Organization: Principles and Practices
Word sorting requires the use of organizational skills to be applied such as searching, comparing, contrasting and analyzing. Through the use of categorizing, students can organize information so that they can apply it with new words they come across during reading. Organizing is recommended for all students to help them notice word features and starts in the emergent and beginner reading stages. As students’ progress, they are able to apply knowledge through word patterns and other ways to “spell, read, understand and use new words” so that “students develop productive habits of mind” (Bear, Invernizzi, Templeton, & Johnston, 2012, p. 55).
Since students are required to sort, they take responsibility of their own learning by discovering and forming their own generalizations through questions instead of receiving immediate answers from teachers. Through exploration, students can build long term connections and build their own knowledge. This process is more engaging due to the hands on activities.
So, why is sorting better than other phonics approaches?
1. It is hands on which requires students to pay more attention.
2. Working with pictures and words that students already recognize makes it easier for the learners to analyze sounds and patterns within the provided words.
3. They are taught letter-sound correspondence and can use known words to examine parts.
4. It does not depend on memorization or rules to build connections.
5. Offers more concentrated time on focused activities and elevates the huge cost of class sets of books.
6. Lastly, word sorts features simple ways to differentiate instruction among diverse learners.(Bear, Invernizzi, Templeton, & Johnston, 2012, pg 56).
Since students are required to sort, they take responsibility of their own learning by discovering and forming their own generalizations through questions instead of receiving immediate answers from teachers. Through exploration, students can build long term connections and build their own knowledge. This process is more engaging due to the hands on activities.
So, why is sorting better than other phonics approaches?
1. It is hands on which requires students to pay more attention.
2. Working with pictures and words that students already recognize makes it easier for the learners to analyze sounds and patterns within the provided words.
3. They are taught letter-sound correspondence and can use known words to examine parts.
4. It does not depend on memorization or rules to build connections.
5. Offers more concentrated time on focused activities and elevates the huge cost of class sets of books.
6. Lastly, word sorts features simple ways to differentiate instruction among diverse learners.(Bear, Invernizzi, Templeton, & Johnston, 2012, pg 56).
Types of Sorts
There are three types of sorts: 1) Sound sorts, 2) Pattern Sorts and 3) Meaning Supports.
Sound sorts use mostly pictures to engage learners in the task of recognizing letters sounds, unaccented sounds, digraphs, rhyme, etc. to help them understand and identify spelling patterns. Pattern sorts allow students to see visual patterns in words that have a related sound difference. In order for students to perform this sort efficiently, they need to know that sounds can be spelled differently which results in different organizational methods. Finally, meaning supports is broken down into two different sorts: concept and spelling-meaning sorts. Concept sorts deal with sorting objects, pictures, or words to build a greater understanding of certain topics or concepts. Teachers can use them for pre-assessment and to help students build background knowledge.
Example: Students who read Stuart Little by E.B. White created multiple sorts for words that they came across while reading. In figure 3.5, we can see that categorized the words by weather, boat terms and birds.
In spelling-meaning sort, students are taught homophones. At this point, students understand that words carry meaning but need to apply it to words that sound the same, so they can distinguish between the sound-alike patterns.
Leveled support for sorting
The first level of sorting is teacher directed closed sorts which requires explicit instruction including defining the category and clearly teaching the expectations of how to conduct the sort. The teacher will conduct an “I Do” where they model their thinking by talking through their decisions on sorting. In the teacher directed guess category, students are given more responsibility and asked to create a generalization along with the teacher. A student-centered sort places the demand on the student instead of the teacher. The students can sort independently; however, the teacher still wants to check in with students to make sure that their generalizations are evident. In order for students to practice their word sorts, the authors have provided plenty of extensions and follow up routines, such as, blind sorts; repeated sorts; writing sorts; word hunts; and draw and label/cut and paste (Bear, Invernizzi, Templeton, & Johnston, 2012, p64-68).
Preparing Word Sorts
Words Their Way offers plenty of resources and CD-ROMs support; moreover, there are companion volumes that accompany the book that provide a complete curriculum for each stage. For instance to make sorts easier or harder, teachers can choose to compare sounds against each other like /b/ to /s/ or reduce the amount of words in each category. As students sort words, they may start to come across oddballs which can include high frequency words and words that don’t fit patterns such as r-controlled or words that start with wor (Bear, Invernizzi, Templeton, & Johnston, 2012, 71).
Word sorts need to be copied, printed and sorted. Students or the teacher can cut the sorts before the activity but it all depends on the time allotted for the word sorting task. Teachers can create their own organization technique but the following have been found effective: creating word cards and separating them into envelopes,and using card holders to store each sort.
Word sorts need to be copied, printed and sorted. Students or the teacher can cut the sorts before the activity but it all depends on the time allotted for the word sorting task. Teachers can create their own organization technique but the following have been found effective: creating word cards and separating them into envelopes,and using card holders to store each sort.
Implementation during Instruction
There are several steps that you can take to implement and differentiate instruction within the classroom.
1) Develop routine daily activities that reinforce the practice of word study.
2) Schedule a time for daily word study instruction. Since the students are grouped by level, make sure you provide enough instructional support for centers, circle time, and seat time. There should be a consistent weekly schedule for picture and word sorts.
3) Send home a parent letter detailing the homework expectations and how they align to your class groupings.
4) Integrate word study into your literacy block. (Bear, Invernizzi, Templeton, & Johnston, 2012)
1) Develop routine daily activities that reinforce the practice of word study.
2) Schedule a time for daily word study instruction. Since the students are grouped by level, make sure you provide enough instructional support for centers, circle time, and seat time. There should be a consistent weekly schedule for picture and word sorts.
3) Send home a parent letter detailing the homework expectations and how they align to your class groupings.
4) Integrate word study into your literacy block. (Bear, Invernizzi, Templeton, & Johnston, 2012)
Ten Principles
Lastly, Bear, Invernizzi, Templeton, & Johnston (2012) provide ten principles of word study instruction on pages 87-90. Teachers should review the principles in depth to implement instruction of word sorts.
1. Look for what students use but confuse.
2. A step backward is a step forward. Teachers need to make sure that they build a firm foundation based on the data they collected from the spelling inventory.
3. Use words students can read.
4. Compare words that “do” with words that “don’t”.
5. Sort by sound and sight.
6. Begin with obvious contrasts for instance /s/ and /b/.
7. Don’t hide exceptions remember that oddballs occur and prepare the students to categorize accordingly.
8. Avoid rules.
9. Work for automaticity.
10. Return to meaningful texts.
1. Look for what students use but confuse.
2. A step backward is a step forward. Teachers need to make sure that they build a firm foundation based on the data they collected from the spelling inventory.
3. Use words students can read.
4. Compare words that “do” with words that “don’t”.
5. Sort by sound and sight.
6. Begin with obvious contrasts for instance /s/ and /b/.
7. Don’t hide exceptions remember that oddballs occur and prepare the students to categorize accordingly.
8. Avoid rules.
9. Work for automaticity.
10. Return to meaningful texts.