Word WorkWord WorkWhy 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 practiceRoutineManipulative – multimodal deliveryComprehensive, easy to use program

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 practiceRoutineManipulative – multimodal deliveryComprehensive, easy to use program

Possible Routine 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 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 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 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)

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

Suggestions for Secondary Application

• 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

• 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