How To: Read & Sort the Story

• Lesson Objective: Identify and sort phonological patterns in a story.

• Grouping:  Small-group to independently at seats

• Methodology: Students read a passage containing words with the targeted phonological pattern. After highlighting, students sort the terms the same pattern.

• Duration: 15-30 minutes for two periods.

  
  

Fact: 90% of my students would rather clean than read.

The percentage decreases to 40% when I up the ante to cleaning a school bathroom at the end of the day, so I suppose that makes me feel better? This is highly scientific data I collect at the beginning of the year through "Would You Rather?" Suffice it to say, reading passages is not their favorite. But as I point out to my students, learning to read proficiently means you have to, you know, read.

Continue reading this section for another glowing review of sorting as a powerful instructional strategy! When students sort words by a targeted phonological pattern, such as short vowels or digraphs, they strengthen their understanding of phoneme-grapheme relationships. Our brains are wired to remember information that’s been grouped or categorized, and sorting taps into that natural tendency, making it easier for students to retain what they learn.

🖍 How the Routine Works

We begin in small groups, though the expectation is that students will complete most of sorting independently. First, we briefly review the target phonological pattern. Next, students silently read the passage to themselves while highlighting the pattern. I ask students to quietly read to me at least once so I can check for fluency and accuracy. Next, we share out the highlighted words. I ask students to read the passage again, this time with a focus on fluency now that they're not simultaneously highlighting. Afterwards we'll do a quick comprehension check.

Next, we sort a few of the highlighted terms by the target phonological pattern. After

students demonstrate understanding, we send them to their seats to work independently. If a student requires extra guidance, my co-teacher may work with them more closely while I meet with students one on one for phonemic awareness instruction (part of my typical routine during independent work time). Usually students will finish about half of the sort before the bell rings. The activity goes in their folders and they pick up where they left off the following day.

Check out the Interactive Unit Guides to see how this lesson fits within each unit. There, you’ll find links to unit-specific Read & Sort the Story.