This past semester I have been trying to inch my way into using the book
Words Their Way: Word Study For Phonics Vocabulary, and Spelling Instruction for my RTI group. I have used word sorts and games for years (which is the primary recommendation) so I have felt comfortable forging ahead on my own and trying to read the book along the way. Well, now that the semester is over, I have finally had a chance to read some of the book. There are several ideas that the authors included in the book about ways to conduct word sorts. They recommend modeling a sort in whole group, then having the kids help you sort the words in whole group, then sorting them as a component of your guided reading group, and then finally, moving it into an independent work station. This follows Pearson and Gallegher's theory of Gradual Release of Responsibility.
Several years ago, when I first started teaching I was included in a group of teachers that were trained in the SAIL Program, a program loosely based on Marie Clay's research, which was developed by Dr. Darrell Morris from Appalachian State University in Boone, North Carolina. We spent 30 minutes a day, one-on-one, with a student who reread books to us, read a new book, reviewed sight words, did a word sort, and then the student created and dictated a sentence that he or she wrote down. The improvements made were awesome, but funding was soon cut...how long can a program where a teacher spends 30 minutes daily with one student be sustained? Well....apparently only one semester. After that semester, the program was adapted to use small groups which lessened the improvements of the students slightly, but still worked. This was a precursor to what guided reading is today.
I can remember Dr. Morris instilling in us that there was a huge need for students to read every word that was put into the sort every time a new card was put down. For example, if students are sorting short and long vowels which focus on the A, every time a card is put down in the short a category, all of the short a cards should be read, and the same for the long a. In his words we were 'increasing fluency and recognition' of new vocabulary and sight words while also using CVC, CVCV, and CVVC patterns. I owe Darrell Morris a lot....if not for him, I would not know all that I know now. The things that he taught our group are still being used by us today because it helped form the building blocks of our own theories of literacy and reading development and have motivated me to continue my own research along the way.
Today, the torch has been passed down to other researchers. In fact, one of the authors of
Words Their Way, is Shane Templeton, a good friend of Dr. Morris. In fact, my first copy of the book was given to me by Dr. Morris way back in 1998. Since then, there have been several revised editions, but the main message of the book has stayed the same: SORT THOSE WORDS!!!
While reading through this edition of the book, I found a page where different types of sorts are listed. I had never put much thought into types of sorts...I just knew that I needed to do them. Over the years, I have stuck mainly with sorts based on vowels, digraphs, blends, etc. However, this time, when I saw the list of different sorts, I was enlightened. The authors recommend category sorts (fruits vs. veggies), sorts take from vocabulary from a picture book being used in a classroom, sorts based on the historical basis of words (greek/latin roots), sorts that the students illustrate before sorting, sorts that students develop on their own, sorts based on subject area (social studies words vs. science words) and sorts that use dictation. It was like opening a huge box of ideas!
There are also other types of sorts that can be done using 'Read Around the Room', or bottles of colored rice with words hidden in them that the students must find, or interactive flip charts for Smart boards where the students are able to move the words on the screen.
I can't help but be excited as I get ready to lay out my 3rd nine weeks plan. My word sorts will become more varied, more differentiated, and more higher level because I have actually had the time to read through this newest edition! Also, there is a bonus CD included that gives you 6 months of access to their on-line website which includes printables and smart board lessons. I can't wait to have more time to explore this option. Also, on this website, videos are included which can be watched and used as professional development.....basically, some of the lessons are modeled for you!!
This is one book that I highly recommend for teachers interested in using BEST PRACTICES 4 TEACHING!!!
Also, JUST FOR YOU, I created this activity for you to download and use in your classroom! Just click on the link!
http://www.teacherspayteachers.com/Product/Shake-It-Up-Baby-Word-Sort-for-CH-SH-TH-and-WH
Take care!
Jenn
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