04.Syllables and Affixes Stage Sorts Instructions

INSTRUCTIONS FOR SYLLABLES AND AFFIXES STAGE SORTS

These directions offer some basic guidelines for each sort and show what the final sort will look like. For additional background information and instruction, see Chapter 7 in Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling, Second Edition.

Ages: 8?18

Grades: 3 to 8 or students at later grades who came more recently to English reading instruction

Corresponding stage of reading and writing: Intermediate

Covered in WTW EL 2e: Chapter 7

Do your students spell this way?

CARRYS ATEN, ATEND PLESURE CAPCHUR

carries attend pleasure capture

Instruction ? Investigate academic

vocabulary in English throughout literacy and content area studies ? Study consonant doubling and common affixes in sorts, hunts, and games ? Examine past tense and plural endings in writing and speech ? Compare stress in words ? Interrelated spelling and meaning in word study groups, and connect to cognates in students' home languages ? Study words from readings by patterns in spelling and meaning ? Continue word study notebooks

PLURAL ENDINGS: ADDING -es, ACTIVITY 7.1

Sort 262: Plural Endings: Adding -es (Print Version)

This sort focuses on when -es is added in order to make a plural word, and compares words in which -es is added to those that only require -s. Because all of the words end in -es we recommend underlining or pointing to the base word. Read the words and point out that adding -es also adds another syllable. This additional syllable makes these words fairly easy to spell. Move the words that simply added -s to the side and request students to focus on the words that are left. Ask them if there is anything they notice about the words. Point out the base words and focus students' attention on the last one or two letters. Model the next step of the sort by placing catches, ashes, mixes, and classes into separate categories. Use headers for -

Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling, Second Edition Copyright ? 2012 by Pearson, Inc.

ch, -sh, -x, and -s to sort the -es words. (Note: The print and interactive versions are different for this sort.)

-ch watches inches catches

-sh ashes dishes pushes

add -es -x boxes mixes

-s buses classes misses passes

add -s

houses roses chases freezes changes pages

Sort 262: Plural Endings: Adding -es (Interactive Version)

This sort focuses on when -es is added in order to make a plural word, and compares words in which -es is added to those that only require -s. Because all of the words end in -es we recommend underlining or pointing to the base word. Read the words and point out that adding -es also adds another syllable. This additional syllable makes these words fairly easy to spell. Move the words that simply added -s to the side and request students to focus on the words that are left. Ask them if there is anything they notice about the words. Point out the base words and focus students' attention on the last one or two letters. Model the next step of the sort by placing catches, ashes, and mixes and classes into separate categories. Use headers for -ch, -sh, and -x or -s to sort the -es words. (Note: The print and interactive versions are different for this sort.)

-ch watches inches catches

add -es -sh ashes dishes pushes

-x or -s boxes mixes buses classes misses passes

add -s

houses roses chases freezes changes pages

COMPOUND WORDS, ACTIVITY 7.4

Sort 263: Compound Words (Print Version)

This sort examines various compound words that are created by putting two words together to make a new word. The compound words in this sort are fairly common and concrete for English learners, and help students build a conceptual foundation to use in future study. Show your students all the words and ask whether they see some parts that are related. They may notice day in daylight, birthday, and someday. Ask them to sort these words into categories based on the common components: day, side, book, play, or mail. Be ready to model two or three categories and sort a few words into each if necessary. Review the term compound words with your students and help them develop their own definition based on the words they see in the sort. After sorting, discuss the meanings of some of the words and how the meaning

Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling, Second Edition Copyright ? 2012 by Pearson, Inc.

relates to the two words that make up the compound: A bookcase is a place to store your books. Birthday is the day of your birth. Some compound words cannot be interpreted literally. A scrapbook is not for scraps. Ask students to investigate the meanings of words they do not understand. (Note: The print and interactive versions are different for this sort.)

bookmark bookcase bookkeeper bookstore scrapbook bookshelf

daylight birthday daytime someday yesterday

sideways inside outside sidestep sidewalk

playtime playground playhouse playmate playroom

mailbox mailbag airmail

Sort 263: Compound Words (Interactive Version)

This sort examines various compound words that are created by putting two words together to make a new word. The compound words in this sort are fairly common and concrete for English learners, and help students build a conceptual foundation to use in future study. Show your students all the words and ask whether they see some parts that are related. They may notice day in daylight, birthday, and someday. Ask them to sort these words into categories based on the common components: day, side, book, or play. Be ready to model two or three categories and sort a few words into each if necessary. Review the term compound words with your students and help them develop their own definition based on the words they see in the sort. After sorting, discuss the meanings of some of the words and how the meaning relates to the two words that make up the compound: A bookcase is a place to store your books. Birthday is the day of your birth. Some compound words cannot be interpreted literally. A scrapbook is not for scraps. Ask students to investigate the meanings of words they do not understand. (Note: The print and interactive versions are different for this sort.)

bookmark bookcase bookkeeper bookstore scrapbook bookshelf

daylight birthday daytime someday yesterday

sideways inside outside sidestep sidewalk

playtime playground playhouse playmate playroom

ADDING -ing TO WORDS WITH VC AND VVC PATTERNS, ACTIVITY 7.5

Sort 264: Adding -ing to Words with VC and VCC Patterns

This sort introduces the concept of base words and doubling consonants that may be necessary when -ing is added to a word such as in letting or cutting. Point out the headers VC and VCC. Pull out the base words and have the students help you sort them into two categories starting with let and call. Explain to the students that these are called base words. Ask whether there is anything they notice about all the base words: They all have one vowel that is usually short. Some end in one consonant (let = CVC) and some end in two (call = CVCC). They are all verbs. Then match the -ing form of the word to each base word. Ask the students what

Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling, Second Edition Copyright ? 2012 by Pearson, Inc.

happens to the base word let when the -ing is added. Repeat with several more words in the column. Say the term "doubling" and explain that when a base word ends in one vowel and one consonant we must double the final consonant before adding -ing. Put letting in the column under the header Double. Then ask students what they notice about the -ing words in the other column. Guide them to notice that the -ing was just added without any change because there are already two consonants after the vowel. This column has the header No Change.

-VC

double -VCC

no change

let

letting call

calling

cut

cutting

think

thinking

drip

dripping work

working

stop

stopping help

helping

plan

planning tell

telling

ADDING ?ing TO WORDS WITH VCe AND VVC PATTERNS, ACTIVITY 7.6

Sort 265: Adding -ing to Words with VCe and VVC Patterns

This sort introduces the concept of e-drop that may be necessary when -ing is added to a base word such as in liking or voting. Ask students what happens to the base word like when -ing is added. Look at the other words under the VCe column to see how the e is dropped in each word. Say the term "e-Drop" and point to it at the top of the column. Explain that a base word ending in silent e drops the e before adding -ing. Guide them to notice that -ing was just added without any change to the VVC words.

-VCe

like make give move rule

e-drop

liking making giving moving ruling

-VVC

rain read look feel wait

no change

raining reading looking feeling waiting

ADDING -ed TO WORDS WITH DOUBLE, e-DROP, AND NO CHANGE, ACTIVITY 7.7

Sort 266: Adding -ed to words with Double, e-Drop, and No Change

This sort helps students learn and remember the rules that govern the addition of -ed (double, e-drop, or no change). You may want your students to point to or underline the base word to help them identify the pattern, especially in words like hoped and phoned. Help the students see that the rules can be summed up as "double, e-drop, or no change." Talk about the fact that adding -ed means that something has already happened, and that words such as these are said to be in the "past tense." Have students use some example words in a

Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling, Second Edition Copyright ? 2012 by Pearson, Inc.

sentence to check for understanding of meaning. Following the sort ask students to notice the vowel patterns of the words in each column- how does the -VC, -VCe, VVC, or -VCC pattern relate to the process of adding -ed? Students might label each word with its vowel pattern and see what effect the pattern has on whether it belongs in the e-drop, double, or no change category.

e-Drop hoped hated traded phoned sneezed shaved named

Double hopped fanned slipped hugged slammed begged

No Change walked rained poured asked cooked floated mailed missed moved

SYLLABLE JUNCTURE IN VCV AND VCCV (DOUBLET) PATTERNS, ACTIVITY 7.10

Sort 267: Syllable Juncture in VCV and VCCV (Doublet) Patterns

This sort introduces the concept of one consonant (VCV) or two consonants (VCCV) being present at the juncture of two syllables, as in the words hoping and hopping. Students identify words having the VCV or VCCV pattern at the syllable juncture. Tell students that you will be looking at patterns in a different way and introduce the headers VCV and VCCV, reminding them that V stands for vowel and C for consonant. Point out the key words hoping and hopping under the headers. VCV represents the o, p, and i in hoping and VCCV represents the o, p, p, and i in hopping. Notice that one or more letters--or no letters--can come on either side of the juncture. Model how to sort several more of the word cards and then begin to involve your students in the sorting process. Show the group one of the word cards and ask students where it should be placed. Continue with their help to sort all the words into columns under each header. Now read down each column of words and ask your students to listen to the vowel sound in the first syllable. They should notice that in each word of the VCV column the vowel is long. Explain that these first syllables end with a long vowel sound that is called open. You might demonstrate how to break the word apart by drawing a line between the two syllables as in ho/ping. Other open syllables can be found in words such as go, row, and blue. Next read the other column to find that the vowel is short in the first syllable. Again you might draw a line between the syllables (hop/ping) and explain that these syllables are called closed because they end with a consonant.

Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling, Second Edition Copyright ? 2012 by Pearson, Inc.

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