Words Their Way
Introduction and Background
If you’re not familiar with Words Their Way, it is a developmental spelling program which has students work with level-appropriate word sorts in order to improve their understanding of the written language. Word sorts are simply a set of words which fall into certain spelling, sound, or semantic categories.
I discovered and became interested in the Words Their Way program (WTW: my own abbreviation) near the end of the 2010 school year, at which point there was not sufficient time to begin it. So, over that summer, I did some reading and research, ultimately deciding to implement it the following September.
I will admit that learning a new system was a bit daunting at first, but two things have made the challenge easier and extremely worthwhile. First, the WTW texts are incredibly helpful and offer a great variety of materials (CD-ROM and DVD too). There is a core text for the program, pictured to the left and below, another core text for WTW with English Language Learners, an edition focused on struggling readers and a number of additional workbooks with materials for each developmental stage. Second, and perhaps most importantly, after using WTW for only about 2 months, my students’ motivation, interest level and ability in studying words increased noticeably.
I believe one of the keys to the WTW program is the fact that students are given the task of making sense of words on their own terms. Like scientists or detectives, they are looking for patterns in spelling and sound in order to categorize words. WTW does not teach spelling “rules” which will all know have so many exceptions in English. It instead offers opportunities for hands-on, developmentally appropriate word work which leads to a greater understanding of our spelling system.
I discovered and became interested in the Words Their Way program (WTW: my own abbreviation) near the end of the 2010 school year, at which point there was not sufficient time to begin it. So, over that summer, I did some reading and research, ultimately deciding to implement it the following September.
I will admit that learning a new system was a bit daunting at first, but two things have made the challenge easier and extremely worthwhile. First, the WTW texts are incredibly helpful and offer a great variety of materials (CD-ROM and DVD too). There is a core text for the program, pictured to the left and below, another core text for WTW with English Language Learners, an edition focused on struggling readers and a number of additional workbooks with materials for each developmental stage. Second, and perhaps most importantly, after using WTW for only about 2 months, my students’ motivation, interest level and ability in studying words increased noticeably.
I believe one of the keys to the WTW program is the fact that students are given the task of making sense of words on their own terms. Like scientists or detectives, they are looking for patterns in spelling and sound in order to categorize words. WTW does not teach spelling “rules” which will all know have so many exceptions in English. It instead offers opportunities for hands-on, developmentally appropriate word work which leads to a greater understanding of our spelling system.
How do you start?
At the beginning of the year, I gave all of my students a spelling inventory. (Here is a link to examine the materials for the assessment.) The inventory is not about how many words were correct or incorrect, it is concerned with the components of written language where the students are experiencing difficulty. Is the student not recognizing beginning sounds, long vowels, suffixes etc? (Note: All the materials needed for the assessment come with the core textbooks.)
After tallying the assessment, students are placed within a specific stage of the developmental spelling scale and then they can begin working with word sorts appropriate to that stage. The stages are:
|
Essential Reading
Core Text
 
Special Edition for English Language Learners
 
WTW with Struggling Readers
 
|
What about the materials?
The WTW texts offer materials that you can photocopy and an incredible number of word sort lists that you can create yourself with a simple template. Many printables are also available on the CD-Rom included with the core text.
Each of my students has the following materials for word work time:
Each of my students has the following materials for word work time:
- A two-pocket folder with a center flap that has three fasteners
- A journal or notebook to record their words
- A size #6 manila key/coin envelope which contains their current word sort
- A letter size manila envelope or a gallon size plastic bag for storing previous sorts
- A crayon
- A Progress Chart (see below)
- Instructional Sheets for 5 different types of word activities (see below)
How to Make the Sorts
Typically, my students receive about 20 words on card stock. There are two ways to create word sorts. The first and easiest way is to use one of the workbooks (see resources books below) and simply photocopy an appropriate sort onto card stock. Each book contains many sorts for that specific stage ready for copying.
The second way to create sorts for your students is a bit more time consuming but leaves you with a document for future use. Using the many sorts listed in the back of the main WTW text, I make a template in Open Office Writer, type the words into a table, then print, and photocopy them onto card stock.
Typically, my students receive about 20 words on card stock. There are two ways to create word sorts. The first and easiest way is to use one of the workbooks (see resources books below) and simply photocopy an appropriate sort onto card stock. Each book contains many sorts for that specific stage ready for copying.
The second way to create sorts for your students is a bit more time consuming but leaves you with a document for future use. Using the many sorts listed in the back of the main WTW text, I make a template in Open Office Writer, type the words into a table, then print, and photocopy them onto card stock.
Here are the resource books, from left to right, early stages to more advanced.
 
|
 
|
 
|
 
|
 
|
Other word sort titles recommended by visitors:
 
|
 
|
 
|
 
|
 
|
 
|
 
|
 
|
 
|
If you have found this page useful, please consider a simple way to help support it. By clicking these images, you will be sent to view the products at Amazon. If you buy one of the books or make other purchases, a small percent will be donated for the upkeep of this website. Thanks!
For recommendations for books which focus on vocabulary development, visit this page.
For other suggestions, see my book page.
For other suggestions, see my book page.
Maintain Order
In order to help keep track of hundreds of words in my room, each student colors the back of their words with a crayon. The color of the crayon is specific to that student, so for example when I find a card with green on the back, I know it is from Jomar's envelope.
It can take some time to prepare the materials, especially if you have students on many different levels. But once you have the materials created, you will have them as a resource for years to come. You can also involve your students by having them cut the words out of the card stock.
HINT: I have found that some students are incredibly efficient at cutting the words out while others need more time. Instead of using up instructional time, I suggest exploring a few options: 1) Use a timer to limit the amount of time they have to complete the job. 2) Have the students cut the sorts out during another part of the school day. or 3) just cut them out yourself using a paper guillotine
After first receiving a new set of words, my students perform a “regular sort” and then record the words in their notebook or in a word processing template on the computer. The regular sort requires the students to examine the spelling and sounds of their words and think about ways to categorize them. After every sort, I have the students explain how and why they separated/categorized their words.
On subsequent days, my students will chose other activities to continue practicing with their set of words. (See next section)
In order to help keep track of hundreds of words in my room, each student colors the back of their words with a crayon. The color of the crayon is specific to that student, so for example when I find a card with green on the back, I know it is from Jomar's envelope.
It can take some time to prepare the materials, especially if you have students on many different levels. But once you have the materials created, you will have them as a resource for years to come. You can also involve your students by having them cut the words out of the card stock.
HINT: I have found that some students are incredibly efficient at cutting the words out while others need more time. Instead of using up instructional time, I suggest exploring a few options: 1) Use a timer to limit the amount of time they have to complete the job. 2) Have the students cut the sorts out during another part of the school day. or 3) just cut them out yourself using a paper guillotine
After first receiving a new set of words, my students perform a “regular sort” and then record the words in their notebook or in a word processing template on the computer. The regular sort requires the students to examine the spelling and sounds of their words and think about ways to categorize them. After every sort, I have the students explain how and why they separated/categorized their words.
On subsequent days, my students will chose other activities to continue practicing with their set of words. (See next section)
What do the students do with the words?
The core text of WTW outlines a variety of activities that students can do with their words. I browsed through the options and selected a few that I thought my students would most enjoy and those that would be easiest to implement. I then put together a document that encompassed the different types of activities. This document, pictured above, allows both my students and me to keep track of their progress. This “progress chart” is kept in their word work folders. (Here is the link for a photo of the student folder and its contents and here is a link to view the document in more detail.)
I chose six different activities. Further below you will find the files so you can download the instruction sheets for your own use.
The six types of activities listed are:
Regular Sort - This is the student’s opportunity to begin exploring and categorizing the words in their sort by creating columns or groups of words. When the students receive new words, this sort is mandatory. This is also the type of sort I use when doing a mini-lesson with my students about their words.
As the week progresses, students can choose from one of the following:
Blind Sort - Here students work with a partner who has the same words. They take turns reading 10-12 words to another student who then tries to write and categorize the words.
Speed Sort - A speed sort is a favorite of my students. Using a stopwatch, students see how fast they can correctly sort their words. To add an extra dimension, I try a Speed Sort and then challenge the students to see if they can beat my time.
Word Hunt - In this sort, students select a magazine or book from the classroom library and search for words that fit into their sort. This is another popular activity.
Word Game - Here are opportunities for students play various games with their words. The WTW texts offer a number outlines for games. Also included is a variety of materials (including game boards) for easy photocopying.
Type on the Computer - I created simple 2, 3, and 4 column templates using Open Office Writer. Then I saved them onto the desktops of the computers in my classroom. After completing a regular sort students can choose to type their words into a template, print it, and staple it into their notebook.
The core text of WTW outlines a variety of activities that students can do with their words. I browsed through the options and selected a few that I thought my students would most enjoy and those that would be easiest to implement. I then put together a document that encompassed the different types of activities. This document, pictured above, allows both my students and me to keep track of their progress. This “progress chart” is kept in their word work folders. (Here is the link for a photo of the student folder and its contents and here is a link to view the document in more detail.)
I chose six different activities. Further below you will find the files so you can download the instruction sheets for your own use.
The six types of activities listed are:
Regular Sort - This is the student’s opportunity to begin exploring and categorizing the words in their sort by creating columns or groups of words. When the students receive new words, this sort is mandatory. This is also the type of sort I use when doing a mini-lesson with my students about their words.
As the week progresses, students can choose from one of the following:
Blind Sort - Here students work with a partner who has the same words. They take turns reading 10-12 words to another student who then tries to write and categorize the words.
Speed Sort - A speed sort is a favorite of my students. Using a stopwatch, students see how fast they can correctly sort their words. To add an extra dimension, I try a Speed Sort and then challenge the students to see if they can beat my time.
Word Hunt - In this sort, students select a magazine or book from the classroom library and search for words that fit into their sort. This is another popular activity.
Word Game - Here are opportunities for students play various games with their words. The WTW texts offer a number outlines for games. Also included is a variety of materials (including game boards) for easy photocopying.
Type on the Computer - I created simple 2, 3, and 4 column templates using Open Office Writer. Then I saved them onto the desktops of the computers in my classroom. After completing a regular sort students can choose to type their words into a template, print it, and staple it into their notebook.
Here are my WTW files:
Instructional Sheets
|
Progress Chart
| ||||||||||
