1. Word Work 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 practice Routine Manipulative – multimodal delivery Comprehensive, 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 practice Routine Manipulative – multimodal delivery Comprehensive, easy to use program

2. 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)

3. 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)

4. 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)

5. 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)

6. 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