03.Within Word Pattern Stage Sorts Instructions

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

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 Corresponding stage of reading and writing: Transitional Covered in WTW EL 2e: Chapter 6

Do your students spell this way? NALE NAEL nail PLAYS PLASE place DRIFE DRIBE drive SPOEOL SPOLE spoil

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.


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 ă). Rain has the long sound and I can mark it like this (write an ā). 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) (long a) (rain) (grass) (man) (bat) (graph) (can) (bath) (mask) (flag)

(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 ŏ). Soap has the long sound and I can mark it like this (write an ō). 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) (long o) (soap) (sock) (box) (fox) (knot) (dog) (frog) (stop) (block) (doll)

(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 ŭ). Fruit has the long sound and I can mark it like this (write a ū). 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.


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

(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 ĭ). Five has the long sound and I can mark it like this (write an ī). 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) (long i) (five) (pig) (chin) (hill) (ship) (kick) (swim) (sick)

(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 ĕ). Wheel has the long sound and I can mark it like this (write an ē). 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.


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

(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 Rural Waterway skyscraper subway taxi (metropolitan) (museum) businesses factory

ranch farm horses (irrigation) (silo) cattle harvest

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


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) Liquids (puddle) Gas (clouds) ice (bed) steel mountain trees

water stream (sap) (lava) juice

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)

Ocean Ecosystem (whale)

Desert Ecosystem (desert)

frogs (lily pads) (algae) dragonfly reeds

(crustaceans) coral reef octopus (anemones) seaweed

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 ă and the long ā 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/–/ ă/–/t/. In rain we hear /r/–/ ā/–/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


say the words out loud and isolate the vowel sound rather than simply sorting by the visual pattern present.

(Short a) (hat) (Long a) (rain) that (cat) bad ran tap grab slam bag fat (man) snack

tape cane make (grapes) same sale gave came page

Sort 237: Word Sort Contrasting Short and Long Sounds of o (CVC and CVCe) Introduce the short ŏ and the long ō symbols and their key pictures on the headers. Model the phoneme segmentation process involved in isolating and identifying each vowel sound—for example, “In clock we hear /cl/–/ ŏ/–/k/. In soap we hear /s/–/ ō/–/p/.” 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 say the words out loud and isolate the vowel sound rather than simply sorting by the visual pattern present.

(Short o) (clock) (Long o) (soap) rock (frog) jog sob Tom not plot boss (mop) shop

(globe) more home (bone) those whole close stole joke phone rope note

Sort 238: Word Sort Contrasting Short and Long Sounds of u (CVC and

CVCe) Introduce the short ŭ and the long ū symbols and their key pictures on the headers. Model the phoneme segmentation process involved in isolating and identifying each vowel sound—for example, “In bus we hear /b/–/ ŭ/–/s/. In fruit we hear /fr/–/ ū/–/t/.” 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 say the words out loud and isolate the vowel sound rather than simply sorting by the visual pattern present.

(Short u) (bus) (Long u) (fruit) nut (gum) shut rub club fun jump hung thump (truck)

(tube) use cube (flute) huge June tune rude dude mule

Sort 239: Word Sort Contrasting Short and Long Sounds of i (CVC and CVCe) Introduce the short ĭ and the long ī symbols and their key pictures on the headers. Model the phoneme segmentation process involved in isolating and identifying each vowel sound—for example, “In fish we hear /f/–/ ĭ/–/sh/. In five we hear /f/–/ ī/–/v/.” 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 say the words out loud and isolate the vowel sound rather than simply sorting by the visual pattern present.

(Short i) (fish) (Long i) (five) wig (swim) hid thin spin pill fill him (stick) sip

(ice) like write (slide) line while life time mile fine tribe bite

WORD SORTS CONTRASTING SPELLING PATTERNS FOR LONG a AND o, ACTIVITY 6.4 These two sorts focus students on the long vowel patterns CVCe and CVVC in words with a and o. These sorts support students in learning the most common patterns that create the


long vowel sound. Sort 240: Word Sort Contrasting Spelling Patterns for Long a (CVCe and

CVVC) Introduce the CVCe and CVVC column header cards. Ask students to tell you what these letters stand for and to think of example words. Model the process of looking at one of the long vowel words and labeling its components: “Make has a consonant, a vowel, another consonant, and the letter e. So, make follows the CVCe pattern. Paid has a consonant, vowel, another vowel, and a final consonant. So, paid follows the CVVC pattern.” Demonstrate the sorting process by analyzing each of the other words and comparing them to the header cards. Have students join in as you continue to model this process. Note that a blend or digraph can also be considered as a consonant in this pattern (e.g., claim = CVVC). It is critical that your students say the words out loud even as they look for visual patterns for sorting.

make CVCe rain CVVC same came place take name page face gave base state game take

main tail train pail sail wait claim gain paint paid

Sort 241: Word Sort Contrasting Spelling Patterns for Long o (CVCe and

CVVC) Introduce the CVCe and CVVC column header cards. Ask students to tell you what these letters stand for and to think of example words. Model the process of looking at one of the long vowel words and labeling its components: “Home has a consonant, a vowel, another consonant, and the letter e. So, home follows the CVCe pattern. Road has a consonant, vowel, another vowel, and a final consonant. So, road follows the CVVC pattern.” Demonstrate the sorting process by analyzing each of the other words and comparing them to the header cards. Have students join in as you continue to model this process. Note that a blend or digraph can also be considered as a consonant in this pattern (e.g., float = CVVC). It is critical that your students say the words out loud even as they look for visual patterns for sorting.


home CVCe road CVVC those hole close lone wrote hope cone note globe code pole stone

boat coat float goat soap coach goal loan groan soak

WORD SORT CONTRASTING SOUNDS AND SPELLING PATTERNS FOR LONG a AND o, ACTIVITY 6.5 Sort 242: Word Sort Contrasting Sounds and Spelling Patterns for Long a and o This sort starts by differentiating words with the long a or long o sound, and then asks students to notice the spelling patterns across both long vowels. It is a good review and provides an opportunity for students to reflect on what they are learning with the CVCe and CVVC patterns.

nail goat CVCe CVVC CVCe CVVC

take same wake brake hate

fail braid waist trail

rope broke chose owe stole

coast foam load loaf

CVCe/CVVC WORD SORT WITH LONG a, o, AND e, ACTIVITY 6.6 Sort 243: CVCe/CVVC Word Sort with Long a, o and e This sort asks students to separate long-vowel words into the spelling patterns of CVCe or CVVC. Because three different vowels are used, students are guided to generalize the pattern into larger contexts. First, teach a small number of words that are new to students. Nose CVCe and soap CVVC are the guide words at the top of the columns. Demonstrate the sorting process by saying each of the words and comparing them to the guide words: “Does globe have the CVCe pattern like nose or the CVVC pattern like soap?” Have your students join in as you continue to model the identification and categorization of the correct pattern. It is critical that your students say the words out loud even as they visually discern the pattern.


nose CVCe soap CVVC globe phone cone made gate cake race tame spoke these eve vote

boat road weed brain wait sail claim teach seat peel

WORD SORT CONTRASTING SPELLING PATTERNS FOR LONG i, ACTIVITY 6.7 Sort 244: Word Sort Contrasting Spelling Patterns for Long i (CVCe and CV) This sort works on two common patterns for the long i sound: CVCe (as in like), and CV (as in by or tie). First, teach a few words that are new to students. Ask your students if they notice any common feature in all the words (they all have a long i sound in them). Ask if the same letter represents that sound in all the words. The CVCe and CV headers are at the tops of the columns, along with the guide words like, by, and tie. Note that -y and -ie both can make the long i sound and might be described as a CV (consonant-vowel) pattern. Proceed through the sort by looking at the long vowel words one at a time and labeling their patterns. Have your students join in as you continue to model this process.

like CVCe by, tie CV write size while side life mile five price fine wide ice

why my dry sky cry fly try die lie pie


WORD SORT CONTRASTING SPELLING PATTERNS FOR LONG u, ACTIVITY 6.9 Sort 245: Word Sort Contrasting Spelling Patterns for Long u (CVCe and

CVVC) This sort works on two common patterns for the long u sound: CVCe (as in use), and CVVC (as in fruit or food). First, teach a small number of words that are new to students. Ask your students whether they notice anything in common for all the words—which is a trick question, because some of the words that make the long u sound do not have a u. They have a double o instead. Ask whether all the words have the same vowel sound. Help them hear that the oo in food is the same sound as in fruit. The CVCe and CVVC headers are at the tops of the columns, along with the guide words use, fruit, and food. Note that oo and ui both can represent the long u sound and might be described as a CVVC pattern. Proceed through the sort by looking at the long vowel words one at a time and labeling their patterns. Have your students join in as you model this process. Students may want to include the words juice, bruise, and cruise in the column of CVCe words, because each ends with an e. If this comes up, explain that the e ending these words is not the same kind of silent e that makes a vowel “say its name.” The e at the end of cruise and bruise tells us that the s is pronounced like a /z/ instead of an /s/; the e at the end of juice tells us to pronounce the c with an /s/ sound. The vowel patterns in these words are CVVC.

use CVCe fruit, food CVVC cute cube tube huge dude prune June mule flute rude tune

suit tooth room cool bruise spoon juice cruise scoop gloom

WORD SORT WITH a-e, ai, ay, ACTIVITY 6.11 Sort 246: Word Sort with a-e, ai, ay This sort adds another common spelling pattern to students’ repertoires for long a words—ay. First, teach a small number of words that are new to students. Ask your students if they notice anything in common about the words (they all have an a in them). Ask about the middle vowel sounds in the words. Do they all have the same vowel sound? Show students the a-e, ai, and ay header cards. Remind students that they have worked previously with long vowel patterns that follow the CVCe and CVVC patterns. Show sample words for each column and match them to the corresponding pattern—name with a-e, rain with ai, and day with ay. Model the process of looking at one of the long vowel words and figuring out which


pattern it belongs with: “Make has a consonant, a vowel, another consonant, and the letter e. So, make follows the a-e pattern. Paid follows the ai pattern. Play follows the ay pattern.” Demonstrate the sorting process by analyzing each of the other words and comparing them to the header cards. Have your students join in as you continue to model this process. It is critical that your students say the words out loud even as they look for visual patterns for sorting.

a-e ai ay name make page base plane late wave blame

rain main paid stain mail

day may play say lay stay way tray

WORD SORT WITH o-e, oa, ow, ACTIVITY 6.12 Sort 247: Word Sort with o-e, oa, ow This sort adds another common spelling pattern to students’ repertoires for long o words—ow. First, teach a small number of words that are new to students. Ask your students if they notice anything in common about the words (they all have an o in them). “Do all of the words have the same vowel sound?” Show students the o-e, oa, and ow headers. Remind students about long vowel patterns that follow the CVCe and CVVC patterns. In this sort, point out guide words for each column and match them to the corresponding pattern—bone with o-e, soap with oa, and low with ow. Model the process of looking at one of the long vowel words and figuring out which pattern it belongs with: “Home has a consonant, a vowel, another consonant, and the letter e. So, home follows the o-e pattern. Roam follows the oa pattern. Grow follows the ow pattern.” Demonstrate the sorting process by analyzing each of the other words and comparing them to the header cards. Have your students join in as you continue to model this process. It is critical that your students say the words out loud even as they look for visual patterns for sorting.

o-e oa ow bone close wrote broke home pose joke

soap roam coal toast groan float road

low grow slow know show snow throw


WORD SORT WITH u-e, ew, ue, ACTIVITY 6.13 Sort 248: Word Sort with u-e, ew, ue This sort adds more common spelling patterns to students’ repertoires for long u words—ew and ue. First, teach a small number of words that are new to students. “Do all of the words have the same vowel letters? Do all of the words have the same vowel sound?” Show students the u-e, ew, and ue headers. Remind students of the long vowel patterns that follow the CVCe and CVVC patterns. Point out guide words for each column and match them to the corresponding pattern—tube with u-e, new with ew, and blue with ue. Model the process of looking at one of the long vowel words and figuring out which pattern it belongs with: “Rule has a consonant, a vowel, another consonant, and the letter e. So, rule follows the u-e pattern. Few follows the ew pattern. True follows the ue pattern.” Demonstrate the sorting process by analyzing each of the other words and comparing them to the header cards. Have your students join in as you continue to work through this process. It is critical that your students say the words out loud even as they look for visual patterns for sorting.

u-e ew ue tube rule flute cute use June huge rude

new grew few flew chew threw drew

blue true clue sue due glue

WORD SORT WITH i-e, igh, y, ACTIVITY 6.14 Sort 249: Word Sort with i-e, igh, y This sort adds another common spelling pattern to students’ repertoires for long i words—igh. First, teach a small number of words that are new to students. “Do all of the words have the same vowel letters? Do all of the words have the same vowel sound?” Show students the i-e, igh, and y headers. Remind students of the long vowel patterns that follow the CVCe and CV patterns. Point out guide words for each column and match them to the corresponding pattern—line with i-e, high with igh, and my with y. Model the process of looking at one of the long vowel words and figuring out which pattern it belongs with: “Like has a consonant, a vowel, another consonant, and the letter e. So, like follows the i-e pattern. Might follows the igh pattern. By follows the y pattern.” Demonstrate the sorting process by analyzing each of the other words and comparing them to the header cards. Have your students join in as you continue to work through each word. It is critical that your students say the words out loud even as they look for visual patterns for sorting.


i-e igh y line time mile write while life white

high thigh might light night fight sight bright

my fly try dry sky cry

WORD SORT WITH LONG VOWEL r WORDS, ACTIVITY 6.18 Sort 250: Word Sort with Long Vowel r Words (Print Version) This sort examines words with r that retain their long-vowel sound. First, teach a small number of words that are new to students. Point out a, e, i, o, and u as the guide letters at the top of the columns. Demonstrate the sorting process by saying each of the words and comparing them to the guide letters. “Does care have the long a pattern or another long vowel sound?” Have your students join in as you continue to model the identification and categorization of the correct long vowel sound and place the word in the appropriate column. It is critical that your students say the words out loud even as they visually discern the letters in the words. (Note: The print and interactive versions are different for this sort.)

a e i o u care hair pair stare

hear year near steer deer

tire fire wire

more soar roar wore tore

cure pure

Sort 250: Word Sort with Long Vowel r Words (Interactive Version) This sort examines words with r that retain their long-vowel sound. First, teach a small number of words that are new to students. Point out a, e, i, and o as the guide letters at the top of the columns. Demonstrate the sorting process by saying each of the words and comparing them to the guide letters. “Does care have the long a pattern or another long vowel sound?” Have your students join in as you continue to model the identification and categorization of the correct long vowel sound and place the word in the appropriate column. It is critical that your students say the words out loud even as they visually discern the letters in the words. (Note: The print and interactive versions are different for this sort.)

a e i o care hair pair stare

hear year near steer deer

tire fire wire

more soar roar wore tore


R-INFLUENCED WORD SORT, ACTIVITY 6.19 Sort 251: R-Influenced Word Sort (Print Version) In this sort, r-influenced words using all five vowels are explored for sound differences. First, teach a small number of words that are new to students. Point out ar, er, or, ur, and ir as the guide patterns at the top of the columns. Demonstrate the sorting process by saying each of the words and comparing them to the guide patterns. “What pattern does the word car have? Yes, the ar pattern.” Have your students join in as you continue to model the identification and categorization of the correct r-influenced pattern, placing the word in the appropriate column. It is critical that your students say the words out loud even as they visually discern the letters in the words. (Note: The print and interactive versions are different for this sort.)

ar er or ur ir car star bar far

her germ term

for or corn

fur turn curb hurt burn

bird sir stir first

Sort 251: R-Influenced Word Sort (Interactive Version) In this sort, r-influenced words using all five vowels are explored for sound differences. First, teach a small number of words that are new to students. Point out ar, or, us, and er/ir as the guide patterns at the top of the columns. Demonstrate the sorting process by saying each of the words and comparing them to the guide patterns. “What pattern does the word car have? Yes, the ar pattern.” Have your students join in as you continue to model the identification and categorization of the correct r-influenced pattern, placing the word in the appropriate column. It is critical that your students say the words out loud even as they visually discern the letters in the words. (Note: The print and interactive versions are different for this sort.)

ar or ur er/ir car star bar far

for or corn

fur turn curb hurt burn

her germ term bird sir stir first

WORD SORT WITH DIPHTHONGS, ACTIVITY 6.21 Sort 252: Word Sort with Diphthongs (oi/oy, ou/ow) This sort features the diphthongs oi/oy and ou/ow. Diphthongs are vowel sounds that glide from one position to another within the same syllable. First, teach a small number of words


that are new to students. Point out oi, oy, ou, and ow as the guide patterns at the top of the columns. Demonstrate the sorting process by naming each of the words and comparing them to the guide patterns. “What pattern does the word oil have? Yes, the oi pattern.” Have your students join in as you continue to model the identification and categorization of each correct diphthong spelling, placing the words in the appropriate columns. It is critical that your students say the words out loud even as they visually discern the letters in the words.

oi oy ou ow oil spoil boil join moist coin voice

boy joy toy

found mouth shout count south

plow growl owl gown howl

WORD SORT WITH AMBIGUOUS VOWEL SOUNDS, ACTIVITY 6.22 Sort 253: Word Sort with Ambiguous Vowel Sounds (Print Version) This sort contrasts an array of related, open vowel sounds similar to the a in draw. The sort features the spelling patterns: short o, aw, au, al, w + a, and ough. First, teach a small number of words that are new to students. Point out o, aw, au, al, w + a, and ough as the guide patterns at the top of the columns. Demonstrate the sorting process by naming each of the words and comparing them to the guide patterns. “What pattern does the word cloth have? Yes, the short o pattern.” Have your students join in as you continue to model the identification and categorization of the correct ambiguous vowel spelling, placing the words in the appropriate column. This is a difficult sort because of the variety of spelling patterns and the similarity among the sounds in the words. It is critical that your students say the words out loud even as they visually discern the letters in the words. (Note: The print and interactive versions are different for this sort.)

o aw au al w + a ough toss golf cloth

draw law yawn

pause sauce taught

tall small salt

wash want watch

ought bought fought

Sort 253a: Word Sort with Ambiguous Vowel Sounds: Part 1 (Interactive

Version) This sort contrasts an array of related, open vowel sounds similar to the a in draw. The sort features the spelling patterns: short o, aw, and au. First, teach a small number of words that are new to students. Point out o, aw, and au, as the guide patterns at the top of the columns. Demonstrate the sorting process by naming each of the words and comparing them to the guide patterns. “What pattern does the word cloth have? Yes, the short o pattern.” Have your students join in as you continue to model the identification and categorization of the correct


ambiguous vowel spelling, placing the words in the appropriate column. This is a difficult sort because of the variety of spelling patterns and the similarity among the sounds in the words. It is critical that your students say the words out loud even as they visually discern the letters in the words. (Note: The print and interactive versions are different for this sort.)

o aw au toss golf cloth

draw law yawn

pause sauce taught

Sort 253b: Word Sort with Ambiguous Vowel Sounds: Part 2 (Interactive

Version) This sort contrasts an array of related, open vowel sounds similar to the a in draw. The sort features the spelling patterns: al, w + a, and ough. First, teach a small number of words that are new to students. Point out al, w + a, and ough as the guide patterns at the top of the columns. Demonstrate the sorting process by naming each of the words and comparing them to the guide patterns. “What pattern does the word tall have? Yes, the al pattern.” Have your students join in as you continue to model the identification and categorization of the correct ambiguous vowel spelling, placing the words in the appropriate column. This is a difficult sort because of the variety of spelling patterns and the similarity among the sounds in the words. It is critical that your students say the words out loud even as they visually discern the letters in the words. (Note: The print and interactive versions are different for this sort.)

al w + a ough tall small salt

wash want watch

ought bought fought

WORD SORT WITH spr, str, scr, ACTIVITY 6.24 Sort 254: Word Sort with spr, str, scr This sort examines complex consonant clusters with students. Explicit attention and practice to blends such as scr, str, and spr help English learners to discriminate and represent these sounds more effectively. Point out spr, str, and scr as the guide patterns at the top of the columns. Demonstrate the sorting process by discussing each of the key words and comparing them to the guide patterns. “What cluster does the word spray have? Yes, the spr cluster.” Have your students join in as you continue to model the identification and categorization of the correct consonant cluster, placing the words in the appropriate columns. This is a difficult sort because of the similarity among the sounds in the words. Keep the mood playful and supportive. It is critical that your students say the words out loud even as they visually discern the letters in the words.


spr str scr spray sprain spring sprout

strap strike strange straw stray stream street strong strict string stripe

scrape screw scrap scratch scream screen

WORD SORT WITH squ, thr, shr, ACTIVITY 6.25 Sort 255: Word Sort with squ, thr, shr This sort examines complex consonant clusters with students. Explicit attention and practice to blends such as squ, thr, and shr help English learners to discriminate and represent these sounds more effectively. Because these words contain blends that are complex or may not exist in students’ home languages, extra support and practice may be called for here. Keep the atmosphere light and supportive—don’t fixate on minor pronunciation problems. First check to see whether students can read and understand the meanings of the words. Consider teaching up to five unknown words. Additional unknown items can be set aside for another time. Point out squ, thr, and shr as the guide patterns at the top of the columns. Demonstrate the sorting process by discussing each of the key words and comparing them to the guide patterns. “What cluster does the word squeak have? Yes, the squ cluster.” Have your students join in as you continue to model the identification and categorization of the correct consonant cluster, placing the words in the appropriate columns. It is critical that your students say the words out loud even as they visually discern the letters in the words.

squ thr shr squeak squash squeeze squint squirm squish squad squirt square

three throw threw thrill throne through

shrink shrank shred shriek shrimp shrub


WORD SORT WITH ENDINGS dge, ge, ACTIVITY 6.27 Sort 256: Word Sort with Endings dge and ge This sort examines words that end with the final /j/, spelled with dge or ge. Students learn how specific letters such as r, l, and n, as well as the vowel sounds in these words, influence their spelling. Point out dge, ge, and r, l, n + ge as the guide patterns at the top of the columns. Demonstrate the sorting process by discussing each of the key words and comparing them to the guide patterns. “What ending does the word dodge have? Yes, the dge cluster.” Have your students join in as you continue to model the identification and categorization of the correct ending spelling pattern, placing the words in the appropriate columns. It is critical that your students say the words out loud even as they visually discern the letters in the words. This helps them articulate the r, l, or n sound in addition to the /j/ that they all end with.

dge ge r, l, n + ge dodge bridge edge smudge trudge wedge judge

age page cage stage huge

large gorge urge bulge change hinge sponge strange twinge

WORD SORT WITH ENDINGS tch, ch, ACTIVITY 6.28 Sort 257: Word Sort with Endings tch and ch This sort examines words that end with the final /ch/ sound, spelled with tch or ch. Students learn how specific letters such as r, l, and n, as well as the vowel sounds in these words influence their spelling. Point out tch, ch, and r, l, n + ch as the guide patterns at the top of the columns. Demonstrate the sorting process by discussing each of the key words and comparing them to the guide patterns. “What ending does the word catch have? Yes, the tch cluster.” Have your students join in as you continue to model the identification and categorization of the correct spelling pattern, placing the words in the appropriate columns. It is important that your students say the words out loud even as they visually discern the letters in the words. This helps them articulate the r, l, or n sound in addition to the /ch/ that the words end with.


tch ch r, l, n + ch catch clutch crutch ditch patch scratch itch

rich each teach speech which such

march arch church porch belch branch pinch mulch

INTRODUCTION TO TWO-SYLLABLE WORDS, ACTIVITY 6.29 Sort 258: Word Sort with Two-Syllable Words This sort gives a peek into the world of multisyllable words by exploring some of the most high-frequency two-syllable words. It is a first opportunity to discuss the “uh” or schwa sound that occurs in unaccented syllables. Tell students that now that they have learned so much about all kinds of one-syllable words, they are ready to start exploring longer words. Point out a-, be-, and Other as the guide cards at the top of the columns. Demonstrate the sorting process by naming the words and comparing each to the guide cards: “What letter does the word across start with? Yes, the a. What about the word really? That doesn’t start with a- or be-, so let’s put it in the Other column.” Have your students join in as you continue to model the identification and categorization of the beginning part of each word, and place the word in the appropriate column.

a- be- other across about around away along above ago

before because between below begin believe

many people over even until enough money upon

WORD SORT WITH CONTRACTIONS, ACTIVITY 6.30 Sort 259: Word Sort with Contractions This sort explores common contractions and the words that work together to create their meaning. It serves as an initial foray into the world of the spelling–meaning connection. Explain to students that you will be working today on words called contractions. Contractions are two words that have been put together, with a letter or letters taken out. An apostrophe has been added to show where the letter(s) are missing. Students will have likely heard and worked with contractions before, but this may be the first time that they have


explored their spelling–meaning connections in depth. Point out the headers not, are, is, and will. Now, discuss each of the key words to show how they connect with one of the headers: “Don’t means do not. It belongs in the not column.” Demonstrate the sorting process by naming the words and comparing each to the guide cards: “What two words make up you’re? Yes, you and are. You’re goes under the are column.” Have your students join in as you continue to model the identification and categorization of the contractions with their component word, and place the contraction in the appropriate column.

not are is will don't didn't can't couldn't isn't wasn't hadn't doesn't haven't

you're we're they're

he's it's that's there's what's

I’ll we'll you'll

WORD SORT FOR PLURAL ENDINGS, ACTIVITY 6.32 Sort 260: Word Sort for Plural Endings This sort is an introduction to how -s and -es are added to words to create plurals. It serves as a foundation for sorts that will be conducted in later stages. If students have any trouble making plurals, work with them orally before beginning the sort. Next, ask students to read the words in this sort aloud and check to see that they know the meanings of the words. Consider teaching up to five unknown terms. Additional unknown items can be set aside for another time. Point out +s and +es as the guide patterns at the top of the columns. Demonstrate the sorting process by discussing the key words and comparing each to the guide patterns: “You’ll have to think carefully about each word and how it is spelled before it becomes more than one.” Work with a whiteboard to show students the original word and its plural if students are confused. Have your students join in as you identify and categorize each of the words as to whether an -s or -es has been added. It is important that your students say the words out loud even as they visually discern the letters in the words. This helps them hear the words that have one or two syllables.


+s +es makes eyes times trees lines cakes ones pants boats sides friends miles

inches beaches boxes classes glasses catches splashes ashes brushes wishes

WORD SORT FOR PAST TENSE ENDINGS, ACTIVITY 6.33 Sort 261: Word Sort for Past Tense Endings This sort is an introduction to how -ed is added to words to show how something has already happened. It is modeled with simple forms, and serves as a foundation for sorts that will be conducted in later stages. If students have any trouble putting words into the past tense, work with them orally before beginning the sort. Next, ask students to read the words in this sort aloud and check to see that they know the meanings of the words. Consider teaching up to five unknown terms. Additional unknown items can be set aside for another time. Point out /d/, /id/, and /t/ as the guide patterns at the top of the columns. Tell students that when you add -ed to a word to make it the past, it can be pronounced in different ways: “Today you will be comparing the different sounds that -ed makes.” Demonstrate the sorting process by discussing the key words and comparing each to the guide patterns: “Mailed means that something has already been put in the mail. What does the -ed sound like in mailed? Right, it sounds like a /d/. It goes under the card with the /d/ sound.” Have your students join in as you identify and categorize each of the words as to what sound the -ed makes. It is important that your students say the words out loud so they can accurately identify the sound. Listen carefully and help your students if they mispronounce the words.

/d/ /id/ /t/ mailed killed leaned showed feared burned

added faded flooded heated lifted landed listed needed

missed helped knocked looked marked mixed reached

03.Within Word Pattern Stage Sorts Instructions

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Transcript of 03.Within Word Pattern Stage Sorts Instructions