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Developing Fluent Readers and Writers with Word Study Instruction in Phonics and Fluency

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Title: Developing Fluent Readers and Writers with Word Study Instruction in Phonics and Fluency


1
Developing Fluent Readers and Writers with Word
Study Instruction in Phonics and Fluency
  • EDC 424

2
Connecting Your Readings
  • Tompkins What why to teach word patterns for
    fluency development (and how to assess it)
  • Words Their Way What and how to teach word
    patterns for spelling and reading development
    (and how to assess it)

3
Phonics Fluency
  • Word R__________ (Automaticity)
  • Sight words
  • High frequency words
  • Word I_____________ Strategies
  • Decodable words

4
Four Word Identification Strategies
  • Using (integrated) knowledge of
  • Phonics
  • Word families
  • Syllables
  • Root words and affixes

5
Fluency Instruction Word Recognition
  • How do you teach automatic word recognition?
  • Introduce words in context
  • Chant and clap words
  • Practice reading and writing words together
  • Have children read and write words
  • How do you assess automatic word recognition?
  • High frequency word lists
  • Observation Survey word reading and writing
    vocabulary subtests
  • Authentic writing samples

6
Fluency Instruction Word Identification
  • How do you teach strategic word identification?
  • Teach letter sequences phonics patterns
  • Teach onset rime link reading and writing
  • Teach syllable patterns
  • Teach meanings of Greek Latin roots, prefix,
    suffixes
  • How do you assess strategic word identification?
  • Developmental Reading Assessment DRA (leveled
    books and running records)
  • Names Test (phonics) -- Running Records
  • PALS Words in Isolation Word List

7
Developmental Reading Assessment (DRA)
Benchmark Assessment Books
8
Phonological Awareness Literacy Screening (PALS)
9
Sight Word Walls (Grade K-1)
10
Word Walls Grades 1-2
11
Themed Word Walls Grades K-6
For reading, writing, and content-area
vocabulary
12
Themed Word Walls Grades K-6
For reading, writing, and content-area
vocabulary
13
Personal or Portable Word Walls (add to
journals, send home)
YouTube
14
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 gt part) rather than synthetic
    (part gt 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)

15
Three Main Types of Word Sorts
Correct sequence
  • Sound Sort gt Visual Pattern Sort gt 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
16
Try it out Word Sorts
  • First, sort by SOUND of G. I will model this.

Hard G
Soft G
edge
cage
bag
drug
flag
badge
leg
lodge
huge
judge
page
twig
slug
stage
17
Try it out Word Sorts
  • Now, sort by visual pattern. Work with a
    partner to discover the different patterns
    reflect (compare declare)

edge
cage
bag
drug
flag
badge
leg
lodge
huge
judge
page
twig
slug
stage
18
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

19
Teacher-Directed Word Study Lessons
  1. Demonstrate Tell words and model with hard words
    (no guessing games)
  2. Sort check Dont correct errors for students
    they check by reading themselves (can have check
    sheet to help monitoring)
  3. Reflect Have students compare and declare the
    patterns they notice
  4. Extend revisit during week in centers, with
    partner, seatwork, homework, with parents, etc.
  5. Making Sorts Harder or Easier increase/decrease
    number of contrasts, vocabulary, or types of
    words
  6. Add Oddball Sorts include exceptions (sight
    words or just dont fit the rule) within the set
    of words to sort

20
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?

21
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 gt then harder ones
  • Cull words from multiple spelling lists to
    provide contrasts (rather than all same pattern)

22
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

23
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

24
Setting Up Schedules for Word Sorts
25
Two schedules for Students
26
Offset Weekly Plan for Differentiating Word Sort
Instruction
27
Expectations for Word Study Notebooks
28
Holistic Assessment for Spelling/Writing
29
Making Words (a, e, g, m, n, s, t)
  • Use 3 letters to spell net. (use word in a
    sentence each time)
  • Change the first letter in net to spell met.
  • Change the first letter again to spell set.
  • Add a letter you cant hear to set to spell seat.
  • Change the first letter in seat to spell neat.
  • Change the first letter again to spell meat.
  • Use the same letters in meat but move them around
    so they spell team.
  • Use 4 letters to spell east.
  • Clear your holders and start over to spell
    another 4 letter word stem.
  • Use a letter you cant hear to turn stem into
    steam.
  • I have just one word left you can make with all
    your letters.
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