SORTS FOR EARLY WITHIN WORD PATTERN - PDToolkit

1 SORTS FOR LATE WITHIN WORD PATTERN . DIRECTIONS FOR SORTS 27 - 36. The directions here offer some guidelines the sort and shows what the final sort will look like. See words Their Way for complete instructions about how to place students, how to conduct SORTS , and for follow-up activities that will assure students practice for mastery. Chapter 2 describes assessment, Chapter 3 describes organizations and core activities and Chapter 6 describes the WITHIN word PATTERN stage in detail. These SORTS include unusual patterns such as ei, ambiguous patterns such as ea or ou, and diphthongs such as oi or ow. Complex consonants are also examined. Pretest: To determine how much students already know about the patterns in these SORTS , you may want to administer Spell Check 16 and 17 using the Progress Monitoring/Goal Setting Forms available with other assessment resources at this website.

2 WWP sort 27. Long-a with ey and ei The long-a PATTERN of ay is revisited here and contrasted with the less common spellings of ey and ei. Read through the words in advance and identify the vowel sound as long-a. Talk about the meaning of some such as vein or sleigh. Then let students sort to find the different patterns . Homophones included here are slay,sleigh, way/weigh, pray/prey. Challenge students to think of other homophones such as rain/reign, vane/vein, hay/hey. Share the book The King Who Rained and others by Fred Gweynne that deal with homophones, homographs and idioms. hay eight they sway sleigh hey pray weigh prey slay vein stray veil gray freight way neigh reign WWP sort 28.

3 The sounds of ea In this sort explore the ea PATTERN . sort by sound and mark headers with breves and macrons after sorting. Read is both a homophone (with red) and a homograph since it can be pronounced with both long or short-e. red bead head great mess beat bread break best meal dead steak speak dread treat breath sneak deaf heat read*. neat read*. 1. WWP sort 29. The Diphthongs oi/oy and ou/ow sort these words first by sound and then look for patterns . toy join town shout boy coin brown mouth joy boil clown sound spoil frown round noise gown loud point howl voice WWP sort 30. More words with ow and ou This sort compares the long-o sound and the diphthong - both spelled ow.

4 Fowl/foul are homophones in the sort but talk about grown/groan and wood/would as well. row cow out flow drown proud would know prowl pouch should grown growl found crow fowl foul glow count flown pound owe ground doubt WWP sort 31. The sound spelled with al, aw, au and ough All these words have the same sound (except the oddball though) but different patterns . Students should be able to sort by PATTERN on their own but warn them that there is an oddball. The set of words with ough is small but students often struggle to spell them. salt saw fault ought chalk draw caught thought small yawn taught bought stall hawk sauce fought false thaw haul cough crawl WWP sort 32. Three-letter blends: thr, str, squ, shr Since students have gotten used to looking at the vowel PATTERN alert them to the fact that in this sort they are attending to the beginning 3 letters.

5 On a word hunt challenge students to find more 3-letter blends such as scr, spr and spl. Talk about the homophones threw/through and thrown/throne. three string square shrink threw strict squirt shred thrown strong squint shrimp throne stripe squawk shriek thrill stream squirm shrug squash WWP sort 33. Hard and Soft G and C. This is a complicated sort that will need some teacher direction. Students will discover that the sound of g and c is determined by the vowel that follows it. G and C are hard before a, 2. o and u: and soft before e, i, and y. sort these words first by the sound of the first letter and then by the vowels to understand how this works. Gym and gem are homophones.

6 After sorting talk about the hard and soft G and C and how they represent the s, k and j sounds. Add these to the headers. Note that a hard g is often followed by i as in gift, girl and give. card = k cent = s gave gem = j code cease gain giant cuff cell guess gist calf city guest gym cause guide germ guilt goose sort by the vowel under hard and sort . Talk about why there is a silent u in words like guess and guide. Cover the u and the words become gess and gide and the g would become soft. So the silent U isolates the first letter from the influence of the vowel . hard soft cart code cuff cent city calf goose guess cease giant gave guest cell gist gain guide gem guilt germ WWP sort 34.

7 Complex consonants ge/dge In this sort students discover that the spelling of the final sound of /j/ in these words is softened by the letter e that follows it. At the same time, the sound of the vowel in the middle of the word depends upon whether there is one consonant or two consonants between it and the final vowel. Start with a sort by the final PATTERN of ge or dge. Read down each column and ask students what they notice? D is a silent letter in badge but it plays an important role by isolating the vowel from the e. Cover it up and ask students to read what is left: bage. Remind them what they learned about the sound of g in the last sort . Why do these words end with e when the vowel is short?

8 Then look at the words that end in ge. Some have a consonant before the ge while others have a vowel. Separate those into two categories. Draw attention to the vowels. Help students see that the long vowel comes before the simple ge while a short vowel comes before the consonant+ge (as in change). Establish three headers badge page change ridge cage charge judge huge large fudge stage wedge bridge rage bulge hedge sponge edge orange smudge range WWP sort 35. Complex consonants: ch/tch In this sort students discover that the spelling of the final sound of /ch/ in these words depends upon the vowel ppreceding it. Start with a sort by the final patterns (ch/tch). Pose the question Why is this sound spelled two different ways?

9 Read down each column and 3. ask students what they notice? Help them see that ch always follows a long vowel or a vowel pair, and that tch always follows a single/short vowel. There are a few oddballs (rich, muc, which). Talk about the meaning of words such as latch, fetch and snitch. Students might remember the golden snitch from Harry Potter's Quidditch look up it's meaning in the dictionary. Also compare witch and which and determine if they are homophones. Students might not agree. catch reach switch coach rich fetch peach much ditch beach which latch roach sketch grouch snitch couch patch touch match witch WWP sort 36. Final sounds: ce, ve, se, ze The final e signasl a soft sound for c as in since.

10 Without the e that word would be sinc and we would want to use the hard sound of c. E always follows the v in English and often follows S and Z. sort these words by the final sound (/z/ is spelled with both se and ze)). and then by the spelling PATTERN . Underline the final patterns in the headers. dance glove cheese freeze fence shove bruise sneeze since curve please seize peace leave choose snooze piece raise breeze juice tease squeeze glance prince WWP sort 37. Silent Initial Letters Challenge students to find the categories for these words . They should notice that attention is on the first part of the words which begin with a silent letter. You might explain that in the past these sounds might have been pronounced.