SORTS FOR EARLY WITHIN WORD PATTERN DIRECTIONS FOR LONG VOWEL PATTERN SORTS 1-21

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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. 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.

2 mad cap plan tap hat back pal tack man can made 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. 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 glad cape 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

3 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 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. 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 rid bit rip rid pin kit dim fin quit hide ride bite ripe ride pine kite dime fine quite WWP Sort 8. Short and long-i with i-e

4 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 chill dish chip rich skip miss twin stick like hike mile nice five wide tribe life white wise give 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 trick gift list swim thick mine lime wife vine price cry fly shy why sky 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 eye

5 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 mope robe rode home nose joke vote rope 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 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 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). love hope road row chose froze broke foam coach loan goat goal blow grow know low slow snow flow now done WWP Sort 14. Picture sort for short-u and long-u

6 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 (breve) 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 15 below and not spend a lot of time with the picture sort unless you find it is needed. WWP Sort 15. Introduction to long-u with u-e and ue After completing other long-vowel sorts students may not need much of an introduction and could be asked to sort on their own. For a teacher directed sort, mark the vowels in cut and cute 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 cute with the silent e but there are also some with a new pattern. Talk about how these words have the ue pattern. Create a new header with blue. Mark the vowel with a breve and underline the ue pattern. Talk about two and how it has the long-u sound. 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. cut cute blue cub tub must fuss luck plum plug cube tube rule tune use huge june clue glue true two WWP Sort 16. Long-u with u-e, ui, and ew (Review) If students only need a review of long-u patterns you might skip sorts 14 and 15 and just do this one. Review the patterns in cute underline the u-e. Ask students what they think the other patterns will be. What letters spell the long-u sound in suit and new? Underline the ui and ew. Then model how to sort several words and explain what you are doing. I am going to put rude under cute because it has a silent e. After sorting check each column to see that all the words have the same pattern (oddballs are due, build, and truth NOTE: due does fit a pattern in Sort 16 ). Introduce the homophones by pulling out the word due and dew. Talk about how they sound the same but are spelled differently and mean different things. Students can 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 5e. Note the homophones dew and due (and also do). cute suit new

7 rude flute mule dune fruit juice chew drew knew stew few crew threw flew dew due build truth WWP Sort 17. Picture Sorts for short-e and long-e 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 (breve) 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 18 below and not spend a lot of time with the picture sort unless you find it is needed. WWP Sort 18. Short-e and long-e with ee There are very few words that have the e-e pattern (eve, theme, Pete) so the study of long-e begins with the ee pattern. You might begin by doing a blind sort say each word without showing it and then put it under either met or meet according to the vowel sound. After sorting by sound talk about how the words are alike short e is spelled with one e and long-e is spelled with two. Find the pairs fed/feed, bled/bleed, peck/peek and check/cheek. met fed bled peck check step well west help left meet feed bleed peek cheek steep weed peel sheep tree WWP Sort 19. Short-e and long-e with ee and ea. (Review) Students can probably sort these independently but talk about the homophones week and weak before sorting. See if students discover the other homophone pair of heel and heal. For a teacher directed sort, mark the vowels in bed and week with a breve and macron and ask students to use their ears to sort by the vowel sound. Tell them that there are two oddballs so they must watch out for word that does not have the right sound or pattern. 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 week with a different pattern. Create a new header with mean. Mark the vowel with a breve and underline the ea pattern. Underline the single e in ed and the ee in week. Talk about been and how it has the ee pattern but not the long-e sound so it is an oddball. These has a familiar pattern but there is only one

8 word so it also goes in oddballs. Then sort again, this time sorting by the sound and pattern at the same time. Help children mark their handouts for sorting the same way. bed week weak best neck yet nest green need teeth speed creep heel mean beach bean team clean heal been these WWP Sort 20. Long-i with i-e, igh, and icc (Review) This sort reviews the most common pattern for long-i and also covers two additional patterns that contain consonants. kite light mind bride write white wipe mice might night light tight bright high wild kind child find blind mild WWP Sort 21. Long-o in occ (With some short-o contrasts) The sound of the vowel in cost or cloth is pronounced as a short-o in some dialects, but in others it has a slightly different sound. Here it is compared to the occ pattern that is similar to the icc pattern in the last sort. Words like old, most, and comb can be sorted separetly or condensed into one occ column. The long-o sound before L is not quite as distinct as it is before st. lost old most cost cross roll stroll ghost toss moth mold scold post frost cloth fold folk host moss told tie pie comb Posttest: At this point you may want to administer spell checks 13 and 14 using the Progress Monitoring/Goal Setting Forms available with other assessment resources