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Resources compiled by CES for Words Their Way instruction, centers, games, etc.

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I thought it would be nice to have all the Words Their Way resources in one post. I'm also including a link to the sort sequences that I use to organize my binder.
Letter Name Alphabetic sorts
Within Word Pattern sorts
Syllables and Affixes sorts

At the bottom of each "unit" (?) I listed the games I use to reinforce those concepts. Some of the games are in our Etsy shop.
For the Letter/Name Alphabetic stage, we have:

For the Within Word Pattern stage there's:

Syllables and Affixes:

I give this form for students to take the assessment.
And this form to record their scores.

I keep track of my groups in this book.

There's also a cover here.

Please see the NEWER POST about WTW that has all this information + much, much more!

Let me know if there's something you'd like to know more about or a part of Words Their Way you're struggling with. I'm by no means an expert, but I've been doing this long enough that maybe I have a tip or two.

Happy spelling!!

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There is a newer Words Their Way post with more information. Click to see it now. I thought it would be nice to have all the Words Their Way resources in one post. I'm also including a link to the sort sequences that I use to organize my binder.

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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 impo rtantly, 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.

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:

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

Instructional Sheets for 5 different types of word activities (see below)

How to Make the Sorts

Typically, my students receive about 20 words o n 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.

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 For other suggestions, see my this page.
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)

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.

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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.

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Words Their Way Free Resources for Word Study — Tarheelstate Teacher

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Download FREE Words Their Way word study activities and resources for upper elementary. The activities, resources, tips, and more included in this blog post will help you get your word study routines and schedule ready and organized!

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Sorry, I do not have PowerPoints available for sorts that contain pictures (sorts 1-10 in Within Word Pattern are picture sorts)

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Sort 7 - Short -a & Long -a

Sort 18 - REVIEW for CVVC Pattern (ai, oa, ee, ea)
Short -u & Long -u (Open Syllable -ew & -ue)

Sort 22 - Short -i & Long -i (CVCe, CVCC -igh, & CV Open Syllable -y)

Sort 24 - REVIEW of Long-Vowel Patterns (CVCC, CVVC, CVCe, CV & CVV Open Syllable)

Sort 10 - Short -u & Long -u Sort 11 - Short vs. Long Review (CVC & CVCe)

Sort 13 - Short -a & Long -a (CVCe & CVVC)

Sort 25 - ar, are, air
REVIEW - Spell Check 4 - Review of less common long-vowel patterns
er, ear, eer

Sort 30 - REVIEW of ar, Schwa-plus-r, & or

Sort 31 - Long -o, -oi, -oy

Sort 32 - Long oo, Short oo

tch, ch

Sort 44 -
Sort 43 - High-Frequency Words Starting with a- & be-
Sort 45 -
Contractions

Sort 46 -
Plural Endings s & es
Three Sounds of the Past Tense ed Sort 47 -

Long -a Homophones
Sort 48 -
More Long -a Homophones
Sort 49 -
Long -e Homophones
​Sort 50 -
Long -i & Long -o Homophones

2020-2021 S&A Sort

Syllable & Affixes Spelling Patterns
(Words with More than 1 syllable)

Sort 1 - REVIEW of Vowel Patterns in One-Syllable Words

Sort 2 - Adding - ing to Words with VC & VCC Patterns
HTML File S and A-Sort 2

Sort 3 - Adding -ing to Words with VCe & VVC Patterns

Sort 4 - Review of Double, e-Drop, & Nothing

Sort 5 - Adding -ed to Words

Sort 6 - Unusual Past Tense Words

Sort 7 - Plural Endings: Adding -es

Sort 8 - Unusual Plurals

Sort 9 - y + Inflected Endings

Sort 10 - Compound Words

Sort 11 - More Compound Words

Sort 12 - Syllable Juncture in VCV & VCCV Patterns

Sort 13 - More Syllable Juncture in VCV & VCCV Patterns

Sort 14 - Syllable Juncture in VCV & VVCV Patterns

Sort 15 - Syllable Junctures in VCCCV & VV Patterns

Sort 16 - Open & Closed Syllables & Inflected Endings

Sort 17 - Long -a Patterns in Accented Syllables

Sort 18 - Long -i Patterns in Accented Syllables

Sort 19 - Long -o Patterns in Accented Syllables sorted by 1st or 2nd syllable

​Sort 19 - Long -o Patterns in Accented Syllables sorted by Vowel Patterns

Sort 20 - Long -u Patterns in Accented Syllables

Sort 21 - Long -e Patterns in Accented Syllables
Sort 21 - second version

Sort 22 - Ambiguous Vowels in Accented Syllables (oy/oi & ou/ow)

Sort 23 - More Ambiguous Vowels in Accented Syllables (au, aw, al)

Sort 24 - r-Influenced a in Accented Syllables

Sort 25 - r-Influenced o in Accented Syllables

Sort 26 - Words with the w or /w/ sound before the vowel

Sort 27 - Schwa + r Spelled er, ir, and ur in First Syllables

Sort 28 - Schwa + r & r-Influenced e in Accented Syllables (er, ear, ere)

Sort 29 - Unaccented Final Syllable (le)

Sort 30 - Unaccented Final Syllable (le, el, il, al)

Sort 31 - Unaccented Final Syllable (er, ar, or)

Sort 32 - Agents & Comparatives

Sort 32 - Comparatives & Superlatives

Sort 33 - Unaccented Final Syllables (/chur/zhur/yur/)

Sort 34 - Unaccented Final Syllables (en, on, ain, in)

Sort 35 - Unaccented Final Syllables (et, it, ate)

Sort 36 - Final -y, -ey, & -ie

Sort 37 - y + Inflected Endings

Sort 38 - Unaccented Initial Syllables (a-, de-, be-)

Sort 39 - Initial Hard & Soft g & c

Sort 40 - s & Soft c & g in the Final Syllable

Sort 41 - More Words with g

Sort 42 - The Sound of k Spelled ck, ic, & x

Sort 43 - Spellings with qu

Sort 44 - Words with Silent Consonants

Sort 45 - gh & ph

Sort 46 - Prefixes (re-, un-)

Sort 47 - Prefixes (dis-, mis-, pre-)

Sort 48 - Prefixes (ex-, non-, in-, fore-)

Sort 49 - Prefixes (uni-, bi-, tri-, & Other Numbers)

Sort 50 - Suffixes (-y, -ly, -ily)

Sort 51 - Comparatives (-er, -est)

Sort 52 - Suffixes (-ness, -ful, -less)

Sort 53 - Homophones

Sort 54 - Homographs

Sort 55 - i before e Except After c

​Sort 56 - Geography Syllable Sort

Derivational

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Sort 7 - Short -a & Long -a Sort 18 - REVIEW for CVVC Pattern (ai, oa, ee, ea) Short -u & Long -u (Open Syllable -ew & -ue) Sort 22 - Short -i & Long -i (CVCe, CVCC -igh, & CV Open Syllable -y) Sort 24 - REVIEW of Long-Vowel Patterns (CVCC, CVVC, CVCe, CV & CVV Open Syllable) Sort 10 - Short -u & Long -u Sort 11 - Short vs.

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Sorts 1-6- Picture Sorts for Short and Long Vowel Patterns Sort 1 Sort 2 Sort 3 Sort 4 Sort 5 Sort 6

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Sorry, I do not have PowerPoints available for sorts that contain pictures (sorts 1-10 in Within Word Pattern are picture sorts)