Word+Sorts

Categorization activities are the backbone of word study. The main activity used to compare and contrast words is known as ** word sorting ** **.** In word sorting, students manipulate words written on cards into groups. Through categorization, they create order and make discoveries about the traits that define each particular set or group of words. In word sorting activities, students reflect on the characteristics of certain print features by examining words with and without the feature. __**There are three main types of sorts:**__ A. Sound Sorts
 * Types of Sorts **
 * Focus on phonemes contained in the words
 * Can use Word Cards, Picture Cards, or do “Blind Sorts”
 * Can include rhyme, # of syllables, and syllables stressed

B. Pattern Sorts
 * Focus on visual patterns formed by groups of letters or letter sequences
 * Examples: Word families or rime, vowel patterns, syllable patterns,etc.
 * Students should always sort by sound first and then by pattern

c. Meaning Sorts
 * Can be sorted by concepts or by spelling- meaning
 * Used to assess or build background knowledge before a new unit
 * Links vocabulary instruction
 * Examine homophones, homographs, Greek/Latin roots, derivation


 * Approaches to Sorts **

A closed sort is teacher-directed: The learner sorts words based on categories provided by the teacher, usually shown by key words that head columns. This focuses student attention particularly on features that aid recognition and production.
 * //Closed Sort//**
 * Teacher defines categories
 * Modeling and scaffolding
 * Carefully monitored and corrective feedback is given

//**Open Sort**// An open sort is student-centered: The learner decides how to categorize the words. This reveals the student’s thinking and provide insights for assessment and instruction.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students should already be accustomed to sorting
 * <span style="font-family: Arial,Helvetica,sans-serif;">Gives teacher opportunity to observe and see what students understand or misunderstand (diagnostic in nature)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Create productive discussions

In multiple sorts, learners sort the same set of cards in various ways (such as concept, visual pattern and sound). This develops student flexibility in considering words in a variety of ways.
 * //Multiple Sorts//**


 * //Blind Sort//**

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 * //Speed Sort//**

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 * //Word Hunt//**



=Ten Principles of Word Sorting= = = <span style="font-family: Arial,Helvetica,sans-serif;">1. Look For What Students Use But Confuse (instructional level, miss 2 or more features) = = <span style="font-family: Arial,Helvetica,sans-serif;">2. A Step Backward Is A Step Forward (begin where students can have some success) = = <span style="font-family: Arial,Helvetica,sans-serif;">3. Use Words Students Can Read (always introduce words for recognition and understanding) = = <span style="font-family: Arial,Helvetica,sans-serif;">4. Compare Words “That Do” with Words “That Don’t” (don’t hide exceptions to the rules / use the non-examples) = = <span style="font-family: Arial,Helvetica,sans-serif;">5.Sort By Sounds and Sight (make comparisons) = = <span style="font-family: Arial,Helvetica,sans-serif;">6. Begin With Obvious Contrasts (cvc – cvce) = = <span style="font-family: Arial,Helvetica,sans-serif;">7. Don’t Hide Exceptions (oddballs, crazy column, ?) = = <span style="font-family: Arial,Helvetica,sans-serif;">8. Avoid Rules (guide to generalizations and analogies) = = <span style="font-family: Arial,Helvetica,sans-serif;">9. Work For Automaticity ( ex. - speed sorts) = = <span style="font-family: Arial,Helvetica,sans-serif;">10. Return To Meaningful Text (Word Hunts)

=** Important Aspects of Word Sorting **=

1. Use contrast Categories established in relation to one another, not isolated patterns Knowing “what is” and “what is not”

2. Sort by sight and sound

3. Include exceptions (oddballs) --high frequency words --memory trigger --what makes an exception is clearer --must consider sight, sound and meaning simultaneously --promotes “cross-checking”

4. Avoid rules—use inquiry

5. Developmentally appropriate word selection of somewhat familiar words learners must be able to make sense of the words “uses but confuses” complexity increases with number of categories

6. Use modeling/demonstration and verbal explanation (think out loud)

7. Manipulation—engagement and non-verbal support Use cards first Word hunts Cut and paste Word study notebook

8. Group collaboration—peer interaction and talking to learn

9. Connection Always look for the pattern in reading or what students are writing Return to meaningful text

=Introducing a New Sort=

<span style="font-family: Arial,Helvetica,sans-serif;">1. Gather students to a place where they can see the words for the week. <span style="font-family: Arial,Helvetica,sans-serif;">2. Hold up each card for the students to identify. <span style="font-family: Arial,Helvetica,sans-serif;">3. Stop and discuss a few of the words. <span style="font-family: Arial,Helvetica,sans-serif;">4. Introduce the sort by placing key words on the pocket chart as category headers and explaining how you will sort the words. <span style="font-family: Arial,Helvetica,sans-serif;">5. Model completing the sort until students catch on. Then let students assist you decision-making <span style="font-family: Arial,Helvetica,sans-serif;">6. Sort by sound first. <span style="font-family: Arial,Helvetica,sans-serif;">7. Sort by visual pattern next. <span style="font-family: Arial,Helvetica,sans-serif; vertical-align: baseline;">8. C <span style="font-family: Arial,Helvetica,sans-serif;">orrect any mistakes as needed with students justifying the changes. <span style="font-family: Arial,Helvetica,sans-serif;">9. Discuss the completed categories. <span style="font-family: Arial,Helvetica,sans-serif;">10. Connect the learning to reading and writing.

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