THANK YOU so much, Iris!!! Sometimes teachers need support and a gradual release to indepence too! Sent from my BlackBerry Smartphone provided by Alltel
-----Original Message----- From: "Ellington, Iris" <[email protected]> Date: Sat, 19 Jun 2010 03:23:18 To: [email protected]<[email protected]> Subject: [MOSAIC] FW: Word Sorting Discussion I would like to add the following post concerning the Worlds Their Way thread. I follow the threads by the digest method and not sure exactly how to add post. Please advise or add the comments below from Dr. Francine Johnston, one of the author's of Words Their Way. Thanks, Iris Ellington ________________________________________ From: Francine Johnston [[email protected]] Sent: Thursday, June 17, 2010 1:48 PM To: [email protected]; Ellington, Iris; [email protected] Subject: Word Sorting Discussion As one of the authors of Words Their Way I wanted to respond to the emails that have been posted on this listserve about word sorting. Pat and Maura are absolutely on target with their concerns about how explicit sorts need to be for struggling readers who seem to be the very ones who do not induce generalizations about how words work very easily (that is probably why they are struggling). We have recently published a new book called Words Their Way for Struggling Readers and in it is a nice description of a continuum of support which parallels the gradual release of responsibility model used for comprehension instruction. During what we call "Teacher Directed Sorts" the teacher should model how to sort 3-6 words and explain why she is sorting the way she is. The students join in and complete the sort and can be asked each time to explain why they are sorting the word under a particular header or key word (i.e. trail goes with rain because it has the long a sound and is spelled with the ai pattern). After sorting the reflection part of the lesson should end up with explicit conclusions and a statement of a generalization (i.e. Today we found out that the long A sound can be spelled with AI and AY patterns). Students can then sort their own collection of words under supervision and again be asked to talk about why they sorted as they did and what they learned about words from the sort. During the week they sort multiple times and can be asked to record their generalizations in a word study notebook. At the opposite end of the continuum of support are Student Centered Open sorts in which students figure out their own categories and describe their findings to each other. This inductive discovery-approach to sorting is our favorite kind of sort since it asks students to really think and make their own discoveries, but it is for students who are experienced sorters and know what to look for. Even then, students are asked to state a generalization. As Gerry Duffy describes in Explaining Reading, teachers need to be sensitive to the level of support students needs and be ready to offer explicit explanations when students can not do that for themselves. One of the reasons I love word sorts as an approach to the teaching of phonics and spelling is that it lends itself to this range of support. Hope this was helpful! Dr. Francine R. Johnston Director of Graduate Studies for Masters Programs Dept of Teacher Ed and Higher Ed University of NC at Greensboro 27403 336-334-3458 (w) This e-mail is for the sole use of the individual for whom it is intended. If you are neither the intended recipient, nor agent responsible for delivering this e-mail to the intended recipient, any disclosure, retransmission, copying, or taking action in reliance on this information is strictly prohibited. If you have received this e-mail in error, please notify the person transmitting the information immediately. All e-mail correspondence to and from this e-mail address may be subject to NC Public Records Law which result in monitoring and disclosure to third parties, including law enforcement. In compliance with federal laws, Guilford County Schools administers all educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability or gender, except where exemption is appropriate and allowed by law. Refer to the Board of Education's Discrimination Free Environment Policy AC for a complete statement. Inquiries or complaints should be directed to the Guilford County Schools Compliance Officer, 120 Franklin Boulevard, Greensboro, NC 27401; 336-370-2323. _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
