Early Within Word Pattern - Sorts 1-21 - …

1 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.

2 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.

3 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.

4 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 .

5 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 plan tap hat back pal tack man can cape plane tape hate bake pale take mane 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.

6 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.)

7 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 flag pass trap path glad name page skate safe date gave race gate cape same have what 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.

8 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 flat black tax lake shade wave flame late state wait pail nail fail paid paint said WWP sort 5.

9 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.

10 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 maze grade tale chase shave male mail train snail paid brain sail tail say play may pay stay clay 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.