Word Sorts

This activity is designed to help learners become increasingly

confident with the spelling patterns of English. By taking learners
from simple to complex structures, this approach helps learners
make logical sense of word reading and writing in English.

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

 the focus of word sorts

the mat blue

at mate yellow
high decodable familiar
frequency words content
words words
The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com
 Please Note
Note #1: This IS a DECODING and ENCODING activity. By progressively
exploring predictable patterns, learners are able to apply logical criteria as
they decode words.

Note #2: This IS a systematic approach to learning. Teachers can

sequence the sorting activities in such a manner that students progressively
learn to decode predictable words as well as contend with exceptions.

Note #3: Learners should also learn to quickly recognise and use high
frequency words as well as analyse known - but more orthographically
complex - words in their oral vocabulary (e.g. hotdog, house, etc).
The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com
WORKFLOW

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

 Scattered Picture or Organised Picture or CORE
Words Cards Words Cards

HEADING #1 HEADING #2
sap
mat
was mat sap was
lap

tap hat lap

hat

cat cat tap

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

 EXTENSION
Organised Picture or
Words Cards

hat cat mat map sap

meaning meaning meaning meaning meaning

The fat cat in the hat sat on the mat on a map covered in sap.
what? did what? where? how?

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

DEMO #1

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

 Supporting learners …
(a) talk regularly with learners (for oral language development, for shaping discourse,
and for fostering verbal reasoning);

(b) read to learners, read with learners, and help learners read on their own;

(c) write for learners (e.g from dictation), write with the learner (e.g. joint construction),
and help learners write on their own;

(d) help learners develop skills (phonological awareness, decoding/spelling

vocabulary, grammar, fluency, etc);

(e) help them build content knowledge and the strategies to build knowledge; and

(f) help learners be active in the ways that language and literacy are used as tools for
understanding and action.
Pinnell, G. S., & Fountas, I. C. (1997). Help America Read: A Handbook for Volunteers. Portsmouth: Heinemann.

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

 Key premise…

“For a beginning reader, every word is a unique pattern. Major

statistical patterns emerge as the child encounters a larger sample
of words, and later, finer-grained dependencies.” (Seidenberg,
2017, 92)

“Readers become orthographic experts by absorbing lots of data

… The path to orthographic expertise begins with practice practice
practice but leads to more more more.” (Seidenberg, 2017, 108)

Seidenberg, M. (2017). Language at the speed of sight: how we read, why so many can’t, and what can be done about it. New York: Basic Books.

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

DEVELOPMENTAL
STAGES

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

 Emergent (3 to 5 yrs old) Letter-Name Alphabetic (4 to 7 years old) Within-Word Pattern (7 to 9 Years old)

A-Z C V C C V C e
C V V C
Spell it how it sounds
The single-syllable, CVC form is the easiest way for learners to
master consonants sounds, consonant digraphs, consonant blends,
the short form of the vowels and simple r-controlled vowels.

Consonant - cat, bed, pig, sun, bot, bog, gig, bib, quit …
Spell it by pattern
CAT /K/ /A/ /T/ Once a learner has mastered the CVC pattern, it is time to
Digraph - with, chat, ship, fish, mush …
contrast the short vowel sounds with long vowel sound.
Blends - plan, flag,
Pre-speller to spell it how it sounds Once this contrast is developing, learners explore the various
Concept Oral language, print awareness,
phonemic awareness and alphabetic
r-controlled vowels - car, far, fir, stir, star, blur,
diphthong forms and diverse vowel sounds in single-syllable
words, such as bright. Learners also explore plurals, contractions,
of Word awareness are the key features of this
NB: the short form of each vowel (a, e, i, o, u) is only represented
homophones, homographs and compound words.
stage. These are the building blocks for
by a small number of spelling options … unlike the long form —>
formal literacy. Learners clarify spelling patterns with the help of dictionary aids

Affixes/Suffixes (9 to 11 years old) Derivational (11 years & older) Six Most Common Syllable Patterns
This syllable ends with a consonant and mat or pic-nic
Closed contains a single following, often in its or fresh (e.g

prefixes suffixes
short form CVC or CCVC)

-ed -ing -ly re- Open

This syllable type ends with a vowel and
the vowel is often long
me or ve-to

Silent e or vowel

bases roots
This syllable has a silent e at the end
cape or stripe or
consonant e which often signals that the vowel will be
cue
(ice) long

…
sy
l
wo labl
rd e
e Vowel team or
vowel pair
This syllable type contains two vowels
that make one sound.
pain or head or
toy

2- 3 s R-controlled
This syllable contains a vowel with the

from
far or ferment or
letter r, and the vowel is neither short nor
schwa WO
vowel
long.
torment

ild RD This syllable always appears at the end

Bu
apple or simple
Consonant + le of words and the consonant always goes
Spell by rule & dictionary aids S with the -le
or fickle

By this stage, leaners can decode most, if not all, single syllable words.
END NOTE: As encoding and decoding skills become automatic, there is
At this stage, learners become adept at adding common prefixes and from a gradual shift in the treatment of literacy. There is a shift away from
suffixes as well as spelling a range of multisyllabic words, which requires encoding/decoding and toward composition/comprehension.
that they identify syllable junctures. The unstressed, ambiguous schwa Consequently, teachers assume that learners have the skills to create and
sound (often pronounced “uh”) is also present in many multisyllabic 10 - 13: use many strategies / 13+: spell from knowledge
consume texts. There is now an onus on conveying and extracting meaning
words, such as alone and confident. Learners will need to turn to other At this stage, there are few items which are missing from one’s skill
and intentions through text. For instance, it is assumed that one can read
tools to disambiguate these unclear vowel sounds. set. Instead, spelling & vocabulary learning are inextricable linked. the text [government form], but does one know what its means in context?)
 Over time, we learn word patterns
m s CVC words CVCe words
a n pi n mat pi n p i ne
t p
i sap s ip
short vowel
mat
short vowel
mate
long vowel

ay CVVC words Multisyllabic words

ee day boil before
hotdog
ea tree
oi bottle helicopter
bread
ie friend banana
The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com
 Sequence of Phonics/Spelling Instruction (example words)

3-5 Emergent (Print Concept): sorting pictures of words into letter

yrs old sound, rhyme, and concept categories

Letter Name Alphabetic: hat, bug, fog, log, fig, twig, hen, drop, CVC
4-7
yrs old fresh, much, pass, class, sad, job, blob, grab, sick, trick, rang, short vowel
swing, blend

Within Word Stage: care, hope, bake, fire, huge, day, boy, boil, CVCe
7-9
yrs old cow,, next, road, knock, coal, friend, bread, spool, loud, whose, CVVC
throw, roast, cause, pause, paws, taught

9 - 11 Syllables & Affixes Stage: chief, whine, theme, athlete, pilgrim, Multi-
yrs old mushroom, nervous, service, receive, reign syllabic

11+ Derivational Stage: uneasy, insincere, manipulate, apathy, Advanced

yrs old sympathy, benediction, benefactor, geography, confidence morphology

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

 Sequence of Phonics/Spelling Instruction

3-5 Emergent (Print Concept): focus is on phonemic awareness and on

yrs old alphabet (letter name) knowledge

Letter Name Alphabetic: a, m, t, s, i, f, d, r, o, g, l, h, u, c, b, n, k, v, e,

4-7
yrs old w, j, p, y, x, qu, z, sh, ch, th, wh, ck, consonant blends (e.g. st, pl, bl,
gl, sl)

Within Word Stage: a-e, ai, ay, ei, ey, ee, ea, ie, e-e, i-e, igh, y, o-e,
7-9
yrs old oa, ow, u-e, oo, ew, vowel+r, oi, oy, ou, au, ow, kn, wr, gn, shr, thr,
squ, spl, tch, dge, ge, homophones

9 - 11 Syllables & Affixes Stage: adding inflectional endings, detecting

yrs old syllable junctures multisyllabic words, homographs & homophones

11+ Derivational Stage: advanced morphology (prefixes, suffixes, roots)

yrs old and diverse forms of base words.

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

DEMO #2

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

 A child begins to recognise …

the mat blue

at mate yellow
high decodable familiar
frequency words content
words words
The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com
 To grow as a writer … GRADE K

GRADE
K

Source: The Reading and Writing Project: http://readingandwritingproject.org

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

 And grow as a reader.

GRADE
1
(decoding, word
recognition and
fluency)

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

 Stages of Spelling Development e.g. Analysing
Spoken Words

1) Pre-speller - birth to 4

2) Spell it like it sounds - 4 - 7 years old ETR

* 3) Spell it by (visual) pattern - 7 - 9 years old eater *

* 4) Spell it by rule - 9 - 11 years old *

Mature
5) Coordinating multiple strategies - 10 - 13 years old Reading

6) Spell it from knowledge - 13 years and older

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

 So, for a mature reader …
Reading skill is related to using the ‘correct’ pathway for the type
of word being read. (Wise Younger et al., 2017, p. 91)

“For unfamiliar and pseudo words”

“sounding out”

“For familiar words”

“quick, automatic recognition”

Wise Younger, J., Tucker-Drob, E., & Booth, J. R. (2017). Longitudinal changes in reading network connectivity related to
skill improvement. NeuroImage, 158(February), 90–98. http://doi.org/10.1016/j.neuroimage.2017.06.044

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

PRACTICAL
REMINDERS

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

 Equipment Letter Name-Alphabetic Pattern Sort
Sort 16

CVC e CVC u
Letter Name-Alphabetic Pattern

SPELLING - “short a” (Sort 1)

Please write each spelling word three times.

1. cat
2. bat pet sun bell
3. sat
4. fat
5. mat
red yes let
6. rat
7. hat ten beg but
8. man
9. can
10. pan
cup mud cut
11. ran
12. fan hug duck gum word cards,
13. van
14. tan
sort categories
15. __________ put push & blank cards
16. __________
17. __________
18. __________
19. __________

pictures (optional) 20. __________

21. __________
22. __________

word lists

coloured
tokens

space to write words and sentences

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

 Two approaches: closed and open

Closed Sorts Open Sorts

In a closed sort, the In an open sort, the

learner is provided with learner is provided with
the categories into the word cards. Once
which the words need examined/sorted, the
to be sorted. learner identifies the
categories.

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

 Considering: patterns and concepts
Our Current
Focus

Pattern Sorts Concept Sorts

Organising words into Organising words or

phonic and pictures into conceptual
orthographic patterns to categories, such as
building understanding “animate” vs “inanimate”
of decodable structures. objects.

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

 Steps
1. Cut out either the word or picture cards for the sort activity.
2. Organise the category headings for the sort.
a. If performing a closed sort, provide learners with
category headings under which the learner will
categorise the words or pictures;
b. If performing an open sort, provide the learners to with
at least two blank cards so they can write the category
headings once they have organised the words or
pictures
(continued on next page …)
The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com
 Steps
3. Help the learners categorise the words or pictures.
a. Consider words that do not fit the patterns. These are
called Out of Sorts words (like “said” or “was” or “of”)
b. Also, write words on blank word cards that fit the
patterns.
4. Once words are sorted, review them by saying them out loud.
5. Choose a few words and perform semantic maps.
6. Use these and other related words in rich, juicy sentences.
7. Reflect on the patterns and rules that have been covered.
8. Record the learners’ progress.
The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com
 Integrating into Practice
Word sorts should be included as part of integrated practice. As
the workflow suggests, there should be a focus on word
meaning/use once the sort has been completed.

The example on the following page illustrates how a word sort (or
word study) can be incorporated into a rich literacy lesson.
Also, think about how words can incorporated into interactive
writing practices.

If left unintegrated, there is the risk that the activity becomes a

rote learning activity. If this eventuates, learners may not
recognise words when they later see/use them in context.
The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com
Tyner, B. & Green, S. E. (2012). Small-group reading instruction: Differentiated teaching models for intermediate readers, grades 3-8 (2nd ed.) Newark, DE: International Reading Assoc.

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

KEY RESOURES …

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

Source: Bear, S., Invernizzi, M., Templeton, S., &
Johnston, F. (2014). Words their way: word study for
phonics, vocabulary, and spelling instruction (5th edition).
Essex: Pearson.
 Sources of phonics sequences
Bear, S., Invernizzi, M., Templeton, S., & Johnston, F. (2014). Words their way: word study for
phonics, vocabulary, and spelling instruction (5th edition). Essex: Pearson.

Beck, I. & Beck, M. (2013). Making sense of phonics.: the hows and whys. New York: Guilford
Press.

Blevins, W. (2006). Phonics from A to Z: a practical guide (2nd edition). New York: Scholastic.

Dow, R. S. & Bear, G. T. (2013). Self-paced phonics: a text for educators (5th edition). Boston:
Pearson.

Konza, D. (2014). Responding to the evidence: synthetic phonics in action (2012 - 2013).
Joondalup, WA: Fogarty Learning Centre, Edith Cowan University.

Reed, D. K. (2012). Why teach spelling? Portsmouth, NH: RMC Research Corporation, Center on
Instruction.

UK Department of Education and Skills (2007). Letters and sounds: principles and practice of high
quality phonics. London. Crown documents

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

*
Example Spelling Rules *

Source: , Eide, D. (2012). Uncovering The Logic of English: A Common-Sense Approach to Reading, Spelling and Literacy. Minneapolis: Pedia Learning
Incorporated.
For more info … a related presentation

The Alphabetic Code

the interface between oral and print language

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

https://youtu.be/dA4nt3rxTYM

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

MONITORING
PROGRESS

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

 Keeping a record
Date Patterns Explored HFWs Explored Further Vocabulary Source Text(s) Opportunities to Write Notes

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

 Session Planning and/or Record Keeping Session Planning and/or Record Keeping
Big picture goal or question being pursued in the learning: Session # Date Description / Observations Skill(s) / Task(s)

7
Session # Date Description / Observations Skill(s) / Task(s)

10

11

12

6 Summary of achievements and next steps:

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

(A) = All Stage ; or Stages 0, 1, 2, 3 or 4 Page 5
! of 15
! (A) = All Stage ; or Stages 0, 1, 2, 3 or 4 Page 6
! of 15
!

Skill Domain Progress Notes Skill Domain Progress Notes

Alphabetic Knowledge (0-1) Is the learner spelling/decoding/interpreting

words with a knowledge of common prefixes,
roots, and suffixes and inflectional endings? (2- 4)
Does the learner know all uppercase letters? (0)
Is the learner able to quickly spell and read various
Does the learner know all lowercase letters? (0) words which are part of the same word family (e.g.
explain, explanation, explanatory)? (2-4)
Can the learner recognise letters in the Is the learner applying vowel shifting rules for
environment? (0) word families (e.g. divine —> divinity)? (3-4)
Can the learner recognise known letters in
Does the learner use a combination of strategies
different fonts and orientations (e.g. upside down)?
(e.g. sound it out, notice patterns, apply rules,
(0)
apply knowledge, consult reference - dictionary)?
Does the learner know the most common sounds
Participating in Writing Activities (A)
associated with all or known letters? (0-1)

Can the learner use the above knowledge to Has the learner consolidated emergent writing
(attempt) spelling familiar/common words? (0-2) stage (scribbling —> controlled scribbling —>
mock writing —> writing the familiar? (0)
Letter-Sound Spelling Knowledge (0-4)
Can the learner write familiar words (e.g. name)?
REPEAT: Does the learner know the most common
sounds associated with all or known letters? (0-1) Is the learner able to and/or motivated to make
emergent texts with assistance (e.g. DO NOT
REPEAT: Can the learner use the above knowledge to ENTER sign for one’s bedroom)? (0-2)
(attempt) spelling familiar/common words? (0-2)
Is the learner developing a command of
Is the learner able to associate/match/categorise handwriting skills? (0-2) … 3a for fill cursive
common words with their beginning letter/sound?
(0) Does the learner understands the purpose of
writing and engaging in shared/joint letter writing,
Is the learner able to associate/match/categorise list writing, recipe writing, etc? (0-1)
common words with their final letter/sound? (0)
Does the learner engage in interactive writing?
Is the learner able to associate/match/categorise
common words by rhyming/phonogram patterns? Is the learner composing sentences of increasing
(0-1) sophistication? (1-3)
Is the learner learning to spell/recognise age- Can the learner explore written forms when
appropriate high frequency words (e.g. Dolche/ dictating to another? (0-2)
Fry)? (1-3a)
Can the learner write from dictation that includes
Is the learner able to encode and decode simple familiar language on a known topic? (1-3a)
CVC words, which consist of known consonants,
short vowels, common phonograms and consonant Is the learner engaging in invented spelling of
blends? (0-2) increasing sophistication? (1-2)

Does the learner understand and apply the CVCe Can the learner write relatively independently or
rule, and how it effects the long form of the vowel? jointly with proper scaffolding, including sentence
(1-2) stems, textual models and visual prompts? (2-4)
Is the learner developing an understanding of Can the learner use the writing process and/or the
complex vowel partners (e.g. “ea” in bread and curriculum cycle to write on a range of text types
each) in CVVC words? (1-2) in appropriate text types/genres? (2-4)

Is the learner able to recognise, spell and read Is developing a command of typing / word
common compound words (e.g. hot dog) as an processing skills? (A)
introduction into multisyllabic words? (1-2)
Does the learner appreciate the need to write/
Is the learner able to add inflectional endings / compose differently when writing for different
suffixes to common CVC and CVCe words? (1-2) audiences in different forms (e.g. a science reports
vs an infographic)? (2-4)
Is the learner applying knowledge of known
patterns to decode new words (e.g. I know munch so I Can the learner explore complex topics through
can decode crunch, lunch, hunch, etc)? (0-3) both everyday language/forms and academic
language/forms? (3-4)
Is the learner engaging in invented spelling of
increasing sophistication? (1-2) Can the learner use expository/information forms
to synthesise, report on, explain and evaluate
Is the learner developing skills in writing and information drawn from a range of sources? (3b-4)
reading multisyllabic words? (1-3)

C = Consolidated / D = Developing / E = Emerging / B = Beginning / — = Not started / N.A. = Not applicable C = Consolidated / D = Developing / E = Emerging / B = Beginning / — = Not started / N.A. = Not applicable
 Monitoring Growth in Key Areas
1. Phonological processing and phonemic e.g. Phonemic Awareness Skills Mapping
awareness (PASM)

2. Alphabetic knowledge e.g. Letter Sound Assessment

3. Common onset-rime patterns e.g. Z-Test

4. Decoding (reading) skills e.g. Specific Phonic Assessments

5. Encoding (spelling) skills e.g. Qualitative Spelling Inventories

6. Sight / High Frequency Word Recognition e.g. Dolche and Fry’s Word Lists

7. Fluency (reading connected text) e.g. Qualitative Reading Inventory V

8. Comprehension e.g. Progressive Achievement Tests in

Reading

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

CONCLUSION

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

 What’s the Point (again)?
“Learning to read is the process of acquiring the several types of statistical
knowledge that support rapid and efficient comprehension, starting with
phonological structure & orthographic structure.” (Seidenberg, 2017,
108)

“For a beginning reader, every word is a unique pattern. Major statistical patterns
emerge as the child encounters a larger sample of words, and later, finer-grained
dependencies.” (Seidenberg, 2017, 92)

“The path to orthographic expertise begins with practice practice practice but
leads to more more more.” (Seidenberg, 2017, 108)
Seidenberg, M. (2017). Language at the speed of sight: how we read, why so many can’t, and what can be done about it. New York: Basic Books.

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

 the focus of word sorts

the mat blue

at mate yellow
high decodable familiar
frequency words content
words words
The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com
 www.theliteracybug.com

info@theliteracybug.com

www.youtube.com/c/Theliteracybugnetwork

Twitter: @theliteracybug

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com