Early Within Word Pattern - Sorts 1-21 - Pearson PD Toolkit

SORTS FOR EARLY WITHIN WORD PATTERN

DIRECTIONS FOR LONG VOWEL PATTERN SORTS 1-21

These directions offer some basic guidelines for each sort and show what the final sort will look like. See Words Their Way: Word Study Phonics, Vocabulary and Spelling 5e for complete instructions about how to place students, how to conduct sorts, and the follow-up activities that will assure students practice for mastery over the week. Chapter 2 describes assessment, Chapter 3 describes organizations and core activities and Chapter 6 describes the within word pattern stage in detail. For students who need just a quick review of these patterns certain long vowel sorts have been marked as "Review". Other sorts are optional depending on the needs of your students and the pace you need to use. Similar sorts, as well as additional sorts for this stage, can be found in the supplemental book: Words Sorts for Within Word Pattern Spellers ,which offers more details about implementing the sorts.

Pretest: To determine how much students already know about the most common long

vowel patterns, you may want to administer Spell Check 12 and 13 using the Progress Monitoring/Goal Setting Forms available with other assessment tools at this website.

WWP Sort 1. Picture sort for short-a and long-a

If students are having trouble hearing the difference between the long and short vowel sounds you may want to use picture sorts to introduce the contrasts. Introduce the headers: Cat has the short sound of a and I can mark it like this (write an a with a breve over it). Tray has the long sound and I can mark it like this (write an a with a macron or line over it). Students need not learn that these symbols are called breves and macrons ? just refer to them as short and long. Hold up another picture such as rain and say it slowly: Raaaain. I hear the long sound so I will put it under tray. Model a few more and then ask students to help you sort the rest. Have students do this sort independently and observe how well they discriminate the sounds. You might move on to sort 2 or 3 below and not spend a lot of time with the picture sort unless you find it is needed.

WWP Sort 2. Introduction to long-a with pairs

This is an optional sort that focuses attention on how adding a silent e changes the vowel from short to long by using word pairs for contrast. Put up mad and made as headers. Mark mad with a breve and explain that it has the short-a sound. Mark made with a macron and explain that it has the long-a sound. Do not explain the role of silent e yet. Model how to sort another pair such as cap and cape. Say the words and identify the vowel sound then put it in the correct column. Continue to sort by pairs with the student's help. Read down each column to check and then ask students what they notice about the words. Talk about the silent e. Compare the words under mad in the short-a column that just have an a in the middle. Discuss the meaning of mane, cane, pale and others as needed. Help children mark the short and long a in mad and made on their own handouts to use as headers when they sort.

mad

made

cap

cape

plan

plane

tap

tape

hat

hate

back

bake

pal

pale

tack

take

man

mane

can

cane

WWP Sort 3. Short and long-a with a-e

Put up cat and cake as headers. Explain that they going to "use their ears" to listen to the

vowel sound in the words and sort them by the short sound in cat or the long sound in cake.

Mark headers with a breve or macron. Model how to say the word and draw out the vowel

sound. Sort several words, explaining as you sort. This word is name. n-aaa-m. It has the

long a sound so I will put it under cake. What is an oddball because it does not have either

sound, even though it is spelled with a. Put it to the side. Then involve children in helping

you finish the sort (the oddball have has short-a so should go under cat for now. Help

students read the words- do not expect them to sound out ones they don't know at this

point. After sorting, read down each column to emphasize the vowel sound. Then ask

students to "use their eyes" and tell you what they notice about the words in each column.

Talk about the silent e. Identify have as another oddball because it does not fit with the other

short-a words.

cat

cake

oddballs

fast

name page

have

flag

skate safe

what

pass

date gave

trap

race gate

path

cape

glad

same

WWP Sort 4. Short-a and long-a with a-e and ai patterns

Mark the vowels in cat and cake with a breve and macron and ask students to "use their ears"

to sort by the vowel sound. Tell them that there is an oddball so they must watch out for

word that does not have the right sound. Read each word and sort with student help. After

sorting, read down each column to check. Then ask students to "use their eyes" and see if

they notice something about the words in each column. Help them see that there are some

words under cake with the silent e but there are also some with a new pattern. Talk about

how these words have a silent i after the a, or the ai pattern. Create a new header with rain.

Mark the vowel with a breve and underline the ai pattern. Underline the single a in cat and

the a and e in cake. Talk about said and how it has the ai pattern but not the long-a sound so

it is an oddball. Then sort again, this time sorting by the sound and pattern at the same time.

Help children mark their headers for sorting the same way.

cat

cake

rain

oddballs

last snap

lake shade

wait pail

said

flat black

wave flame

nail fail

tax

late state

paid paint

WWP Sort 5. Long-a with a-e, ai, ay

If students only need a review of long-a patterns you might skip sorts 1-4 and just do this

one. This sort introduces students to homophones (sale/sail, tale/tail, and male/mail) as they

sort just by pattern. Review the patterns in cake and rain and underline the a-e and ai. Ask

students what they think the pattern will be in day. What letters spell the long-a sound?

Underline the ay. Then model how to sort several words and explain what you are doing. I

am going to put sale under cake because it has a silent e. After sorting check each column to

see that all the words have the same pattern (no oddballs this time). Introduce the

homophones by pulling out the word male and mail. Talk about how they sound the same

but are spelled differently and mean different things. You might add a small drawing of a

man and an envelope to the back of the word to serve as a reminder. Repeat with sale/sail

and tale/tail. Students should be asked to illustrate these homophones and/or use them in

sentences. You may want to start a classroom collection of homophones and add to it from

sorts and other sources. Read more about homophones in Chapter 5 of Words Their Way

cake

rain

day

sale

mail

say

maze

train

play

grade

snail

may

tale

paid

pay

chase

brain

stay

shave

sail

clay

male

tail

tray

WWP Sort 6. Picture sort for short and long-i

You may want to use this sort to introduce the contrast between short and long-i using just pictures. Put headers and mark them with a breve or macron.. Explain that they going to "use their ears" to listen to the vowel sound in the words and sort them by the short or long vowel sounds. Model how to say the word and draw out the vowel sound. Sort several words, explaining as you sort. This word is ride. riiiiidi. It has the long i sound so I will put it under hide. Involve children in helping you finish the sort Help students read the words do not expect them to sound out ones they don't know at this point. After sorting, read down each column to emphasize the vowel sound. Then ask students to "use their eyes" and tell you what they notice about the words in each column. Talk about the silent e.

WWP Sort 7. Introduction to long-i with pairs

See the directions for sort WWP sort 2 . Talk about the meaning of words such as dim, kit, fin, etc.

hid

hide

rid

ride

bit

bite

rip

ripe

rid

ride

pin

pine

kit

kite

dim

dime

fin

fine

quit

quite

WWP Sort 8. Short and long-i with i-e

With experience students may not need as much teacher support and could be challenged by a Guess My Category Sort. Or you might let them try the sort by themselves using the headers and warn them that there is an oddbell. For a teacher directed sort put up fish and like as headers. Explain that they going to "use their ears" to listen to the vowel sound in the words and sort them by the short sound in fish or the long sound in like. Mark headers with a breve or macron. Model how to say the word and draw out the vowel sound. Sort several words, explaining as you sort. Give is an oddball because it does not havethe long sound. Put it to the side. Then involve children in helping you finish the sort . Help students read the words- do not expect them to sound out ones they don't know at this point. After sorting, read down each column to emphasize the vowel sound. Then ask students to "use their eyes" and tell you what they notice about the words in each column. Talk about the silent e.

fish

like

chill miss

hike mile

give

dish twin

nice five

chip stick

wide tribe

rich

life white

skip

wise

WWP Sort 9. Short-i and long-i with i-e and y

If students only need a review of long-i patterns you might skip sorts 6-8 and just do this

one. Review the patterns in fish and like. Ask students what they think the pattern will be in

my. What letters spell the long-i sound? Underline the y. Then model how to sort several

words and explain what you are doing. I am going to put mine under like because it has a

silent e. After sorting check each column to see that all the words have the same pattern

(eye will be an oddball).

.

fish

like

my

clip

mine

cry

eye

trick

lime

fly

gift

wife

shy

list

vine

why

swim

price

sky

thick

dry

WWP Sort 10. Picture sort for short and long-o

If students are having trouble hearing the difference between the long and short vowel sounds you may want to use picture sorts to introduce the contrasts. Introduce the keywords and the symbols for short (reve) and long-o (macron). Students need not learn that these symbols are called breves and macrons ? just refer to them as short and long. Hold up each picture and say it slowly. I hear the long sound so I will put it under this picture. Model a few more and then ask students to help you sort the rest. Have students do this sort independently and observe how well they discriminate the sounds. You might move on to sort 11 below and not spend a lot of time with the picture sort unless you find it is needed.

WWP Sort 11. Introduction to long-o with pairs

This sort is similar to sort 2 above but not all words have pairs. Start with the pairs and then sort the others by the patterns. Students might be able to do this independently but bring

them together to talk about the oddballs (come and some), the meaning of some words (mope, rod) and what they found from the sort. By now the CVCe pattern should be familiar to them.

hop not sock mop fox rob rod lock

hope note nose mope joke robe vote rode rope home

come some

WWP Sort 12. Short-o and Long-o with o-e, and oa

Mark the vowels in hop and hope with a breve and macron and ask students to "use their ears"

to sort by the vowel sound. Tell them that there is an oddball so they must watch out for

word that does not have the right sound. Read each word and sort with student help. After

sorting, read down each column to check. Then ask students to "use their eyes" and see if

they notice something about the words in each column. Help them see that there are some

words under hope with the silent e but there are also some with a new pattern. Talk about

how these words have a silent a after the o, or the oa pattern. Create a new header with road.

Mark the vowel with a breve and underline the oa pattern. Underline the single o in hop and

the a and e in hope. Talk about love and how it has the oa pattern but not the long-o sound so

it is an oddball. Then sort again, this time sorting by the sound and pattern at the same time.

Help children mark their headers for sorting the same way. Talk about the homophones road

and rode.

hop

hope

road

rock

spoke stone

boat

love

shop

woke bone

toad

spot

close those

load

frog

rode

toast

soap

WWP Sort 13. Long-o with o-e, oa, and ow (Review)

If students only need a review of long-a patterns you might skip sorts 10-12 and just do this one. Review the patterns in hope and road. Ask students what they think the pattern will be in row. What letters spell the long-a sound? Underline the ow. Then model how to sort several words and explain what you are doing. I am going to put chose under hope because it has a silent e. After sorting check each column to see that all the words have the same pattern (oddballs are now and done).

hope

road

row

chose

foam

blow

now

froze

coach

grow

done

broke

loan

know

goat

low

goal

slow

snow

flow

WWP Sort 14. Picture sort for short-u and long-u

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