All About Word Sorts Post 5: Resources

We have made it to the end of the series All About Word Sorts.  Whoop whoop!

Thank you for hanging in their with me.....I sure hope you learned some along the way, or gave yourself a pat on the back for what you already do in the classroom.

If you haven't had a chance to read the previous posts--don't worry--you still have time!  Just click the links below for the titles that are of interest to you.

Post 1: The "why" behind using word sorts. 

Post 2: 15 activities to do with your word sorts

Post 3: Instructional routines for word sorts

Post 4: How to assess word work

For this last post I want to focus on various resources you can use for word sorts.   I have recently created sort packs for short vowels, beginning blends, ending blends and digraphs.  These packs are super easy to use -- just print and go!  

In addition to easy prep--there are LOTS of opportunities for differentiation.  The word sort packs have three levels of word sorts--which is perfect for the diverse academic ranges present in all of our classrooms.  

• Level 1: Picture sorts (no words--just focusing on the sounds in the words). This level is great for struggling students or for early readers and pre-readers.

• Level 2: Short vowel and one syllable words.  This level is perfect for struggling students or early readers.
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• Level 3: Advanced vowels and multi-syllabic words. This level is ideal for advanced readers or for enrichment. 

Along with differentiation opportunities, the word sort packs also have a variety of word sort activities.  There are cut and glue sorts, regular sorts (cut and sort by hand) and sort and write.  The sort and write activities have lined and unlined options.  Typically each pack has over 30 sorts for you to choose from. That is A LOT of sorting options!  

I am continually adding to the sorts and have plans for sorts in all areas of the phonics continuum.  So, stay tuned for: silent e, predictable vowel teams, unpredictable vowel teams, r-control, trigraphs, hard and soft c and g, syllable types, and meaning based sorts. 

Other resources I use, but are a bit more expensive are:

Words Their Way.  Pictured below is the letter and picture sort book, but there are multiple that can be purchased from Pearson.  The books range from sorts for pre-k to syllable and affix spellers.  Recently Pearson has also added vocabulary sorts to their series, along with sorts for struggling readers, writers and spellers.  

All Sorts of Sorts: Word Sorts that Reinforce Spelling and Phonetic Patterns. This book was published in 2008 (I know...I know...that is a while back), BUT it is full of great sorts!  My copy is well worn and well loved. :) 

All About Word Sorts Part 4: Assessments

Welcome to post four in the all about word sort series.  Today we will focus on assessments and how we can determine if our students are mastering word patterns.

If you are interested in the "why" behind word sorts, make sure to read the first post in this series by clicking here.  Are you curious what types of sorts there are?  Then, make sure to read post two in the series which describes 15 different ways to sort words!  You can read post two by clicking here. The third post covers word work instructional routines.  You can read that post by clicking here. 

As with all instruction it is important to assess and check the understanding of students.  Word work is no exception.  After students have been directly instructed in a spelling pattern and have had multiple opportunities to explore the pattern, it is important to determine if students have mastered this new knowledge.  Are the students able to apply the pattern to tasks of spelling and reading?

To answer these questions about my students, I assess them in two ways: formative and summative.

Formative assessments happen every time students explore words.  As the students sort and read the words--I observe, take note and provide feedback.  In fact any time the students are sorting (speed sorts, blind sorts, partner sorts, written sorts, open sorts, etc.) I am observing, making notes and providing feedback.  

Feedback is key for the students, as this is the way students clear up misconceptions and begin to master their newfound knowledge.  Notetaking is key for me, as this is how I keep track of how my students are progessing and what my next steps in instruction will be.    

As students are sorting, I ask questions like: 

"Explain why you put ____ word in this category."

"What vowel sound do all of these words have?" 

"What do all of these words have in common"

"This is an oddball word, can you tell me why?"

"This word doesn't seem to match the others, can you fix it for me?"

"Could you sort these words in another way?"

"How do you know that word goes there?" 

The answers the students provide helps me with my notetaking (are they really understanding what they are doing?) and it helps cement the knowledge for the students.  Having students justify there thinking is so powerful!

Summative assessments happen after the students have had ample opportunity to explore words.  I simply give students a blank sheet of paper and call 5-10 words (depending on age) to the students.  These words are not the words they use during word exploration, BUT words that use the same pattern.  My mastery level is 80%.  If students score 80% or higher on their summative assessment, I progress them to the next skill. 

Another assessment that works jointly with word sorts is the Spelling Inventory by Pearson.  The Spelling Inventory is an assessment that provides an instructional spelling stage of a student.  A primary (k-3) and upper elementary (3rd grade through adulthood) are available depending on the age of your students.  You can download a copy by clicking here.

The objective of the spelling inventory is to pinpoint what spelling stage your child is at. Once you have the stage pinpointed, you are able to begin your instruction.  The Spelling Inventory works hand and hand with Words Their Way, but even if you don't have that resource you can still get an idea of where your child is at.

This Reading Mama does a great job explaining how to administer and score the spelling inventory.  

All About Word Sorts Part 3: Instructional Routines

Welcome to post three in the all about word sort series.  This post will focus on the instructional routine I use with my students when sorting words. This is the "what" students do with their word sorts.  

If you are interested in the "why" behind word sorts, make sure to read the first post in this series by clicking here.  Are you curious what types of sorts there are?  Then, make sure to read post two in the series which describes 15 different ways to sort words!  You can read post two by clicking here. 

My instructional routine for word sorts is predictable.  I love having a prescribed way of doing things that allows learning to move forward in a structured and predictable manner.   Routines are great--as they help students learn as efficiently as possible!  Below is the word sort routine my small reading groups follow.  

Day 1--Cut and sort the words.  Direct instruction is given on the pattern of the sort.  Students also highlight the pattern in each word on their sort

Day 2-- Sort the words and write them.  Students typically have a word work notebook they use, but writing the words can be easily done with a piece of paper and pencil.

Day 3-- Open sort the words.  Students sort their words any way they wish.  All options are open, as long as the student is able to explain the way he/she sorted.  Illustrate the words.

Day 4-- Speed sort (timed sort). Students sort the words as fast as they can.  For extra fun, students keep track of their time and then try to beat their time.

Day 5--Blind sort or game.  Students work with a partner.  Headers are placed at the top of the page.  Partner A picks up a word and reads it aloud.  Partner B tries to correctly write the word in the correct category.  Partner A checks Partner B's work. 

Day 6-- Transfer test.  A test is orally given by the teacher.  If the student has 80% accuracy on the assessment, he/she is able to progress to the next sort.  If a student does not achieve 80% mastery, they cycle through the routine again.    

Within my small reading groups, I devote about 5-8 minutes to word sorts a day or about 25 minutes per week.  I only have students for thirty minutes total a day--so other instructional items fill our time slot.  According to research from literacy professor Donald R. Bear, teachers should spend 15-20 minutes introducing a sort and then 10-15 minutes per day with subsequent word sort activities. When I was a full time classroom teacher, I devoted about 20 minutes per day to word work.

My instructional routine works for me and my students, but there are lots of routines out there.  Check out what these other teacher authors do: 

A Teacher's Guide to Words Their Way by Second Story Window

Words Their Way the 5 Day Plan by Big Time Literacy

Word Study Routine by Tarheel State Teacher