{"id":942,"date":"2011-02-05T08:47:39","date_gmt":"2011-02-05T16:47:39","guid":{"rendered":"http:\/\/bbyfastforword.wordpress.com\/?page_id=942"},"modified":"2011-09-17T20:22:50","modified_gmt":"2011-09-18T03:22:50","slug":"942-2","status":"publish","type":"page","link":"https:\/\/blogs.sd41.bc.ca\/fastforword\/942-2\/","title":{"rendered":"Words Their Way"},"content":{"rendered":"<p><a href=\"http:\/\/digisandbox.files.wordpress.com\/2011\/02\/wordstheirway.jpg\"><img loading=\"lazy\" class=\"alignleft\" src=\"http:\/\/digisandbox.files.wordpress.com\/2011\/02\/wordstheirway.jpg?w=150\" alt=\"\" width=\"97\" height=\"84\" \/><\/a><strong> <\/strong><\/p>\n<p><strong>Words Their Way<\/strong> is a program that offers a developmental curriculum for phonics\/spelling instruction, reading fluency and vocabulary development. The hands-on activities engage students as they actively categorize their <em>&#8216;word sorts&#8217;<\/em> and the assessment inventory provides a clear indicator of where each student is in the process of word development.<\/p>\n<h2>Where to Start?<\/h2>\n<ul>\n<li><strong>Assessment is Key!<\/strong> The Spelling Inventory provides a baseline for each student. <a href=\"http:\/\/digisandbox.files.wordpress.com\/2011\/02\/wtw_septassess.jpg\"><img loading=\"lazy\" src=\"http:\/\/digisandbox.files.wordpress.com\/2011\/02\/wtw_septassess.jpg\" alt=\"\" width=\"500\" height=\"335\" \/><\/a><br \/>\n[This assessment shows the feature errors made in a 25 word list.\u00a0 Two errors in any column is the feature stage to start &#8211; this student will start with &#8220;Consonant\/Digraphs&#8217;.\u00a0 The online database will also provide the same report along with the groups below.]<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>Group the students from Inventory<\/strong>.<a href=\"http:\/\/digisandbox.files.wordpress.com\/2011\/02\/wtw_planning.jpg\"><img loading=\"lazy\" style=\"margin-top: 5px; margin-bottom: 5px;\" src=\"http:\/\/digisandbox.files.wordpress.com\/2011\/02\/wtw_planning.jpg\" alt=\"\" width=\"500\" height=\"186\" \/><\/a><em><br \/>\n[This example shows that the students can be grouped into 3 groups.]<\/em><\/li>\n<\/ul>\n<ul>\n<li>Once you have your 2-4 groups, identify the word sorts from the text for each group.\u00a0 Photocopy for each student.<\/li>\n<li>Set up an area for a <em>Words Their Way Board<\/em> and a basket of extra scissors, envelops or plastic baggies to hold the individual sorts, coloured highlighters or pencils.<\/li>\n<\/ul>\n<hr \/>\n<h2>Routines and Activities<\/h2>\n<ul>\n<li><em>Student Pick-Up of Sorts:<\/em> Many options are possible to support student independence.\u00a0 I&#8217;ve used colour-coded post-its for each group. Each student has a coloured post-it with their name on a <em>Words Their Way Board<\/em>.\u00a0 This indicates the group that they belong for that week.\u00a0\u00a0 <em>[*Instead of post-its to group students, I&#8217;ve also used country flags when studying countries, animals or planet names during my science unit, geometric shapes &#8211; angles from Math,\u00a0 gummy bears just for fun.]<\/em><\/li>\n<li>Under the Board are photocopies of the sorts (with corresponding coloured post-its).\u00a0 Students pick up a copy of their sort.<\/li>\n<li>Students use a marker or crayon to colour-code a design on the back of their sort (*will help to identify any pieces of paper that are dropped on the floor).\u00a0 Sort away and have fun.<\/li>\n<li>When completed, place the words in a baggy or envelope.<a href=\"http:\/\/digisandbox.files.wordpress.com\/2009\/08\/global_surfer1.jpg\"><img loading=\"lazy\" class=\"alignright\" src=\"http:\/\/digisandbox.files.wordpress.com\/2009\/08\/global_surfer1.jpg?w=150\" alt=\"\" width=\"106\" height=\"99\" \/><\/a><\/li>\n<li><strong>Home Practice:<\/strong> Using the web is a way to communicate with students and parents.\u00a0 I post each of the sorts on a class website so they can be downloaded and practiced at home. This alleviates having the &#8216;baggy of sorts&#8217; going home and not returning.\u00a0 If you use a blog, you can invite the students to comment on their thinking strategies.<\/li>\n<\/ul>\n<p><span style=\"color: #800000;\"><strong>Class Schedules.<\/strong><\/span><a href=\"http:\/\/digisandbox.files.wordpress.com\/2009\/08\/calendar_flip1.jpg\"><span style=\"color: #800000;\"><img loading=\"lazy\" class=\"alignright\" src=\"http:\/\/digisandbox.files.wordpress.com\/2009\/08\/calendar_flip1.jpg?w=150\" alt=\"\" width=\"66\" height=\"65\" \/><\/span><\/a>The following schedule is a possibility that has worked in multiple classes.\u00a0 (Click here for a <a title=\"Burnaby schedule process\" href=\"http:\/\/digisandbox.files.wordpress.com\/2011\/02\/bby-sort-process.pdf\" target=\"_blank\">sample schedule<\/a>,\u00a0<a title=\"Routines Schedule primary word sorts\" href=\"http:\/\/digisandbox.files.wordpress.com\/2011\/02\/schedule_sorts_primary-class.pdf\" target=\"_blank\"> sample2 schedule<\/a>):<\/p>\n<ul>\n<li><strong>Monday:<\/strong> (45 minutes)\u00a0 introduce sort. This session takes the most amount of time.\u00a0 I work with each group in turn to ensure that they know the words to do their sorts.<\/li>\n<li><strong>Tuesday: <\/strong>(10 minutes) repeat sort\/articulate (or see Wed\/Thurs).\u00a0 [*This is a spillover from Monday.]<\/li>\n<li><strong>Wednesday: <\/strong>(15 minutes) speed sort (<em>&#8220;How fast can you sort your words?&#8221;<\/em>) or buddy sort or word hunt (use math, science or socials textbook or personal novel or other words on posters around the room &#8211; this is an open time for a walk around the room to seek new words to add to list-&#8220;must follow the pattern&#8221;). I may exchange these activities for &#8220;sorting with technologies&#8221; &#8211; see Thursday.<\/li>\n<li><strong>Thursday:<\/strong> (15 minutes) sort using technology (Use Kidspiration\/Inspiration to sort\u00a0&#8211; audio recording of words or create a story\/rap using the words in one category. Move this to the next stage by writing.).\u00a0 Activities can be done in a computer lab or as mini-centre rotations in the classroom throughout the week.<\/li>\n<li><strong>Friday:<\/strong> (30 minutes) assessment day (*or <em>&#8216;show what you know day<\/em>&#8216;) and sharing day (strategies that they used to help them learn the categories or the strategy they used to remember. <em>[*This session may comprise a traditional test but mostly likely is a &#8216;sort&#8217; with added new words to their original list. I&#8217;m interested in knowing if\u00a0 students are able to articulate their personal rule of a sort and whether it can be applied\/generalized to new vocabulary.]<\/em><\/li>\n<\/ul>\n<p>This schedule is not carved in stone but is flexible in how you approach &#8216;word study&#8217; as well as the available time in your week.\u00a0 Teachers are great at finding time in the course of a day to squeeze in sorting and reflective activities.<\/p>\n<hr \/>\n<h3><span style=\"color: #800000;\"><strong>REASSESS USING THE INVENTORY<\/strong><\/span><\/h3>\n<p>This is crucial in identifying what needs to be taught next.\u00a0 Regroup the students accordingly.<\/p>\n<p><a href=\"http:\/\/digisandbox.files.wordpress.com\/2011\/02\/wtw_janmayassess.jpg\"><img loading=\"lazy\" src=\"http:\/\/digisandbox.files.wordpress.com\/2011\/02\/wtw_janmayassess.jpg\" alt=\"\" width=\"500\" height=\"413\" \/><\/a><\/p>\n<p><em>[This example shows the\u00a0 student has acquired the consonant\/digraph features and (in January) has moved to &#8216;Within Words &#8211; Long vowels&#8217; (January).\u00a0 The April assessment reveals a jump to &#8216;Syllables-Unaccented Final&#8217;. <\/em>This is a great activity for students to see their progression over time and reflect on their progress.<\/p>\n<hr \/>\n<h3>OTHER RESOURCES <a href=\"http:\/\/digisandbox.files.wordpress.com\/2011\/02\/bookstack_mouse.jpg\"><img loading=\"lazy\" class=\"alignright\" src=\"http:\/\/digisandbox.files.wordpress.com\/2011\/02\/bookstack_mouse.jpg?w=150\" alt=\"\" width=\"92\" height=\"92\" \/><\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/wps.prenhall.com\/chet_bear_words_3\/9\/2470\/632571.cw\/index.html\" target=\"_blank\">Pearson Companion site<\/a><\/li>\n<li><a href=\"http:\/\/www.readwritethink.org\/files\/resources\/interactives\/wordfamily\/\" target=\"_blank\">Read\/Write\/Think<\/a><\/li>\n<li><a title=\"Open Court \" href=\"http:\/\/www.kellyskindergarten.com\/openct\/Letters\/opencourtphonicsworksheets.htm\" target=\"_blank\">Open Court<\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Words Their Way is a program that offers a developmental curriculum for phonics\/spelling instruction, reading fluency and vocabulary development. The hands-on activities engage students as they actively categorize their &#8216;word sorts&#8217; and the assessment inventory provides a clear indicator of where each student is in the process of word development. Where to Start? Assessment is&#8230;<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":2,"comment_status":"open","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/blogs.sd41.bc.ca\/fastforword\/wp-json\/wp\/v2\/pages\/942"}],"collection":[{"href":"https:\/\/blogs.sd41.bc.ca\/fastforword\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.sd41.bc.ca\/fastforword\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.sd41.bc.ca\/fastforword\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.sd41.bc.ca\/fastforword\/wp-json\/wp\/v2\/comments?post=942"}],"version-history":[{"count":2,"href":"https:\/\/blogs.sd41.bc.ca\/fastforword\/wp-json\/wp\/v2\/pages\/942\/revisions"}],"predecessor-version":[{"id":1291,"href":"https:\/\/blogs.sd41.bc.ca\/fastforword\/wp-json\/wp\/v2\/pages\/942\/revisions\/1291"}],"wp:attachment":[{"href":"https:\/\/blogs.sd41.bc.ca\/fastforword\/wp-json\/wp\/v2\/media?parent=942"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}