material on this page will act as a review of practices and procedures that form the basis of appropriate word study instruction.
Word sorting is the process of grouping sounds, words, and pictures into specific categories. Word sorting is the heart of both Words Their Way and Word Journeys (Ganske). It includes teacher-directed instruction and independent student learning.
Prior to the start of instruction, Teachers must inform their instruction by assessing students’ understanding with a dictated word inventory (DSA), carefully heeding students’ classroom performance, and asking yourself:
Do the children need this sort?
Are they ready for this sort?
Word sorting is the process of grouping sounds, words, and pictures into specific categories. Word sorting is the heart of both Words Their Way and Word Journeys (Ganske). It includes teacher-directed instruction and independent student learning.
Prior to the start of instruction, Teachers must inform their instruction by assessing students’ understanding with a dictated word inventory (DSA), carefully heeding students’ classroom performance, and asking yourself:
Do the children need this sort?
Are they ready for this sort?
All in all, word sorts involve students comparing, contrasting, and classifying words - considering words from a variety of perspectives.
Benefits of Word Sorting:
When implementing word study in the classroom, it is important to understand the progression of the stages of spelling development. The stages of spelling development are Emergent, Letter Name-Alphabetic Spelling, Within Word Pattern, Syllables and Affixes/Syllable Juncture and Derivational Relations/Derivational Constancy. These stages describe students’ spelling behavior as they move from one level of word knowledge to the next.
Benefits of Word Sorting:
- Word Sorting is interactive!
- Word Sorting promotes higher-level thinking skills!
- Word Sorting provides oral language development opportunities that build on students’ prior knowledge!
When implementing word study in the classroom, it is important to understand the progression of the stages of spelling development. The stages of spelling development are Emergent, Letter Name-Alphabetic Spelling, Within Word Pattern, Syllables and Affixes/Syllable Juncture and Derivational Relations/Derivational Constancy. These stages describe students’ spelling behavior as they move from one level of word knowledge to the next.
Types of Sorts
Concept Sorts:
Students determine what is the same about the pictures, words, or phrases within a grouping when completing a concept sort. This activity links vocabulary instruction to students’ conceptual understanding and are appropriate for all ages, stages of word knowledge and should be used regularly in all content areas.
While this is listed, for presentation purposes, at the beginning of the word study sorting continuum, it is a great strategy for use across content areas. The use of “List-Group-Label”, a reading strategy, or concept sorts is a good way to activate critical thinking skills and build prior knowledge about a topic, before reading a story, or when starting a new unit of study (SS/SCI). This strategy is a form of semantic mapping that encourages students to improve vocabulary, categorization skills and organize concepts.
Students determine what is the same about the pictures, words, or phrases within a grouping when completing a concept sort. This activity links vocabulary instruction to students’ conceptual understanding and are appropriate for all ages, stages of word knowledge and should be used regularly in all content areas.
While this is listed, for presentation purposes, at the beginning of the word study sorting continuum, it is a great strategy for use across content areas. The use of “List-Group-Label”, a reading strategy, or concept sorts is a good way to activate critical thinking skills and build prior knowledge about a topic, before reading a story, or when starting a new unit of study (SS/SCI). This strategy is a form of semantic mapping that encourages students to improve vocabulary, categorization skills and organize concepts.
Alphabet/Sound Sorts:
Object Sorts and Picture sorts require students to sort by the sound found at the beginning, middle or end of the object or picture given. These sorts can be used to develop concept of word, phonological awareness and also phonics when used with letters and/or words.
Picture and Object sorts most often begin with focus on the initial sound (single consonant, digraph, or blends). By using pictures or objects, the teacher is able to help students who do not have extensive reading vocabularies focus on isolated sounds (initial, final, or medial) within a spoken word. These sorts are often a child's first introduction to word study and are most commonly used with students whose developmental skills are a the emergent, letter name-alphabetic, or early within word spelling stages.
Object Sorts and Picture sorts require students to sort by the sound found at the beginning, middle or end of the object or picture given. These sorts can be used to develop concept of word, phonological awareness and also phonics when used with letters and/or words.
Picture and Object sorts most often begin with focus on the initial sound (single consonant, digraph, or blends). By using pictures or objects, the teacher is able to help students who do not have extensive reading vocabularies focus on isolated sounds (initial, final, or medial) within a spoken word. These sorts are often a child's first introduction to word study and are most commonly used with students whose developmental skills are a the emergent, letter name-alphabetic, or early within word spelling stages.
Pattern Sorts:
When students use the printed from of the word they can sort by the visual pattern formed by groups of letters or letter sequences. Students can compare and contrast words by looking at consistent spelling patterns. For example, words spelled with -oi like join or soil, are compared with words spelled with -oy like boy or annoy. Both sets of words have the same sound, but each follows a unique spelling pattern. Sometimes new features are best introduced with a pattern sort to reveal a related sound difference. Word sorts are the mainstay of pattern sorts and use key words containing the pattern under study to label each feature category.
When students use the printed from of the word they can sort by the visual pattern formed by groups of letters or letter sequences. Students can compare and contrast words by looking at consistent spelling patterns. For example, words spelled with -oi like join or soil, are compared with words spelled with -oy like boy or annoy. Both sets of words have the same sound, but each follows a unique spelling pattern. Sometimes new features are best introduced with a pattern sort to reveal a related sound difference. Word sorts are the mainstay of pattern sorts and use key words containing the pattern under study to label each feature category.
Meaning Sorts:
When completing a meaning sort, students categorize words and word parts by meaning, use, and parts of speech. Meaning sorts help build vocabulary. For example, adjectives that end in -y like hazy, foggy, or windy are compared to adverbs ending in -ly like slowly, loudly, or roughly. Meaning sorts include homophone and homograph sorts, root, stems, and affix sorts, and sorting Greek and Latin Roots.
When completing a meaning sort, students categorize words and word parts by meaning, use, and parts of speech. Meaning sorts help build vocabulary. For example, adjectives that end in -y like hazy, foggy, or windy are compared to adverbs ending in -ly like slowly, loudly, or roughly. Meaning sorts include homophone and homograph sorts, root, stems, and affix sorts, and sorting Greek and Latin Roots.
Teachers must determine when it is the best time to use a more traditional “closed sort” activity with students and when to ask students how they think the words should be sorted before providing any modeling (“open sort”).
In an open sort, students determine for themselves how to categorize the words. This forces them to become more involved in manipulating the list. While closed sorts reinforce and extend students’ ability to classify words and concepts, open sorts can prompt divergent and inductive reasoning. Closed sorts are when the teacher defines the process for categorizing the words- usually through the use of headers to bring attention to the features being studied. This requires students to think critically as they look for specific concepts, word structures and meaning. |
Introducing/Modeling the sort
Word Walk:
When introducing the words for sorts, it is important to go through a word walk. There are varying definitions as to what a word walk entails. Some texts describe a “word walk” as a process by which the teacher reviews the pictures/letters/words being used in the students’ weekly sort. Others describe the “word walk” as the actual process for modeling the word study sort for students. In both instances, this process can be completed with a high level of support (for emergent spellers), a moderate level of support (letter name spellers), or a low level of support (within word pattern spellers). Word Walk Demonstration:
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High Level of Support (Emergent Spellers) Word Walk INTRODUCTION- Word Sorts & More- p5-7
Moderate Level of Support (Letter Name Spellers) Word Walk DEMONSTRATION- Word Sorts & More- p7-9 Low Level of Support (Within Word Spellers) Word Walk DEMONSTRATION- Word Sorts & More- p9-12 For SJ & DC Spellers: The level of support needed at these levels may vary depending on the students’ background knowledge and the complexity of the sort being worked on, and where, within a feature/stage, students are working. For students at these stages, knowing the words is less critical, but students should be familiar with most of them. |
Modeling the Sort:
After the words have been discussed through the word walk, the teacher models the sort. First, the teacher places the key words/headers in front of the students. Key words may be focused on letters, sounds, rhyming, sound, pattern, or sound and pattern. If students have already examined the words (by cutting them out earlier in the day), you may decide to give them an opportunity to share their hypotheses about the categories. After sharing their hypotheses, you can respond with “Well, let’s see if you’re right,” and proceed with modeling the sort.
During modeling, select a word from the stack, pronounce it, and try to match it with each of the key words/headers, being sure to read both the new word and the key word aloud. Continue this process, saying each new word and matching it to the header words. As the sort begins to take shape, students may begin to detect word elements that are common to each. When they are ready to join in, they take a turn at categorizing the words, being sure to say the word and its match.
If a word is misplaced, say something like “Actually __________ goes under __________” and move the word to the correct column. Alternately, you may wish to allow the error to pass until the sort is complete; then have it located and categorized. This is usually done if students are well into the routine of word sorting.
After the words have been discussed through the word walk, the teacher models the sort. First, the teacher places the key words/headers in front of the students. Key words may be focused on letters, sounds, rhyming, sound, pattern, or sound and pattern. If students have already examined the words (by cutting them out earlier in the day), you may decide to give them an opportunity to share their hypotheses about the categories. After sharing their hypotheses, you can respond with “Well, let’s see if you’re right,” and proceed with modeling the sort.
During modeling, select a word from the stack, pronounce it, and try to match it with each of the key words/headers, being sure to read both the new word and the key word aloud. Continue this process, saying each new word and matching it to the header words. As the sort begins to take shape, students may begin to detect word elements that are common to each. When they are ready to join in, they take a turn at categorizing the words, being sure to say the word and its match.
If a word is misplaced, say something like “Actually __________ goes under __________” and move the word to the correct column. Alternately, you may wish to allow the error to pass until the sort is complete; then have it located and categorized. This is usually done if students are well into the routine of word sorting.
See it in action!
The video clip is not an exact match to the process for modeling a sort as described in the Words Their Way books or the Kathy Ganske books (Word Journeys and Word Sorts and More), but it does have some nice components to it. Please note that this video is recorded in a studio and not in a real classroom. While there are only four students in the "group", it is a good example shared with us by the VDOE and the PALS office. |
Common Misconceptions
Sorting Misconceptions
One misconception regarding sorting is that it is hands-on and voices off. Sorting is hands-on, but it is certainly not voices off! Students use oral language and vocalize sorts independently, with partners, or as a whole group. This helps cement their learning of word sorts. Student discussion about features and WHY words are sorted into categories is key to having students internalize spelling generalizations.
Another misconception is that words can only be sorted one time. Actually, mastery is proven by increased speed and accuracy within a sort. Sorts can and should be used multiple times over the course of a week.
The last misconception about sorting is that there must be a specific feature for each sort. While there can be a specific feature or focus for a sort, student-directed or open sorts are a great way to tap into student thinking. These sorts will help teachers gain a greater understanding of your students’ thinking and learning.
One misconception regarding sorting is that it is hands-on and voices off. Sorting is hands-on, but it is certainly not voices off! Students use oral language and vocalize sorts independently, with partners, or as a whole group. This helps cement their learning of word sorts. Student discussion about features and WHY words are sorted into categories is key to having students internalize spelling generalizations.
Another misconception is that words can only be sorted one time. Actually, mastery is proven by increased speed and accuracy within a sort. Sorts can and should be used multiple times over the course of a week.
The last misconception about sorting is that there must be a specific feature for each sort. While there can be a specific feature or focus for a sort, student-directed or open sorts are a great way to tap into student thinking. These sorts will help teachers gain a greater understanding of your students’ thinking and learning.
Routines and Activities for Word Study
Open Sort:
Take a few minutes to complete the "Routines and Activities Open Sort" linked to the right. You will need to print it and cut it out to complete the activity. Take 6-10 minutes to sort these and use post-it notes to label each grouping. After completing the "Routines and Activities Open Sort," click on the "Open Sort Reflective Questions" link the the right and this about your answers to each question. |
Closed Sort:
Print and cut out the "Routines and Activities Closed Sort Headings" linked to the right. Take 6-10 minutes to re-sort the routines and activities from the open sort using these headings. After completing the "Routines and Activities Open Sort," click on the "Closed Sort Reflective Questions" link the the right and this about your answers to each question. Please Note:
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Linked to the right is a document that gives my interpretation of the correct answers as far as which phrases would fit under each heading.
More information about Word Study Routines and Activities may be found in the Words Their Way books or the Kathy Ganske books (Word Journeys and Word Sorts and More). |
So, Now What?
Before selecting word study routines and activities, determine what your objective is for your students in the area of word study.
Ask yourself:
Recall why we have students completing word study activities:
We want students to discover generalizations about spelling and develop a general
knowledge of English spelling and we want them to increase their knowledge of words
as it relates to the spelling and meaning of individual words. To do this, we must be
intentional in our planning for the activities that students will be completing on a weekly basis.
Remember:
Before selecting word study routines and activities, determine what your objective is for your students in the area of word study.
Ask yourself:
- What will your students be thinking about when they complete word study activities?
- What about for spelling or skills-based activities?
Recall why we have students completing word study activities:
We want students to discover generalizations about spelling and develop a general
knowledge of English spelling and we want them to increase their knowledge of words
as it relates to the spelling and meaning of individual words. To do this, we must be
intentional in our planning for the activities that students will be completing on a weekly basis.
Remember:
- Where there is no thinking, there is no learning. Provide activities for your students that require them to think about their word study!
- If an activity or routine is listed in the Words Their Way, Word Journeys or Word Sorts and More books and the activities are both appropriate and purposefully selected, then they are more than okay to be used with your students! Word Study activities from the books listed above allows students to practice sorting and supports feature attainment.
- Sprinkle in some writing skills-based activities, but have your students complete some sort of sorting beforehand! SORT, SORT, SORT!!!!
- Greatly reduce or completely stop using spelling activities. Rote memorization doesn't help students begin to make sense of the English language or make generalizations about what they have learned.
- Stop using oddball-like activities! These are not helpful for spelling, skills, or word study, and are (sometimes) fun “time wasters”.
From the PALS Office
Question from our staff:
"So, what if kids just don't get it after one week?" Question from our staff: "So, what about 'universal exposure' for struggling students?" |
Answer from the PALS Office:
One of two things is happening:
Answer from the PALS Office: Below level students may be exposed to common grade level spelling features but they are not developmentally ready to be held accountable for these features/patterns. |