7 Ways to Use Sort It That Makes Phonics Stick!

7 Ways to Use Sort It That Makes Phonics Stick!


Hello everybody! Are you ready for seven
ways of which you can use the sorted page assorted activity to get phonics to
stick? Then you’re in the right place. Welcome! Welcome!
I am Dr. Marnie Ginsberg of Reading Simplified and it’s our mission here
at Reading Simplified to help classroom teachers streamline their reading
instruction and accelerate their reading achievement. So I’m so glad that you’ve
joined us tonight, I’m gonna be sharing a freebie with you so that you can access
some of the tools and practice what we’re talking about and I’m also going
to be sharing seven different ways you can use this hub of an activity that we
teach here at Reading Simplified we call it Sort It. And if you’re just tuning in
and you have you Sort It let us know what you think or let us know how you’ve
created some variations in your classroom what how do you make sort it
work for you or if you’ve never heard a sort before that’s okay share an
activity that you’d use that helps get phonics to stick because that’s really
what this whole thing is about so tonight we’re gonna be sharing about let
me show you the page this page this is called the sort at page and this is the
freebie that I’m going to be sharing with you one of two pages of a freebie
for tonight does that sound good you like to get some free stuff then you’ll
find that in the comments so you can get that either now or later
so sort it this one page is a hub for tons of phonics information that I teach
and that reading simplify teachers teach so it’s a very simple tool that we use
over and over again or we refer back to to get fun phonics to stick so briefly a
lot of you have followed me and know sort it is but awesome but if you
haven’t let me briefly explain see here at the top what you’re learning is the O
sound and the student would be reading O sound words and then she would write the
O sound words in their appropriate column for their appropriate spelling
and as she did it she would say each sound so she would say fur over here she
would write oh and here she would write Shh oh and so on that’s one key to sort
it it’s one sound multiple spellings and you write and say each sound so it links
sound and symbol gets that stuff to stick the other key is the key sentence
this is a mnemonic that we use over and over again and that will come up tonight
in the seven ways imma show you the mnemonic is the keys this key sentence
is a mnemonic or a mental hook that we use all week as we refer back to the O
that sound and all of its spellings will be practice all week okay so for the O
sound there’s a lot of high frequency words in this key sentence go home to
show the boat to Joe and notice how those those words correspond in order to
this pattern go home to show the boat to Joe okay so that is sort it blank and
here’s one completed say you were giving kids a sword at page you were giving
them a word list as part of the page then they would fill it in like this all
right so that is sort it briefly and if you go to reading simplified dot-com and
click on the start here button you’ll be directed to a more information about
sorted but also if you get that freebie that’s available tonight there is a link
to learn even more about sort it and how to do it when to do it why it’s
effective but tonight we’re really be talking about those seven ways of
which we can use sort it so if you’re just tuning in let me know if you’ve
used sort it and how you use it in your classroom either share how you find it
or share how you’ve varied it so let’s see if I can pull up this comment yep Jo
and she says that sort it with Stila is very effective oh that’s a great point
so we’re gonna be bringing up steal it later Joanna Joanne so thanks for
putting that together that’s absolutely right that’s a little
premonition of what’s to come thank you okay so moving on to those seven key
ways to use sorted so the number one way the way that we use it fairly regularly
and typically I would use this activity at least three times in the given week
so I’d teach the Oh sound all week and in many different ways with lots of
different activities and in lots of different environments but at least
three times I would get my students to fill out this page so number one is this
one right here give them a sorted page have them read
the words and then have them write and say the sounds and that is the number
one way to use the sorted page and it’s really important that when you are
having kids do the sort it that you you have them write and say so if they’re
gonna write the word show for the O sound they need to write Shh
oh you see how I map that on so I say the sound is I write the whole thing and
then I say the whole the sound is I read the whole thing that’s super important
to get this stuff sticking in the brain so in the reading simplified Academy our
membership where I coach teachers on how to use the reading simplified system and
the streamline approach it really includes mainly just three word work
activities and rereading and guided reading to balance out a good reading
session so we provide these types of sorted pages but if you don’t have it
just use note paper and give kids a word list okay so
that was number one number two is very similar and that’s what our freebie is
related to tonight instead of having the words on the page we’re gonna be giving
out some blank ones like this one right here and so when you have a blank sorted
page then you can give kids word lists or word cards and then have them read
the words and write and say the sounds so it’s the same idea it’s just a little
more freedom with the the words and you’re not bound by what I have produced
for reading subside Academy or bound by other lists that you’ve kind of come
across before you kind of have an open opportunity so let me give you an
example of how this could be so powerful maybe your whole class is doing the O
sound I don’t necessarily recommend that this is always a whole group instruction
but maybe that’s what you need to do in your school well yeah they all may need
to learn the O sound some maybe for the first time so maybe need to really get
it deeply entrenched but they’re at different levels right so what do you do
well you could give them like this different word lists and then they could
still fill in the same sort at page so maybe group a is just beginning their
exposure to the the O sound and all that variation and maybe they don’t even know
the first hundred or 200 for high frequency spry site words so this list
right here in this in the on the left let lists a go Road slow toe most home
those are mostly high frequent words in the top 300 and they’re easier to read
they’re one syllable and they’re often just three sounds so that’s an easier
list for those kids and then this second list this B is slightly more challenging
right here notice it has the pH it’s got a couple of multi-syllable words like
yellow and total so it’s slightly harder and then harder still is less see where
it’s got lots of multi-syllable words like radio and the suit would have to
notice that the O and radio is the same sound as the O
approach but it’s this a different spelling and so they would take that
word list or word cards and sort it sort them either if they had cars that could
sort them you know out in front of them at the table or in pocket charts or on
columns that you’ve created on the floor that are like separated with masking
tape and then really importantly they need to do the last step as much as
possible and go back and fill in the completed sorted page why do you think
it’s so important that they fill it in not just to manipulate the cards and
move them in different places but then actually go back and fill in this sheet
I’d love to know what you guys think about that but before we get to that
let’s hear hear it from Krista she says that she used sort it on the smart board
today so and I think you’re going to say something else back there but I didn’t
catch it so let’s see if I can move this over there too so that’s awesome yeah
just putting up here like I am ink is can read a word and tell you where it
goes it goes to column 1 it goes in column two column three and then they
can write it up on the smart board and say the sounds they do it or maybe they
have the work at their seat so we’ve done number one was this page number two
is just a very slight variation on it this page where you can then give them
word lists or word cards and they can still do the same thing the other really
important kind of routine that I is to then also read a targeted text
like this text this is an O sound text that we produced in our reading
simplified Academy for a beginner a late kindergarten early first grade reader
notice how many o sound excuse me it’s gettin I think o sound words are on this
pen on this on this passage let me get that so we’ve got the O in Jo
the O in Joan the O in both we have several different o spellings and so not
just doing sort it forward work but then you you get so much more transfer if you
then read O sound text and then not stopping there but you can keep
extending this activity ask students to either circle the O Spelling’s or
underline it with a little wiki stick or put a little small post-it sticker on it
or if you have it in page protectors have them circle it with dry erase
markers so they would circle the O and Joe and they would circle the O and Joan
and they would circle the O in both etc etc and then they’re still not done
because they need to do something like that melody just pointed out what do
they need to do melody is telling us that they need to
go back and write in the sorted page because they need to get that
kinesthetic movement to cement the sounds research has shown us that
writing actually is much stronger makes a much stronger linkage to long term
memory then even some the kinesthetic as moving so writing is so powerful so when
you have that third activity that I was talking about of reading a text
searching for the sound and then going that you don’t forget the last step
which is going back and filling in the sword at page as many times as you can
now a lot of times you won’t have time to do the whole page maybe or maybe they
can just do one word in each column but still get them to put do as much
kinesthetic write writing and saying so they would write o and that would help
the make the phonics tick so we’ve talked about just doing a sheet like
this with the words already on it doing number two would be a blank sheet
where you and I have a word list or word cards three is doing a reading and so
I’m going to show you three different examples so this is from the reading
simplified Academy that’s that membership I was alluding to where we
have lots of resources for you to align with
activities that I recommend but – there are also lots of resources out there
that you can just pull from maybe your basal Reading Series has Dakota Bowls or
you can find one like this is from scholastic scholastic animal phonics
readers and what I like about this is there aren’t many words on the page and
you can see there’s more than one spelling of oh there’s the O and goats
there’s the O in home there’s the Owen alone and there’s the O
and so so they could go through obviously you don’t want them to write
in you’re probably only copy of the Booker but you can mark it with these
little tabs or they could tap it with the end of their eraser and then go fill
it out on the sorted sheet so that’s a nice activity you can do over and over
again with multiple text and it doesn’t just
apply for kindergarten or first grade readers but upper level readers
especially if they haven’t had a strong decoding background may still need some
of this phonics knowledge at this micro level so let me give you an example of
how you can do the same activity but with harder text so this is also from
our reading simplified Academy but this is like a fourth grade or late 3rd grade
early fourth grade reading level passage and it’s about Puerto Rico it’s a
nonfiction passage but notice all the OHS that are deliberately stuffed in
this passage you’ve got the Owen globe and the Oh in Florida if you hear it
some people don’t hear that isn’t oh but there’s the Oh in Puerto Rico and
there’s Owen so called and there’s the Owen known and then there’s the oh and
locate and on the next page there’s more oh so you see that’s a really nice
routine that you can unfold over and over again with different text but the
students keep going back to that sort at page which is like a mental framework
and it is just a way for information to hook not only do they have the little
file system of these different columns but they have that key sentence to keep
referring back to all week and you say oh no you know Jamie what was the Oh
sound key sentence let’s think about that and you know it’s something to do
with a bow Oh Oh go home to show the boat to Joe
yes and that draws that information back up and I’ll links that all those
Spelling’s and and then sometimes she can write it which is what we’re gonna
get to next but before we do that let’s hear it for let’s hear from what melody
has to say about sorted she says my kids love using highlighters to find the
sounds and passages they would use one cobble color for a couple of different
sounds yellow for the for the O sound pink for the EE sound for example they
like being detectives through the sound and also noticing that the letter itself
doesn’t guarantee the sound super super sophisticated and advanced there and
Melody’s teaching first grade I believe so that’s pretty exciting what so she’s
done is she’s been doing this system for a few weeks or months so she’s done oh
she’s done e because we do eat one a week typically with typically-developing
readers and so then it’s a nice review and we’re gonna come to that next so
that’s a nice segue into what I’m going to talk about next because number four
is to use the key sentences that we teach with each sound and do review so
here’s an example of a kindergartner he’s trying to write that okie sentence
do you remember what it was have you guys got it if you’re new to this go
home to show the boat to Joe see what he’s write the first word he
wrote is go that’s his funny way of writing go a G it’s kind of backwards
you’ve probably seen that before but notice he got the O in home right and he
got the O and show bright he missed the O in boat however but that’s fine in the
context of a small group you can just tell him you know write on your board
well you’ve got all the sounds in boat but this is the way that we see o in the
word boat so can you fix that for both and so it’s gets a lot of assessment
information out there for you but then also gives them the opportunity to
practice phonemic segmentation to work on their recall of spellings and realize
that they can do quite a lot more than they probably thought they can do with
writing because some other core activities that we teach read it and
switch it have laid the groundwork the phonemic groundwork for them to do that
work of hearing each sound and representing it by in some way and then
you’re there to correct the parts that need a little correcting so that is
pretty cool let me show you another example of that in a second
here we go so this is a little further on this is kind of like what melody was
talking about when the students are further down the path and they know lots
of key sentences and they’ve done a lot of the Spelling’s then they might
remember chord the O or the I or the e Spelling’s didn’t write for instance
this young student didn’t write the whole key sentence because that would
take a long time but they can review the key spellings by thinking of the key
sentence so go home to show and he couldn’t remember the boat to Jo or it
got a race I’m not sure and then you see the second line there the second row
that’s I like to try to find the right PI so he’s got several those
representations the next row is the e and he’s working on a and where he you
know makes some errors we would just you know prompt him don’t forget this a if
he had been learning that don’t forget that one they the a and eight so that’s
number four a way that you can use sorted and the key sentence is as a
review and doing write it either by writing the key sentence itself or
writing the Spelling’s okay how are we doing let’s see okay we’ve got a
question right now and I think it’s very um appropriate sorry about that huh
tried to pull Christa’s over and I let me try that again Krista it gets your
comment I think she’s asking something really good here okay so she says how do
you encourage kids who have a fine motor issue or an aversion to paper pencil
tasks she’s her on an intervention teacher so her kiddos or sometimes the
tough cases absolutely so that’s a tricky one and you’re right to notice it
just kind of be aware that you’re not going to be able to get them to write as
much as other kids can and so try to squeeze it in as much as you can just
kind of by tricking them or breaking up the task so maybe they write if you are
working with them for 20 or 30 minutes maybe they write at the beginning at the
middle and the end but each time it’s only for 30 seconds or 60 seconds or 90
seconds maybe you put it into a game-like element which we’ll come to in
a second to get them to overcome with through desire and motivation to achieve
more than they might otherwise or maybe they do a lot of the manipulation with
word cards because they don’t mind that that’s kind of fun and then you only
record a fraction of the whole list that they read so they read and sort say ten
words but they only record five and get one for each column those are some ideas
but I think Krista share if you I bet you have some ideas for how you adapted
to that but it’s just con 5 that I’ve worked with the same type of students
and it’s just basically a constant struggle be aware of it and try to sneak
it in and surreptitiously as often as you can if you’re just tuning in we’re
talking about seven ways in which you can use the sword it page to help your
kids have phonics to stick I’ll show you real quick sort it okay so you’re just
popping in this is sort it and this page is like a hub of activities that we use
in reading simplify where I try to teach just a handful of activities that work
in lots of different ways so we are now on to number five in our ways to which
in which to use sort it so we talked most recently about having
them write these key sentences but another way is just to play games with
words that target the key sound and then after the game or during the game have
them fill out some of the those words in the sword at page so here’s an example
of an on shut up collection of cards that we
might use for snakes and ladders which is like chutes and ladders so this would
be for kids who are doing the I sound notice we’ve got the I in like and the I
and try and the I and right we’ve got different spellings of I they would play
the game snakes and ladders similar to playing chutes and ladders and then
during or after they take a collection of those cards and they then just fill
it in on the sorted page okay and it you could do that with any game and make
them write it when you want them to write it maybe it’s that say they write
their neighbor’s word or they have to write their word or they have to write
six words you can make it fit your circumstance and then similarly here’s
another game that I teach called steel it which is great fun it kind of tricks
kids into reading more words and they might otherwise want to have them play
the game and during or after then just take some of those words and put them on
the sword at page where they write and say the sounds getting that kinesthetic
sound symbol matching action happening that’s how they become stronger with
their memories of these spellings and these words and here’s another one just
another example of a game like this was Candyland
if you cut these games these cards up you could play the Candyland game and do
the I sound so that is a suggestion or tip number five and this kind of goes
back to Krista’s quistis on question like what happens when the kids are
resistant to writing well maybe in the element maybe you can include a game
element like well let’s see we’re gonna play Candyland we only have ten minutes
to do it let’s see how many words we can get down on our sword at page before the
ten minutes is up or you can set a challenge depending on how much you want
to conclude competition let’s see who gets the most words on their sort of
page may or may not be useful and Joanne asked this question why is EA you and Oh
a not on the sorted page are they just not common
Spelling’s exactly Joanne you got it the sorted pages that I recommend in the
reading simplified academy and we actually have two levels one is a
kindergarten in first level and they have the ones that you just saw and then
there’s a second grade and up version that has more spellings but it’s not
that different and as you pointed out oh you is not very common it’s like the oh
and shoulder but it’s so low frequency that you don’t need it when you’re just
learning to read or even if you’ve been struggling and what happens is really
interesting Joanne that’s related to all this is when you give kids this
framework for like a mental framework and a filing system if you will a mental
silence system for how the code works and you beef up their phonemic
processing they’re blending they’re segmenting they’re manipulating then
they do something that’s called that’s been called the self teaching approach
it’s a what’s a theory about how kids learn to read that actually very few
kids are explicitly taught all the phonics are explicitly taught all the
words but they teach themselves and they can only teach themselves if they have
sufficient phonics knowledge and sufficient phonemic awareness so the
reading simplified activities does those things with teaching these kinds of
phonics and to end doing manipulative phonemic ly manipulative activities so
that they have the tools so when they come to the word shoulder and they’ve
never seen it and they say shoulder Oh shoulder
they just flex into it because they have the skills to do that and then they file
that away oh that’s another odd Oh for that I haven’t seen very much and maybe
they’ll notice it again in Boulder and I’m sure there’s a few others so that’s
why we don’t actually explicitly teach all of the Spelling’s because we give
them enough that they need to be able to get started and then the rest they learn
on their own it’s very exciting okay so number six drumroll please we’re almost
at the end of the seven ways in which you can you sort it
I recommend considering using the sorted key sentences as a word wall a lot of
word walls in fact probably 99% of the word walls that are decoding or word
identification related are organized by the alphabet but the alphabet is not a
kind instructor because the a the letter A it will have the word about and it
will have the word aunt and it may have what is another a you know acorn all of
those A’s have different sounds and that doesn’t help a child who’s trying to
learn how our code is a created based on sounds but what if you organized your
wall based on sounds and you had Oh over here and the kids saw that oh all the
O’s were either all together or they were sorted by this key sentence the O
and go and the O and home go home to show the boat to Joe and then you had
another section for the e sound and all the ease so that’s another thing to
consider you can use the sort at key sentences or just the concept of
Frank of focusing on sounds to sort spellings just to sort
sorry high frequency words so that’s number six using the key sentences
organizing framework potentially for word walls and you could do the same
with you know consonants too and consonant digraphs so you can have the
SH or it like this say this I’m coming up with like the CH that shot sound
you’re gonna have some that are the letter CH and some that are TCH like
watch and they would both be under the Chuck and they wouldn’t be under C so
that is just another way of thinking about things in a fresh perspective okay
and then in our reading simplified Academy recently had a teacher share
this and I and I’ve I think it’s a great idea and main melody was talking about
it somewhat to write were you the one that said that I’m sorry I can’t
remember but the number seven tip is to play a game either
in your small group or whole group where there is a race to fill in the page and
so they might fill in the page by looking in their own book like this page
so maybe they see a sorted page and they’re on a hunt for all the
possibilities it could be that they have word cards scattered throughout the room
and you can make a scavenger hunt out of it
could be that they’re looking in their own book their own reader and everyone’s
is different they’re what they’re reading for independent reading or it
could be that there is one text that’s complex and maybe isn’t really just
targeting the O sound and they are they have to be on a hunt for it and they
know they have to be careful and not put down something like to let go to the
store because the ooh and to is not the O sound even though
it’s the same letter so race to fill in a sorted page is a great way to get
excitement to get people accomplishing more and maybe hopefully hopefully
crista back to your concern you know they don’t want to write maybe a game
will make them write maybe you could do it in groups so the students who are
less able could still be in a group that could win because a lot of times when we
you know we do competitions its if it’s all in reading there’s certain kids that
know before we get started that they’re always going to be the one to lose but
if we put them in groups with strong readers and middle reader middle level
readers then maybe they have a chance so that’s one way so I’m so glad for you
for your participation tonight we have some great comments if you want to hear
if you have questions about sort it put them in the the comments and please if
you have other ideas for how to extend it or yeah just other ideas or how to
extend sort it or extending phonics in general I would love to hear it I know
other teachers who are watching would also love to hear it so please put them
in the comments if you want this Oh sound blank page or the e blank page you
can go to the link that I put in the comments and that will give that to you
for free and I’m gonna be here most twos
at eight o’clock p.m. Eastern giving more professional development and
sometimes some freebies so please make sure you follow us here at reading
simplified so you don’t miss a notification and mark your calendars for
this free professional development and if you don’t if you don’t you know if
you’re not getting what you wanted to hear about then make sure you ask me a
question which reminds me melody I believe you were the one that asked me
about multi-syllable so we’re gonna end with that
so she said how do you teach multi-syllable words so first of all as
much as you can and fold it into this sorted page so teach the O sound and
teach multi-syllable o at the same time at least some of the time so that’s what
we’re doing here on that list see so the kids would have to read the words and
then they would have to write it and sort it but I’m going to give you a 30
like a one-minute version of multi-syllable instructions first you
write words in chunks so you tell them we’re gonna you’re moving up to a new
level we’re gonna be reading words that are a multi-syllable this is a whole new
level we haven’t done this before so from now on I want you to put the sounds
together as you go and then stop and let me hear that chunk or this group of
sounds and then we’ll read the second chunk or group of sounds and we’ll put
them together so let’s do that first first chunk what is that and they say oh
or maybe they say table well yeah it could be let’s try to let’s try oh and
they go toe and you can just say that first chunk toe okay stop
now let’s do the second chunk what are those sounds together tall yes
tall let’s try that toe tall hmm doesn’t quite work what do you do you hear weird
oh that’s close to that and they because they’re phonemic awareness skills they
flex into being able to change this from total to total okay great so you just
read this word by chunks you blend as you read the chunks now I want you to
write and blend by chunk so you say so oh and this is all so this is different
than what we’ve been doing at the earlier
because earlier we would have said each sound separately but oh but now we’re
connecting the sounds and stopping at the end of the chunk so you do that with
two chunks you do that with three chunks you do that with four chunks move them
on up that way and then you ask them to read words that do not have the break
and you ask them just to they just try to just try a chunk and if they can’t
get it then you say we’ll try this chunking in other words let me show you
an example let’s see I probably wouldn’t give this word too this is on my list
right here I wouldn’t give this as a word too thick to a beginner but because
that that’s hard to do II but let’s say they said rad and you would say well
you’re right it could be but let me help you let’s see if we trade it to the
change it to that what would that chug be ray oh yes ray and then the next
chunk ray die oh oh radio and so they just flex into it many times and if they
don’t flex into it just and they say Ray died
Oh or Ray died then just say well this could be I but in this word it’s II
radio and so you are just helping them to see the chunk and when they can’t do
it on their own then you ask them to chunk it differently and because of the
strong phonemic awareness skills that you’ve been building into them with
switch it and read it and because you’ve developed the Flex it strategy try one
sound if it doesn’t work right then try another then these kids they do pick
this up and they are able to flex it and adjust and then of course afterwards
they would write it in chunks ray D oh all right and then for writing the other
thing you would do is include write it and so you would dictate words let’s try
Helloween what are the first chunk you you’re in how low wean of course we
wouldn’t start with a three chunk word but you would start
to chunk work but say we’re at that point let’s write Halloween so they
would write how we giving their best representation and you would make sure
first that they caught every sound in the word that they represented every
sound at least in some way and then then if there was a misidentification of a
particular spelling pattern then you would just say oh well this is the OL
and Halloween that’s how we write it all in Halloween in books can you fix that
so that’s kind of the pattern and then you do the same encouraging them
Affleck’s it and covering the chunks and when they read and guide your reading
and so they’ll be off to the races there there are more things you can do for
in-depth study if stuff is not sticking for them but that will those two things
they’re writing it the reading it and the writing it and then the coaching
during guide reading that will make it work for most kids so I went a little
longer than I wanted as I intended to because I had forgotten about that
question but that’s a great question melody so thank you again thanks for
being here share this with a friend if you think
that other people would be interested in these seven ways to which they can use
sort it and or maybe they want to get that free sort at page and tune in next
week for our next session of reading simplified TV

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