I taught my class how to sort by printing the inflected ending sheet where they
sort for the sound of -ed. This was a good choice for my class, the students at
the lower levels could do it, and the kids at the derivational level seemed OK
with the level of ease. They were also engaged in the game I created with the
CD (although I wish I could add my own words as easily as the words they give.)
The word hunt went smoother than I thought it would, and the speed sort brought
out their competive nature that I haven't seen yet this year.
We worked on this three days, they caught on fairly quickly, and were engaged
in what they were doing. I was even able to pull my student who is at the
letter name stage aside and teach him to sort at his level. I'm concerned
because he is at that stage all by himself, and will not have a group to work
with, since the next level includes students at the end of the within word
stage. I can't see holding them back, and there is no way he could work at
their level.
What do those of you who are using WTW do when you have a situation that is
so clearly defined?
Joy/NC/4
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