03.Within Word Pattern Stage Sorts Instructions

INSTRUCTIONS FOR WITHIN WORD PATTERN 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 6 in Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling, Second Edition. Similar sorts, as well as additional sorts for this stage, can be found in the supplemental book: Words Their Way: Words Sorts for Within Word Pattern Spellers, which offers more details about implementing the sorts.

Ages: 6?12 or older students who began literacy instruction in English at a later age

Grades: 1st to mid-4th or students at later grades who came more recently to English reading instruction

Do your students spell this way?

NALE NAEL PLAYS PLASE DRIFE DRIBE SPOEOL SPOLE

nail place drive spoil

Corresponding stage of reading and writing: Transitional

Covered in WTW EL 2e: Chapter 6

Instruction ? Build content-area

vocabulary through concept sorts, picture dictionaries, and explicit language instruction ? Sort pictures and words to contrast long and short vowels ? Sort words to examine long vowel patterns ? Collect words in word study notebooks; sort words by grammatical and semantic features ? Look for cognates in students' home languages ? Conduct word hunts for specific long and complex vowel patterns ? Work with homophones ? Contrast r-influenced vowel words

PICTURE SORTS CONTRASTING THE SHORT AND LONG SOUNDS OF a, o, u, i, AND e, ACTIVITY 6.1

This series of five picture sorts draws students' attention to the short and long sounds of each of the vowels. The first sort will be described here in detail and the others should be done in a similar fashion. The letter a is a good vowel to start with for English learners. The short e sound is a very difficult sound to produce and differentiate for many English learners so it is saved for last. Using these picture sorts will ensure that students are really hearing the differences between the long and short sounds, as opposed to relying on letter cues.

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

Sort 228: Picture Sort Contrasting Short and Long Sound of a

To ensure that students are able to differentiate between the long and short vowel sounds you may want to use picture sorts to introduce the contrasts. Introduce the headers: Hat has the short sound of a and I can mark it like this (write an ). Rain has the long sound and I can mark it like this (write an ). Hold up another picture such as cave and say it slowly: Caaaave. I hear the long sound so I will put it under rain. Model a few more examples and then ask students to help you sort the rest. Later, have students do this sort independently and observe how well they discriminate the sounds.

(short a) (hat) (grass) (man) (bat) (graph) (can) (bath) (mask) (flag)

(long a) (rain) (train) (snake) (cave) (tape) (cane) (whale) (nail) (chain)

Sort 229: Picture Sort Contrasting Short and Long Sound of o

To ensure that students are able to differentiate between the long and short vowel sounds you may want to use picture sorts to introduce the contrasts. Introduce the headers: Clock has the short sound of o and I can mark it like this (write an ). Soap has the long sound and I can mark it like this (write an ). Hold up another picture such as road and say it slowly: Rooooad. I hear the long sound so I will put it under soap. Model a few more examples and then ask students to help you sort the rest. Later, have students do this sort independently and observe how well they discriminate the sounds.

(short o) (clock) (sock) (box) (fox) (knot) (dog) (frog) (stop) (block) (doll)

(long o) (soap) (coat) (comb) (road) (rope) (goat) (toes) (nose)

Sort 230: Picture Sort Contrasting Short and Long Sound of u

To ensure that students are able to differentiate between the long and short vowel sounds you may want to use picture sorts to introduce the contrasts. Introduce the headers: Bus has the short sound of u and I can mark it like this (write a ). Fruit has the long sound and I can mark it like this (write a ). Hold up another picture such as tube and say it slowly: Tuuuube. I hear the long sound so I will put it under fruit. Model a few more examples and then ask students to help you sort the rest. Later, have students do this sort independently and observe how well they discriminate the sounds.

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

(short u) (bus) (plug) (cup) (thumb) (nut) (bug) (duck) (drum) (sun)

(long u) (fruit) (glue) (juice) (suit) (tube) (zoo) (shoe) (spoon) (mule)

Sort 231: Picture Sort Contrasting Short and Long Sound of i

To ensure that students are able to differentiate between the long and short vowel sounds you may want to use picture sorts to introduce the contrasts. Introduce the headers: Fish has the short sound of i and I can mark it like this (write an ). Five has the long sound and I can mark it like this (write an ). Hold up another picture such as nine and say it slowly: Niiiine. I hear the long sound so I will put it under five. Model a few more examples and then ask students to help you sort the rest. Later, have students do this sort independently and observe how well they discriminate the sounds.

(short i) (fish) (pig) (chin) (hill) (ship) (kick) (swim) (sick)

(long i) (five) (bike) (dive) (slide) (nine) (dime) (dice) (fly) (mice) (ice)

Sort 232: Picture Sort Contrasting Short and Long Sound of e

To ensure that students are able to differentiate between the long and short vowel sounds you may want to use picture sorts to introduce the contrasts. Introduce the headers: Pen has the short sound of e and I can mark it like this (write an ). Wheel has the long sound and I can mark it like this (write an ). Hold up another picture such as feet and say it slowly: Feeeeeet. I hear the long sound so I will put it under wheel. Model a few more examples and then ask students to help you sort the rest. Later, have students do this sort independently and observe how well they discriminate the sounds.

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

(short e) (pen) (desk) (leg) (dress) (egg) (bed) (ten) (neck)

(long e) (wheel) (feet) (leaf) (three) (key) (teeth) (leash) (bee) (cheese) (tree)

CONCEPT SORTS, ACTIVITIES 6.2, 6.10, AND 6.31

This section contains three examples of picture and word sorts that help students learn new vocabulary and develop conceptual understandings in a given content area. Try these and then create your own based on the key vocabulary your students need to know in order to access the content of your classroom curriculum.

Sort 233: Community Concept Sort

This sort features a collection of vocabulary words associated with communities. Introduce the key words (urban, rural, waterway) and ask students to name places, persons, and objects in a community to activate their prior knowledge. Use several words from each category to demonstrate the sort, explaining your rationale through a think-aloud. For example, you may pick factory, harvest, and drawbridge to discuss together. In which environment does each item belong? Review all of the picture and word cards with the students to make sure they can both read and understand the meaning of each term. You may also want to have students review the picture and word cards with a partner.

Urban skyscraper subway taxi (metropolitan) (museum) businesses factory

Rural ranch farm horses (irrigation) (silo) cattle harvest

Waterway harbor port dock (cargo carrier) (barge) drawbridge shipping yard

Sort 234: Matter Concept Sort

This sort features a collection of vocabulary words associated with matter and can be used when your class is studying this science topic. Introduce the key words (solids, liquids, gas) and ask students to tell you what they know about solids, liquids, and gases to activate their prior knowledge. Use several words from each category to demonstrate the sort, explaining your rationale through a think-aloud. For example, you may pick ice, water, and air to review together. How does each item represent its category? Review all of the picture and word cards with the students to make sure they can both read and understand the meaning of each

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

term. You may also want to have students review the picture and word cards with partners. Then work your way through the sort as a group.

Solids (statue) ice (bed) steel mountain trees

Liquids (puddle) water stream (sap) (lava) juice

Gas (clouds) air (helium) wind (air--contents inside a balloon) bubble

Sort 235: Ecosystems Concept Sort

Introduce the key words (pond ecosystem, ocean ecosystem, desert ecosystem) and ask students to name any plants and animals that may live in ponds, oceans, and deserts to activate their prior knowledge. Use several words from each category to demonstrate the sort, explaining your rationale through a think-aloud. For example, you may pick sagebrush, seaweed, and reeds as plants that live in different ecosystems. Review all of the picture and word cards with the students to make sure they can both read and understand the meaning of each term. You may also want to have students review the picture and word cards with partners.

Pond Ecosystem (pond) frogs (lily pads) (algae) dragonfly reeds

Ocean Ecosystem (whale) (crustaceans) coral reef octopus (anemones) seaweed

Desert Ecosystem (desert) cactus sagebrush snakes (coyote) (jackrabbit)

WORD SORT CONTRASTING SHORT AND LONG SOUNDS OF a, o, u, AND i, ACTIVITY 6.3

This set of four sorts directs students' attention to the CVC and CVCe spelling patterns for the short and long sounds of a, o, u, and i; e is not included because there are so few words that have the pattern. Some of these will be included in a later sort. Several pictures are included in these sorts to ensure that students are focusing on sound differences, as opposed to relying only on letter cues.

Sort 236: Word Sort Contrasting Short and Long Sounds of a (CVC and CVCe)

Introduce the short and the long symbols and their key pictures on the headers. Model the phoneme segmentation process involved in isolating and identifying each vowel sound-- for example, "In hat we hear /h/?/ /?/t/. In rain we hear /r/?/ /?/n/." Demonstrate the sorting process by saying each of the other words and pictures and comparing them to the guide words. Have your students join in as you continue to model the isolation, identification, and categorization of the medial vowel sound. It is critical that your students

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

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