S o r t Short a (CVC) and Long a (CVCe and CVVC-ai 11

1 11 SortShort a (CVC) and long a ( cvce and CVVC-ai )Words a CVC a CVVC-ai a cvce Oddball black brain bake said camp faint blame want dash main crane flash paint mane snack snail place stamp train snakeObjectives To identify Short and long a vowel sounds and spelling patterns To read, sort, and write words with the Short a CVC spelling pattern and the long a cvce and CVVC-ai spelling patternsMaterials for Within Word PatternBig Book of Rhymes, Pancakes for Breakfast, page 17 Whiteboard Activities DVD-ROM, Sort 11 Teacher Resource CD-ROM, Sort 11 and Vowel a Patterns GameStudent Book, pages 41 44 Words Their Way Library, Pancakes!Introduce/Model Small Groups Read a Rhyme Read Pancakes for Breakfast. Write the word pancakes and draw a line between pan and cakes. Call attention to the Short a in pan and the long a in cakes. Read the poem again and ask students to listen for and name more Short a words (pan, as, can, can t, stacks, dad, am, glad) and long a words (makes, wait, plate, ate, made).

2 Model Use the whiteboard DVD or the CD word cards. Demonstrate how to sort words by the Short a CVC, long a cvce , and CVVC-ai patterns. Said and want are oddballs. Help students sort and explain their the Sort Independent/Partner Have students use the Student Book or whiteboard DVD to read the words and use the grid to sort according to a Short or long a spelling pattern. Have students check and explain their Independent/Partner/Small Groups Read aloud the directions on Student Book p. 44. Have students read each word and write it in the appropriate column according to spelling pattern. Game Allow time for students to play Vowel a Patterns, which is on the CD. Little Book Read Pancakes! with students. Have them identify words with Short a CVC, long a cvce , and long a spelled the SortAlternative Sort: How Many Letters?Have students re-sort the cards according to how many letters in each word. Students will need two stacks: one for four-letter words and one for five-letter English Language LearnersModel the pronunciation of oddball words said and want so that students can hear the difference and see that your mouth forms the vowel sounds in these words differently than in Short a or long a words.

3 Have students repeat the words after you, carefully using proper Building VocabularyPoint out the word camp. Explain that camp can be an action going out into nature to sleep and do other leisure activities as well as a place where you go to do these things. Teacher TipWhen students complete a sort, remind them to read each word in a column and note its spelling pattern to check their work. Some students may find it helpful to trace each Short a and long a spelling pattern with a different color crayon or Within Word 1467/22/11 2:56 PM12 SortShort a (CVC) and long a ( cvce , CVVC-ai and Open Syllable-ay)Words a CVC a cvce ai cvvc ay CVV class blame brain clay grass brave drain gray past shade gain play smash shape grain stay stand taste nail stray trash wade raise trayBonus Words grand grave faith jay brass graze stain sway task slate fail ray tramp stale praise slayObjectives To identify Short and long a vowel sounds and spelling patterns To read, sort, and write words with the Short a CVC and long a cvce , CVVC-ai , and open syllable-ay spelling patternsMaterials for Within Word PatternBig Book of Rhymes, The Cat Chaser, page 19 Whiteboard Activities DVD-ROM, Sort 12 Teacher Resource CD-ROM, Sort 12 and Animal Race GameStudent Book, pages 45 48 Words Their Way Library, Who Has a Tail?

4 Introduce/Model Small Groups Read a Rhyme Read The Cat Chaser." Write the title and point out Short a in Cat and long a in Chaser. Reread the poem and ask students to listen for and name more Short a words (have, as, fast, can, at, and) and long a words (named, Ray, chases, Nate, way, space, waits, chase). Model Use the whiteboard DVD or the CD word cards. Demonstrate how to sort the words by the spelling patterns Short a CVC, long a cvce , long a CVVC-ai , and long a CVV-ay. Explain that a syllable or a one-syllable word ending in a long vowel sound, such as stray, is called an open syllable. An open-syllable pattern can be labeled CV or CVV, since the y acts as a vowel in these long a words. Help students sort and explain their the Sort Independent/Partner Have students use the Student Book or whiteboard DVD to read the words and use the grid to sort. Have students check and explain their Independent/Partner/Small Groups Read aloud the directions on Student Book p.

5 48. Have students read each word and write it in the appropriate column according to spelling pattern. Game Allow time for students to play Animal Race, which is on the CD. Little Book Read Who Has a Tail? with students. Have them identify words with Short a CVC, long a cvce , and long a spelled ai or the SortAlternative Sort: One Sound or Two?Tell students that some of this sort's words, such as smash and brave, begin with a consonant blend. Have students sort words into two piles: words that begin with a consonant blend and words that do English Language LearnersCheck students' pronunciation and understanding of the words. Ensure they can discriminate between Short a and long a vowel sounds. Explain that, although there are different spelling patterns for the long a words, all have the same vowel Words ActivityAsk students to think of other words with Short a and long a spelling patterns. If needed, make suggestions from the Bonus Words list.

6 Then have students play Spelling Pattern Tic Tac Toe. Each player chooses a colored pencil or marker and a spelling pattern. Player 1 begins by writing a word with his or her chosen spelling pattern on the Tic Tac Toe board. Player 2 then writes a word from his or her chosen spelling pattern. Play continues until one player writes three words in a row across, down, or diagonally or until all nine spaces have been filled Word Pattern 1477/22/11 11:20 AM13 SortWords o CVC o cvce o cvvc Oddball clock chose boat love crop joke coat none cross note float knock slope soap lock stone toad shop whole toastObjectives To identify Short and long o spelling patterns To read, sort, and write words with the Short o CVC and the long o cvce and cvvc -oa spelling patternsMaterials for Within Word PatternBig Book of Rhymes, Let s Go to Grandma s!, page 21 Whiteboard Activities DVD-ROM, Sort 13 Teacher Resource CD-ROM, Sort 13 and Pair of long o s GameStudent Book, pages 49 52 Words Their Way Library, Tiger's Tummy AcheIntroduce/Model Small Groups Read a Rhyme Read Let s Go to Grandma s!

7 Review the sounds of Short and long o. Reread the poem and have students listen for words with the Short o vowel sound and the long o vowel sound. List the words in separate columns. Point out an example of the cvce and cvvc -oa patterns in the long o words. Model Use the whiteboard DVD or the CD word cards. Demonstrate how to sort the words by the Short o CVC and the long o cvce and cvvc -oa patterns. Place the words love and none in the oddball column. Help students sort and explain their the Sort Independent/Partner Have students use the Student Book or whiteboard DVD to read the words and use the grid to sort according to a Short or long o spelling pattern. Have students check and explain their Independent/Partner/Small Groups Read aloud the directions on Student Book p. 52. Have students read each word and write it in the Short o or long o column according to spelling pattern. Game Allow time for students to play Pair of long o s, which is on the CD.

8 Little Book Read Tiger s Tummy Ache with students. Have them identify words with Short o CVC, long o cvce , and long o spelled the SortAlternative Sort: /t/ or /p/ EndingsAsk students to re-sort the word cards according to their ending sounds. Cards with words that end in /t/ should go in one pile (note, boat, float, coat, toast) and cards with words that end in /p/ should go in a second pile (crop, shop, slope, soap). All other cards should go in a third pile. ELL English Language LearnersTo reinforce vocabulary, give each student a word card to illustrate on a separate sheet of paper. Show the illustrations one at a time and ask students to guess the Building VocabularyTell students that some words can be both nouns and verbs. Point out the word note. Explain that as a noun, the word note can be a musical symbol or a Short written message. When note is used as a verb it means to see and notice or to state. Use note in one sentence as a noun and in another sentence as a verb.

9 Have students identify the meaning and part of speech each TipSome students may benefit from completing the sort in two steps. First, encourage students to sort the word cards according to Short o or long o. Then have them examine the spelling patterns in the sorted long o words and complete the o (CVC) and long o ( cvce and cvvc -oa)148 Within Word 1487/22/11 11:20 AM14 SortShort o (CVC) and long o ( cvce , cvvc -oa, and CVV-ow)Words o CVC o cvce o a cvvc o w CVV Oddball chop close boat blow lose drop dome coach grow gloss globe loaf know long note roam slow shop wrote roast throwBonus Words dock sole cloak flow prompt pose boast glow stomp quote coax show blond zone loan stowObjectives To identify Short and long o spelling patterns To read, sort, and write words with Short o CVC and long o cvce , cvvc -oa, and CVV-ow spelling patternsMaterials for Within Word PatternBig Book of Rhymes, Follow the Wind, page 23 Whiteboard Activities DVD-ROM, Sort 14 Teacher Resource CD-ROM, Sort 14 and Snow Ride GameStudent Book, pages 53 56 Words Their Way Library, Grandpa, Grandma, and the TractorExtend the SortAlternative Sort.

10 Rhyming WordsEncourage students to further sort each column into words that rhyme and words that do not rhyme. Help students understand that all of the -ow words rhyme because the -ow spelling pattern comes at the end of the Building VocabularyExplain to students that a dome is a shape found on the top of some buildings. Show children a globe. Tell students to imagine cutting the globe in half. The result would be a Words ActivityHave students sort the Bonus Words according to spelling patterns. Allow students to play a game in small groups. Using a small cube-shaped box, write a spelling pattern on each side. You can use a pattern more than once. Invite Player 1 to roll the pattern cube and identify the spelling pattern. The student should then say and spell a Bonus Word with the corresponding spelling pattern. Another player then takes a Small Groups Read a Rhyme Read Follow the Wind, emphasizing the end rhymes. Write ow and oa as column heads, and write words from the poem in the appropriate column.