The document discusses a study on connecting word sorts and authentic texts to improve literacy skills. The study found that for two students, using word sorts, assessments, and texts improved spelling and phonological awareness scores over time. It provides guidance on selecting appropriate word sorts and texts matched to student ability. Resources for additional information are also listed.
13. Resources
Unite for Literacy- www.uniteforliteracy.com
Word Sorting Tutorial-
https://www.youtube.com/watch?v=-eH5KiH9lgw
Other Resources-
http://www.livebinders.com/play/play?present=tru
e&id=1580619
ESL vs. ELL
Why do we care?
This is where these kids are getting reading intervention
Short time, but it needs to be effective!
Brief description of the study:
Authentic Texts
Word Sorts
Using them Both
PSI
Phonological Awareness Assessment
Graphs or numbers
Students to be engaged in the texts they are reading
Students comparing text features and actively thinking aloud as they work through their sorts
See students making connections between word sorts and the texts they are reading
So… how do we actually do this for our ESL students?
Words Their Way
Word Sorting: Draws upon our innate ability and propensity to categorize information
Students, by categorizing, are exploring and discovering patterns which helps them gain meaning
Works well for tactile/kinesthetic learners
CRUCIAL for ELLs/ESL students: builds vocabulary, reinforces English vowel sounds (emergent through within-word), builds on rhyming
EXAMPLE
-If I was working with students I would say “circle the part of the word that isn’t ible or able and have a look at what’s left”
-Ask for generalizations about when to use able/ible
-Always some oddballs
-Lots of other activities you can do with word sorts
-Lots of extension activities to get kids writing and incorporating games, all found in Words Their way
The most unpredictable part of the study
Picked books based on INTEREST first, “Level” second
The interest propelled motivation, students stepped out of “comfort zone” and volunteered to read
The interest also facilitated close text reading; asking about definitions, making connections
Students WANTED to read
