Word Stacks
Word stacks work well with students because they are easy to use, show tangible evidence of progress, and can be implemented into other reading strategies.
How to Use Word Stacks
Each learner will have their own set of cards. Each card is assigned a word to be learned. These words can be items that the learner desires to learn, life skills words, survival words, words encountered in print (i.e., books, newspapers, etc.), or words taken from dictated paragraphs or sentences.
Write the word on the blank side of the 3 x 5 card. Limit the number of words to ten or less to start. More words can be added as appropriate. Go over each word several times with the student. When the student feels comfortable, start using the check-off area printed on the back of the cards.
The first set of squares, with the eyeball picture, signifies that the learner can recognize the word and pronounce it. Check off a box if this is accomplished during the session. No more than one check off per word per session so that learning is reinforced and maintained. The second set of squares, with the picture of a mouth, represents that the student can spell the word when it is presented verbally by the instructor. The third picture, that of a pencil and paper, shows that the learner can write/spell the given word on paper.
There are six boxes for each of the above mentioned three modalities. Once all six, for each level, have been checked off, only one check off is needed for the "okay" sign.
Two or more stacks can be maintained for each student. One stack will contain the words that have eventually gotten the "okay" sign. Another stack can contain those words still to be mastered. Some students may like to separate the cards into stacks according to what level they are currently working on, i.e. sight reading, verbal spelling, or written spelling.
Other Ideas for Using Word Stacks
1. Add words from current in-class reading materials.
2. Add words that may be seen around the school.
3. Add words that are "survival" words, such as "hospital",
"emergency", "restricted", etc.
4. Add words in a specific visualizable categories, such as
animals, colors, shapes, or other categories that can
be related to pictures.
5. Ask students what words they would like to learn.
6. Add words in specific grammar categories, such as nouns,
verb, prepositions, adverbs, etc.
7. When the student has learned a number of words, have them
start using them to make sentences.
Beth Ann Leaf
Resource Specialist
CIAESC
For comments, suggestions, and/or ideas please email Beth Ann Leaf.
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