Transcript Words their Way - Personalized Learning

Word Work
Why Word Work?
To develop reading and writing fluency.
To meet the need for differentiation in all subject
areas.
To formatively assess word study.
Developmental K-12 continuum of practice
Routine
Manipulative – multimodal delivery
Comprehensive, easy to use program
Possible Routine
Day 1 – Open Sort
Cut words and sort into categories-there is no one right way
as long as you can justify your category. Teachers asks
categories before Day 1 is complete. Ensure that you can
make a picture or act out the word. (You know it is Day 1
when a page of words is in your envelope that has not been
cut up)
Day 2 – Closed Sort
Ask adult for category words. I let students explore
categories before explicitly teaching the orthographic
knowledge.
No peek sort- leave category words in place have an adult or
partner draw random words and read them – you decide which
category they should fit into (picture them in your mind).
Write words in categories in your notebook. (You know it is Day
2 when your words are cut up but you haven’t written them in
your notebook yet)
Day 3 – Word Search
Put words in orthographic categories. Use reading
material of choice – a novel, easy reader, newspaper,
magazines, nonfiction – to search for words that fit in
these categories (at least 3 per category). These
words then become part of the assessment tomorrow.
Write these words in the categories in your notebook in
a different colour. (You know it is Day 3 when your
words are written in your notebook but your word
search words are not)
Day 4 – Assessment
Sort words into categories. Turn words over into a pile and
have an adult or a partner read 10 random words for you to
write. Discuss with the adult whether or not your are ready to
move on. (You know it is Day 4 when your word search words
are written in your notebook)
Suggestions for Secondary
Application
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Emphasize “word study” and sorts for meaning
Honor most creative open sorts
Have students create open sorts and then switch – object is
to figure out partner’s categories
Word sorts for content areas – student can prepare
Independently but using blank template and all bold faced
words in a text chapter
Emphasize use of imagery – mnemonic device – our brain
remembers images as one chunk rather than individual
letters as individual chunks
Direct and measurable IEP goal, objective and strategy