Word Sorts for Letter Name-Alphabetic Spellers [3° ed.] 0134529790, 9780134529790

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GLOBAL EDITION

Words Their Way Word Sorts for Letter Name–Alphabetic Spellers THIRD EDITION

Francine Johnston • Donald R. Bear • Marcia Invernizzi • Shane Templeton

Words Their Way™

Word Sorts for Letter NameAlphabetic Spellers Third Edition Global Edition

Francine Johnston University of North Carolina, Greensboro Associate Professor Emerita

Donald R. Bear Iowa State University, Professor Emeritus

Marcia Invernizzi University of Virginia, Professor

Shane Templeton University of Nevada, Reno Professor Emeritus

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ISBN 10: 1-292-22297-2 ISBN 13: 978-1-292-22297-4 British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library. 10 9 8 7 6 5 4 3 2 1 14 13 12 11 10 Typeset in Palatino LT Pro by iEnergizer Aptara®, Ltd. Printed and bound by Vivar, Malaysia.

Contents

Overview  5

Sorts for Early Letter Name–Alphabetic UNIT I  Review Sorts for Beginning Consonants  11 Notes for the Teacher   11 Unit Spell Check 1  Assessment for Beginning Consonants   12 Unit Spell Check 1A   13 Sort 1  Beginning Consonants B, M, R and S  16 Sort 1A  Beginning Consonants B, M, R and S and Vowel Sound Ă  17 Sort 2  Beginning Consonants T, G, N and P  19 Sort 3  Beginning Consonants C, H, F and D  19 Sort 4  Beginning Consonants L, K, J and W  19 Sort 5  Beginning Consonants Y, Z and V  19 Sort 2A  Beginning Consonants T, G, N and P and Beginning Vowel Sound Ĕ 24 Sort 3A  Beginning Consonants C, H, F and D and Beginning Vowel Sound d˘ 24 Sort 4A  Beginning Consonants L, K, J and W and Beginning Vowel Sound Ŏ 24 Sort 5A  Beginning Consonants Y, Z and V and Beginning Vowel Sound Ŭ 24 Sort 5B  Listen to the Sound and Sort  24 Sort 6  Beginning Consonants B and P  29 Sort 7  Beginning Consonants T and D  31 Sort 8  Beginning Consonants V and F  31 Sort 9  Beginning Consonants S and Z  31 Sort 10  Beginning Consonants G and K  31 Sort 11  Beginning Consonants W and Y  31 Unit Assessment  31 UNIT II  Same-Vowel Word Families with Pictures  37 Notes for the Teacher   37 Unit Spell Check 2  Assessment for Same-Vowel Word Families  39

Unit Spell Check 2A Assessment for Short Vowels  40 Sort 12  AT Family with Words and Pictures   43 Sort 13  AN and AD Families with Words and Pictures  45 Sort 14  AP and AG Families with Words and Pictures  47 Sort 15  OP, OT and OG Families with Words and Pictures  47 Sort 16  ET, EG and EN Families with Words and Pictures  47 Sort 17  UG, UT and UN Families with Words and Pictures  47 Sort 18  IP, IG and ILL Families with Words and Pictures  47 Unit Assessment  47

Sorts for Middle Letter Name–Alphabetic UNIT III  Digraphs and Blends: Picture Sorts  53 Notes for the Teacher   53 Unit Spell Check 3A  Assessment for Digraphs   55 Unit Spell Check 3B  Assessment for Blends   55 Sort 19  S, H and SH Digraph  58 Sort 19A  One- and Two-Syllable Words with Initial Consonants  58 Sort 19B  One-, Two- and Three-Syllable Words with Initial Consonants  58 Sort 20  J, H and CH Digraph  61 Sort 21  H, SH and CH Digraphs  63 Sort 22  TH and WH Digraphs  65 Sort 23  SH, CH, WH and TH Digraphs  67 Sort 23A  Digraphs SH, TH and CH at the Start and End of Words  67 Sort 23B  Beginning Consonants and Digraphs in Words with Three Sounds  67 Sort 23C  Digraphs CH, SH, TH and WH in One- and Two-Syllable Words  67 3

4    CONTENTS Unit Assessment  67 Sort 24  S, T and ST Blend  72 Sort 25  SP, SK and SM Blends  74 Sort 26  SC, SN and SW Blends  76 Sort 27  P, L and PL Blend  76 Sort 28  SL, BL and PL Blends  76 Sort 29  CR, CL, FR and FL Blends  76 Sort 30  BR, BL, GR and GL Blends  76 Sort 31  PR, DR and TR Blends  77 Sort 32  WH, QU, TW and K  77 Sort 32A  CVC, Digraph and Blend Sounds  77 Sort 32B  Beginning Blends and Digraphs in Words with Three and Four Sounds  77 Unit Assessment  77 UNIT IV   Mixed-Vowel Word Families  87 Notes for the Teacher   87 Unit Spell Check 4  Assessment for Word Families with Mixed Vowels   88 Sort 33  AT, OT and IT Word Families   90 Sort 34  AN, IN and UN Word Families   92 Sort 35  AD, ED, AB and OB Word Families   92 Sort 36  AG, OG, IG, UG and EG Word Families  92 Sort 37  ILL, ELL and ALL Word Families   92 Sort 38  ACK, ICK, OCK and UCK Word Families  92 Sort 39  ISH, ASH and USH Word Families   93 Unit Assessment  93 UNIT V  Short Vowels in CVC Words  101 Notes for the Teacher   101 Unit Spell Check 5A  Short-Vowel Pictures   103 Unit Spell Check 5B  Assessment for Short Vowels  103 Sort 40  Short A and O in Pictures and Words   106 Sort 41  Short I and U in Pictures and Words   109 Sort 42  Short E, I, O and U in Pictures and Words  112 Sort 43  Initial Short-Vowel Pictures   115 Sort 44  Short A and O in Easy CVC Words   117 Sort 44A  Short A and O in High-Frequency Words 119 Sort 45  Short I and U in Easy CVC Words   121 Sort 46  Short E, I, O and U in Easy CVC Words   121 Sort 46A  Short I, U and E in High-Frequency Words  121 Sort 46B  High-Frequency Words with Two and Three Sounds  121

Sort 46C  High-Frequency Words with Two, Three and Four Sounds   122 Sort 47  Short A, I and E with Initial Digraphs   127 Sort 48  Short A and I with Initial Blends   129 Sort 49  Short E, O and U with Initial Blends   131 Sort 50  Short Vowels with Final Digraphs   133 Sort 50A  High-Frequency Words (Ă, Ĕ, ˘I and Ŭ with Digraphs)  135 Sort 51  Short Vowels with Final Blends -SK, -ST, -SP and -ND  137 Sort 52  Short Vowels with Final Blends -ND, -FT, -PT, -LF, -LP and -LT  137 Unit Assessment  137

Sorts for Late Letter Name–Alphabetic UNIT VI  Preconsonantal Nasals  141 Notes for the Teacher   141 Unit Spell Check 6   141 Sort 53  The ‘Mysterious N and M’  143 Sort 54  Words That End in -NG   145 Sort 55  Words That End in -MP   147 Sort 55A  High-Frequency Words Ending in Long-Vowel Sounds  149 Sort 55B  High-Frequency Words with Short- and Long-Vowel Sounds (Ă/Ĕ and Ā/Ē)  149 Sort 55C  High-Frequency Words with Short- and ˘ Long-Vowel Sounds (I/Ŏ and Ī/Ō)  149 Sort 55D  High-Frequency Words with Short- and Long-Vowel Sounds  150 Sort 55E  More High-Frequency Words with Short- and Long-Vowel Sounds   150 Sort 56  Words That End in -NT   156 Sort 57  Words That End in -NK and -ND   158 Unit Assessment  158 UNIT VII Additional Sorts: Introduction to R-Influenced Vowels and Contractions  161 Notes for the Teacher   161 Unit Spell Check 7A  Assessment for R-Influenced A and O  162 Unit Spell Check 7B  Assessment for Contractions  162 Sort 58  Short O and OR  164 Sort 59  Short A and AR  166 Sort 60  Contractions  168 Unit Assessment  168 Appendix  171

OVERVIEW

W

ord Sorts for Letter Name–Alphabetic Spellers is a companion volume to the core text Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction (WTW). The core text supplies the theory and research that underlie the curriculum laid out in these companions, and it is important that teachers have this text available for reference. However, the materials provided in this book will complement the use of existing phonics or spelling curricula. This collection of sorts includes both pictures and words for students who are in the letter name–alphabetic stage of spelling. Chapter 5 in WTW describes this stage in detail. In addition, the online WTW PDToolkit provides games and additional resources. Letter name–alphabetic spellers are usually in late kindergarten and early first grade and should know how to hear and spell most single consonant sounds in preparation for the features in this book. To figure out exactly where individual students should start within this supplement, the first step is to administer one of the spelling inventories and use the feature guides in Chapter 2 of WTW to analyse the results.

SCOPE AND SEQUENCE OF THIS BOOK The first unit offers a quick review of initial consonants and includes some optional sorts that feature the more challenging contrasts such as w and y or b and p. Same-vowel word families are then introduced with words and pictures, and then digraphs and blends are covered using picture sorts. Word families are revisited in mixed-vowel contrasts and include words with digraphs and blends. Students then focus on the short vowel itself in sorts that move beyond families and continue to review digraphs and blends in CVC words. A new unit in this edition covers preconsonantal nasals (such as n

in long and m in jump) for students who might need more practice with this feature. Finally, there is a brief introduction to r-influenced vowels compared to short vowels, as well as a simple contraction sort.

RESOURCES AND ORGANISATION TIPS For each unit, Notes for the Teacher provides background information about the features of study, a unit assessment and placement guidelines. For each lesson, there are directions for how to introduce the sort, plus additional teaching tips. Sorts are presented as blackline masters that can be reproduced so that each student can sort their words a number of times. Many teachers simply prepare a set of pictures and words for modelling on a projector or desktop. Some teachers enlarge the pictures and words to use in a pocket chart. You can also create sorts to use on interactive white boards, tablets and other digital devices. See Chapters 3 and 5 in WTW for additional background information, organisational tips, games and activities. Some teachers like to remove the contents and organise them into a three-ring notebook or file folders with tabs for each unit. When making copies of the sorts, enlarge them about 10% to eliminate the outside border. This will significantly reduce cutting time and there will be no paper scraps to throw away. We recommend that the cutting of each sort occur during non-instructional time such as during the daily arrival routines of hanging up jackets and selecting lunch choices. Students should be directed to personalise the back of their sort before cutting. The quickest way to do this is to assign a colour to each student in a group and every week use a crayon of that colour to draw a line down through the middle of each column or quickly scribble over the back of the sort. If you need more 5

6    OVERVIEW colours, simply combine two (such as blue and orange). This way, when words end up on the floor (as they certainly will!), they can be identified and returned to the owner. Sorts can be stored each week in plastic bags or envelopes for repeated sorting. These can be sent home for homework, but you should also have additional copies of the sort on hand in case they do not come back.

Digital Resources The PDToolkit for WTW has prepared sorts and other resources to help you implement word study in your classroom. You can use the Custom Sorts Tool to create new sorts or a digital version of the sorts in this book by selecting pictures or typing in words. The sorts can be saved and used at any time by students to practice on a computer. There are games designed for this stage that can be downloaded and printed to use. In addition, there are assessment tools and videos of teachers working with students and sharing their experiences with word sorting.

PLACEMENT This book contains seven units of study that are grouped by early, middle and late designations in the table of contents. Following are general guidelines for placing students using the inventory results. Early letter name–alphabetic spellers will know most of their letter–sound correspondences for consonants but may still confuse y and w, b and p, or other similarly articulated consonants. Knowledge of vowel spellings will be rare. These students will earn some points (5 to 6) on the Primary Spelling Inventory (in Chapter 2 of WTW under Initial and Final Consonants) but will not spell any words correctly. They will benefit from a quick review of initial consonants and perhaps the sorts that compare commonly confused sounds. ­Students who know most initial consonants are ready to study same-vowel word families where final consonants will be reviewed and short vowels introduced. Middle letter name–alphabetic spellers will know initial and final consonants (earning 6 or 7 points in both categories on the Primary Spelling Inventory) and will also be using but confusing some medial short vowels (scoring 0 to 2 points for short v ­ owels). They will earn few, if any, points for blends and

digraphs. They are ready to study blends and digraphs with pictures and mixed-vowel word ­families. Late letter name–alphabetic spellers will spell some short vowels correctly (earning 2 to 4 points in that category) as well as many blends and digraphs (earning at least 4 to 7 points on those features). Unit V offers extensive work on short vowels and some review of blends and digraphs. If students are spelling most short vowels (5 to 6) correctly AND most blends and digraphs (5 to 7) AND are using but confusing long-vowel markers, then they are ready to begin the study of long vowels in Word Sorts for Within Word Pattern Spellers, where short vowels will be reviewed and compared to long vowels.

ONGOING ASSESSMENT AND PACING Pre- and Posttesting with Unit Spell Checks Each unit contains a spell check that can be used as a pretest to gather more in-depth information about features and help you place your students more accurately. For example, you might give Unit Spell Check 3 to assess students’ knowledge of digraphs. If students spell 90% on a spell check correctly, then you can safely move on to the next feature. Scores between 40% and 75% indicate an instructional level. This leaves a grey area between 75% and 90% that requires teacher judgement. Consider factors such as your own observations, the nature of the sorts and grouping dynamics. It is not always possible to place students exactly where they need to be and still have a manageable number of groups. (We recommend three or four groups at most.) If ­students score less than 40%, there are generally earlier features that should be studied first. Ideally, students will score at least 90% when the unit spell check is given as a posttest. If not, consider the errors students make. Some re-teaching might be needed, or you might let students advance to the next unit while observing to see how well they perform. Sometimes the next unit will provide review, in which case moving students on, even with scores less than 90%, is advised so that they do not ‘stagnate’ on certain features. It is especially important to set a steady pace with students who are struggling and below grade level in order to

OVERVIEW    7 catch them up and supply them with the skills they need to succeed.

Goal Setting and Summary Forms We have provided a summary sheet on the next page (Figure 1) that teachers can use to record scores on the pre- and posttests. By checking off particular features where errors occur, you can target specific lessons that are needed. For example, on a pretest a student might score 65%, making errors on a variety of features (indicating a need to complete all the lessons in a unit), while on a posttest he or she might score 85%, making two errors on a feature (indicating a need for some re-teaching or review). We recommend that you check off the features mastered on the pretest using one colour of pen or pencil as a way to identify the features that need to be studied. The posttest results can be checked off in another colour. This colour-coding system will make it easier to analyse the pretest results if you are trying to determine whether or not students need to ­complete the entire unit or skip some sorts for a faster pace.

Pacing The sequence of sorts in this book is designed for an introductory pace that might begin in mid- to late kindergarten for many students and at the beginning of first grade for some. With over 50 lessons, these sorts could take over a year to complete. However, most students will not need all the sorts. As the teacher, you will need to make pacing decisions based on your assessments and knowledge about your students. We offer suggestions in each unit for a different pace, and we supply a pacing guide on page 9 (Figure 2). If your letter name–alphabetic students are in mid- to late first grade, there is a greater sense of urgency to move as quickly as possible by spending fewer days on a sort or skipping some sorts altogether. However, without the basic phonics knowledge covered in these sorts, students will not progress successfully in reading and writing. Therefore, it is important to monitor students’ progress carefully. It might be necessary to slow down and perhaps even create additional sorts for some students using pictures from WTW and word lists throughout this book and in WTW. Templates to create these additional sorts can be found in WTW and at the end of this book. We recommend referring to the continuum of support chart in Chapter 3 for additional ideas.

Goals

Unit Spell Checks

Features

UNIT I Spell initial consonants

1. Pretest date

b _____ c _____ d _____ f _____ g _____ h _____ j _____ k _____ l ______ m _______

Posttest date

n _____ p _____ r _____ s _____ t ______ v _____ w ______ y ______ z _________

UNIT II Spell same-vowel word families

2. Pretest date

an ______ at ______ ad ______ ap ______ og ______ op ______ et ______ ag ______ ut _______

Posttest date

ug ______ un _______ ill ______ ig ______ ip ______ ot _______ en ______ eg _______

UNIT III Spell digraphs and blends

3.a  Pretest date

Posttest date

3.b   Pretest date

sh _____ ch _____ th _____ wh _____

Posttest date

st ______ sp ______ sk ______ sm _____ sc ______ sn ______ sw ______ sl ______ pl ______ cl ______ fl _______ bl ______ gl ______ cr ______ fr ______ br ______ gr ______ pr ______ tr ______ dr ______ qu ______ tw ______

UNIT IV Spell mixed-vowel word families

4. Pretest date

at ____ ot _____ it _____ an ____ un _____in _____ ad _____ ed _____ ab ____ ob _____ ag _____ og _____

Posttest date

ig ____ ug ____ eg ____ ill ____ ell ____ all ____ ick ____ ack ____ ock ____ uck ____ ish ____ ash ____ ush ____

UNIT V Identify short vowels

5. Pretest date

a˘ _______ e˘ _______ ˘ı_______ o˘ _______ u˘ _______

UNIT VI Spell short vowels in CVC words

6.a  Pretest date

Posttest date



Posttest date

6.b  Pretest date UNIT VII Spell short vowels with nasals

6.a  a˘ _______ e˘ _______ ˘ı_______ o˘ _______ u˘ _______

6.b  a˘ _______ e˘ _______ ˘ı_______ o˘ _______ u˘ _______

Posttest date

7. Pretest date

ing _____ ang _____ ong _____ ung _____ amp _____ ump _____ imp _____ ant _____ int _____ ent _____

Posttest date

unt _____ and _____ end _____ ank _____ ink _____ unk _____

8

    OVERVIEW

FIGURE 1  Letter Name–Alphabetic Goal Setting Record Form

OVERVIEW    9

FIGURE 2  Pacing Guide for the Letter Name–Alphabetic Stage Introductory Pace

Moderate Pace

Advanced Pace

UNIT I Review of Initial Consonants

Complete Sorts 1–5 and optional Sorts 6–12 as needed.

Spend only 2 days on each of Sorts 1–5 and use optional Sorts 6–12 as needed.

Target specific needs only.

UNIT II Same-Vowel Word Families

Complete all sorts spending up to a week with first 3 sorts and less time with later ones.

Complete all sorts but spend only a few days on each one.

Skip word sorts with pictures since they are revisited in Unit IV.

UNIT III Digraphs and Blends

Complete all sorts but spend less time with later ones.

Skip digraph Sorts 19 and 20. Set a faster pace by skipping blend Sorts 24 and 27 and do a new sort every few days.

Review digraphs with Sort 22. Assess to determine what blends to target.

UNIT IV Mixed-Vowel Word Families

Complete all sorts spending up to a week on each.

Review families from Unit II using Sorts 33–36 and introduce new families with Sorts 37–39.

Skip Sorts 33–36 and do 37–39 as needed.

UNIT V Short Vowels in CVC words

Complete all sorts. Sort 43 is optional.

Skip sorts with pictures and start with Sort 44.

Start with Sort 47.

UNIT VI Nasals before Final Consonants

Complete all sorts.

Select from the five sorts as needed.

Optional.

UNIT VII Additional Sorts

Optional but recommended.

Optional but do contractions.

Skip r-influenced vowels but do contractions.

A NOTE ON THE GLOBAL EDITION There are differences in English between Englishspeaking countries. In addition, many Englishspeaking countries have various dialects of spoken English within that country. This Global Edition acknowledges and addresses the differences between American and International pronunciation through supplementary teaching notes as well as word sorts for the rigorous Australian Curriculum: English.

The Australian Curriculum: English One of the key features of Words Their Way is that spelling stages are not tied to year levels, so a teacher can have a class with students working at each of the spelling stages. The program is so successful because it caters for differentiation in the classroom and gives all students practical strategies to improve their spelling. Spelling is a part of Australian Curriculum: English in the Language strand under the sub-strands of Language Variation and Change, Sound and Letter Knowledge, and Expressing and Developing Ideas. The achievement standards are related to receptive modes (listening, reading and

viewing) and productive modes (speaking, writing and creating). Word Sorts for Letter Name–Alphabetic Spellers covers the content descriptions outlined in the Australian Curriculum: English mainly from Foundation to Year 1. The Australian Curriculum: English has an expectation that students know the sounds of letters, and not just the letter names, and are able to write the letter when hearing the sound. It also has an emphasis on high-frequency words. These objectives have been addressed with extra word sorts designed to help teach words for spelling, not reading. When students listen to a word, they need to able to hear all the sounds in a word in order to spell it. By being able to hear and detect all the sounds in words, students are learning these words for spelling and gaining an understanding, not memorising them; for example, there are two sounds in the word on: o and n.

An Australian Standard for Spelling English, like many languages, is constantly evolving. New words are created, old words take on new meanings, and words are ‘borrowed’ and absorbed

10    OVERVIEW from other languages. Many of these words eventually make it into the dictionary, where meanings are clarified and a standard set for spellings. In this Global Edition, the Macquarie Dictionary was used as the acceptable spelling standard for words. Note, however, that while the spelling of some word endings such as -ize (civilize) and -or (favor) are accepted in the Macquarie Dictionary, the common Australian usage is -ise (civilise) and -our (favour), and these are the spellings used in this supplement.

Syllabification and Morphographs While Word Sorts for Letter Name–Alphabetic Spellers focuses on one-syllable words, students’ knowledge in this stage is extended to recognise (but not spell) two- and three-syllable words. A morphograph is the smallest unit of meaning in a word. In the case of a one-syllable word, it could be the whole word such as run. There are two morphographs in running: run and ing.

High-Frequency Words The Australian Curriculum: English has a strong emphasis on the teaching of high-frequency words. High-frequency words have been identified with an asterisk (*) in the word sort answer grids. The source for these lists is Fry’s 300 Instant Sight Words, adopted by the Words Their Way program.

ENGLISH LEARNERS If students are literate in their first language, they may try to spell the sounds they hear in English with the correspondences they know from their first language. Word sorting lessons will help them sort out the differences and focus their attention on new sounds and patterns, but expect English learners to need extra practice and support. Here are several suggestions. 1. Reduce the number of words or pictures in a sort. 2. Spend more time naming the pictures, saying the words aloud and discussing meanings, not just in the introductory lesson, but throughout the week. 3. Pair English learners with English speakers for partner work. 4. Accept variations in pronunciation (even native English speakers pronounce vowel sounds in a variety of ways) and allow students to sort in ways that make sense to them but still reflect sound and pattern correspondences. 5. Words Their Way for English Language Learners provides information to help you work with students who are not native speakers of ­English.

Unit I Review Sorts for Beginning Consonants

NOTES FOR THE TEACHER

Teaching Tips

Background and Objectives

Key pictures that highlight the vowel under study are provided to associate with each sound, and these should be placed at the top of each column to explicitly label the category. These same headers are also used on the soundboard found in the Appendix of WTW. Most students learn the letter–sound matches for final consonants as they learn the initial consonants. For those who need some extra help, sorts with samevowel word families focus attention on final consonants. Once students develop the phonemic awareness to isolate and attend to final consonant sounds, the matches come easily. However, students who lack this phonemic awareness or students whose native language does not have many final consonant sounds, as in Spanish, may need extra time to study final consonants. You can find some prepared picture sorts for letter name–alphabetic spellers that contrast final sounds online at the Words Their Way PDToolkit. To create additional sorts to meet specific needs with more practice, you can use pictures from the core text to paste into a template or go to the PDToolkit and use the Custom Sorts Tool. Look for pictures in the Appendix of WTW and use a blank template such as the one at the end of this book to prepare additional picture sorts.

This unit begins with a review of all the initial ­consonants, and then we provide six sorts that contrast the most readily confused letter–sound ­c orrespondences for students who might need them. Students in the early letter name–alphabetic stage may confuse some letter–sound matches for several reasons. The ‘letter name’ sometimes suggests a different sound. This is true for y (‘wie’), whose letter name begins with a /w/ sound, and g (‘jee’) that begins with a /j/ sound. Other confusions arise over sounds that are articulated similarly, such as p/b, t / d, f/v and g/k. In addition, English learners will have confusions based on their language. (See WTW and WTW for English Learners for specific information.) In this unit ­students will: • Sort pictures by beginning consonant sounds • Learn to segment and identify the beginning consonant sounds

Targeted Learners A review of initial consonants may be especially useful for first graders at the beginning of the year and for all students in the early letter name stage. If students have missed only one or two consonants on a spelling inventory and you see that they are representing most consonants correctly in their writing, then a fast-paced review, doing a new sort every 2 to 3 days, may be all that is needed. Use Unit Spell Check 1 for a pretest to see which particular consonants need to be reviewed. Additional review will take place as students work with samevowel word families in the next unit. Students who are still confusing many initial consonants probably need a slower pace, spending a week on each sort.

Standard Routines for Use with Picture Sorts The following routines ensure that students get repeated practice with the pictures over several days. This may be as long as a week when first introducing the sounds, but a faster pace is possible when reviewing and is needed to make adequate progress across the year—students might do a new sort every 2 or 3 days. Many teachers use a pocket folder to organise the sorting materials and activities. Schedules, routines and organisation tips are described in detail in Chapter 3 of WTW. 11

12    UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS 1. Repeated Sorts with the Pictures.  Students should repeat the sort several times after it has been modelled and discussed under the teacher’s direction. Make a copy of the blackline master for each student, enlarging it to reduce paper waste. Students should scribble or draw three lines in a designated colour on the back to indicate the owner of the sort. After cutting out the pictures and using them for individual practice, store the pieces in an envelope or plastic bag to sort again several times on other days. See WTW for tips on managing picture sorting. 2. Work with Partners.  Students enjoy working together, and they can take turns naming pictures for a partner to sort. Set up the headers and then turn over one picture at a time to name and sort. This will prepare them for blind sorts that they will later do with words. 3. Word Hunts and Word Banks.  Students can look through their reading materials and word banks for words that have the targeted consonant sounds. Alphabet books are also a good place to look for additional words that begin with targeted sounds. Plan a time for students to share their findings. 4. Draw and Label.  For seat work, students can draw and label pictures of things that begin with the target sounds. In preparation for this activity, they might look through alphabet books to get ideas for pictures that are not included in the sort. 5. Paste and Label.  Paste the pictures from the sort into categories and then ask students to label the pictures, spelling as best they can—not only the first sound but as many sounds as they hear. This activity can serve as an assessment, but do not expect accurate spelling of the entire word at this time. 6. Games and Other Activities.  Many games are described in WTW and some are available to print out from the Words Their Way PDToolkit. The Initial Consonant Follow-the-Path Game works especially well with beginning sounds. Memory and Match can be played using the picture cards from the sort. 7. Assessment.  After working with a set of pictures for several days, observe to see how quickly and accurately students can sort. A

paste and label activity described above can serve as a more formal assessment.

Literature Connection Share a book such as Miss Bindergarten Gets Ready for Kindergarten (by Joseph Slate and Ashley Wolff) and revisit it as each group of initial sounds is reviewed to find the names of Miss Bindergarten’s students and other words associated with each letter. Keep lots of alphabet books handy for word searching. Animalia (by Graeme Base) is a puzzle book that is especially fun to search for words that begin with each letter of the alphabet. Students will find ‘lazy lions lounging at the library’ along with many more l words hidden away in the two-page illustration. More alphabet books are listed in Chapter 4 of WTW, where you can also read about using alphabet books to introduce dictionary skills.

UNIT SPELL CHECK 1  ASSESSMENT FOR BEGINNING CONSONANTS All the consonants are assessed with Unit Spell Check 1. This is designed for use as either a pretest or a posttest. To administer the assessment, name each picture and encourage students to spell as much of the word as they can, even though they will be formally assessed only on the initial sounds. If students are representing some of the vowels and many final consonants, then they should be ready for the study of word families. You can use boat as a practice item because there are two pictures that start with b. Do not count reversals (e.g., d for b) as errors. The pictures are:   1.  boat   2. top  3. mat  4. kite   5. duck  6. bat  7. yell  8. game   9. rope 10. net 11. jet 12. zip 13. foot 14. pig 15. soap 16. web 17. vine 18. cup 19. ham 20. lips

Interpreting Scores on Pre- and Posttests • 90% or better—Students do not need picture sorts of initial consonants. Go on to the next

UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS    13 unit that reviews initial consonants in word families. • 75% to 85%—Review all the initial consonant sounds quickly and/or focus on confusions students might have with specific letter–sound correspondences. Look for common confusions such as y for w or b for p. • 70% or less—Students will benefit from a review of all initial sounds with picture sorts.

UNIT SPELL CHECK 1A An additional spell check has been provided to test beginning vowel sounds.  1. egg

 2. umbrella  3. igloo

 4. apple

 5. octopus

 6. engine  7. exit

 8. axe

 9. ambulance 10. under

11. orange 12. up

13. internet

15. insect

14. odd

14    UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS

UNIT SPELL CHECK 1   Assessment for Beginning Consonants Name

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UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS    15

UNIT SPELL CHECK 1A   Assessment for Beginning Vowels Name 1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

1, 3, 5, 7, 9 Copyright © 2019 Pearson Education Limited

16    UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS

SORTS 1–5  BEGINNING CONSONANT SOUNDS Sorts 1 to 5 work the same way. Use this sort as an example.

Sort 1  Beginning Consonants B, M, R and S Bb bell

Mm mouse

Rr ring

Ss sun

bug

map

roof

sink

book

man

rug

six

boy

mop

rake

soap

belt

moon

road

socks

bird

milk

rain

seal

Sorting and Discussion:  1. Prepare a set of pictures to use for teacherdirected modelling. Name the pictures with your students, especially if you have any English learners, and display them randomly. 2. Introduce each header, saying something like, Bell begins with /b/ and is spelled with the ­letter b. Then model how to sort one word into each column, explaining explicitly what you are doing: ‘Here is a picture of a bug. Bug starts with the sound made by the letter b, so I will put it under the picture of the bell. This is a picture of a map. Mmmmap starts with the sound made by the letter m, so I will put it under the picture of the mouse.’ Model a ­picture under r and s in the same manner and then say: Now who can help sort the rest of these pictures? Continue with the children’s help to sort all of the pictures. Ask them to name the picture and name the letter it goes under: Roof begins with r. Let mistakes go for now. 3. When all the pictures have been sorted, name them in columns, emphasising the first sound, and check for any pictures that need to be moved: Do all of these sound alike at the beginning? Do we need to move any? Ask, How are the words in each column alike? Talk about how they all begin with the same sound. Summarise with something like this: When I want to spell a word, I need to listen carefully to the first sound and think of the letter that spells that sound.

4. Repeat the sort. Keep the letter cards as headers. You may want to mix up the words and turn them face down in a deck this time and let children take turns drawing a card, naming it and sorting it in the correct column. You can also simply pass out the pictures and have the children take turns sorting them. After sorting, model how to check by naming the words in each column and then talk about how the words in each column are alike.

Extend:  Give each student a copy of the sort for individual practice. On subsequent days, students should repeat the sorting activity several times. Involve the students in other weekly routines listed on pages 11–12 and described in WTW for the letter name–alphabetic stage.

NOTES ON SORTS 1A, 2A, 3A, 4A AND 5A Five extra sorts have been created to contrast pictures with short-vowel sounds with consonant sounds. They should be completed after each base sort. Emphasise that vowels are very important as there is a vowel sound in every syllable. To help students hear and understand the shortvowel sound, have your students face another student and say the vowel sound or, if possible, have them look in a mirror. Direct them to notice that your face makes a smile when you say this sound. Explicitly point out to the student that a symbol is placed over the vowel that looks like a smiling face when it makes this sound. This works well for ă, ĕ and . With ŭ, it is important to really exaggerate the smile for this to work. For the ŏ sound, get students to look in a mirror to see the shape their mouth makes when forming the sound. Find things in your classroom that also have short-vowel sounds. Be careful to ensure that the word begins with the sound of the letter and not the ‘name’ (e.g., the ă sound in apple). Vowel sounds that ‘say their name’ (e.g., the ā sound in ape) are introduced in later stages. Give each student a copy of the sort for individual practice. Repeat the sort for the next few days. As the students become confident with the sorts, swap the consonants from each of the sorts around, so more sorts can be made. Find pictures from magazines, newspapers and brochures. Paste these under the headers.

UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS    17 Sort things in the classroom: say the word for the object, then say the beginning sound for the word and if it is a vowel or consonant sound.

Sort 1A  Beginning Consonants B, M, R and S and Vowel Sound Ă This sort introduces the beginning vowel sound ă. The digital sort is available at http://www.pearsonplaces.com.au/wordstheirway.aspx.

consonants b, m, r, s

vowel a

bat

ambulance

bear

anchor

boat

ant

monkey

apple

mop

arrow

mouse

axe

ring rainbow robot seal seesaw sun

18    UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS

SORT 1  Beginning Consonants B, M, R and S

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UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS    19

Sort 2  Beginning Consonants T, G, N and P

Sort 4  Beginning Consonants L, K, J and W

Tt tent

Gg ghost

Nn net

Pp pig

Ll lamp

Kk key

Jj jug

Ww watch

towel

gate

nest

pen

lips

kiss

juice

wall

tail

guitar

nut

plant

log

king

jeans

worm

tyre

glasses

net

pie

leg

kitten

jump

wing

tie

game

nose

pot

leaf

kick

jacket

web

two

goat

nails

pirate

lock

kite

jar

wolf

Sort 3  Beginning Consonants C, H, F and D

Sort 5  Beginning Consonants Y, Z and V Yy yarn

Zz zip

Vv van

Cc cat

Hh hand

Ff fish

Dd dog

corn

horn

fork

dice

yoyo

yarn

zebra

vest

vine

yard

zoo

vase

violin

yell

zigzag

volcano

veil

zero

van

vet

can

hook

fox

deer

yoghurt

cane

hose

four

desk

yawn

cow

horse

fence

dive

yolk

cake

house

fan

dishes

vacuum

20    UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS

SORT 2  Beginning Consonants T, G, N and P

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UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS    21

SORT 3  Beginning Consonants C, H, F and D

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22    UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS

SORT 4  Beginning Consonants L, K, J and W

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UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS    23

SORT 5  Beginning Consonants Y, Z and V

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24    UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS

Sort 2A  Beginning Consonants T, G, N and P and Beginning Vowel Sound Ĕ

Sort 5A  Beginning Consonants Y, Z and V and Beginning Vowel Sound Ŭ

This sort introduces the beginning vowel sound ĕ.

This sort introduces the beginning vowel sound ŭ.

consonants t, g, n, p

vowel e˘

consonants y, z, v

vowel u˘

tent

egg

yoyo

umbrella

goat

elbow

zebra

umpire

nest

elephant

zip

up

pot

engine

violin

under

table

exit

vase

udder

Sort 3A  Beginning Consonants C, H, F and D and Beginning Vowel Sound I˘ This sort introduces the beginning vowel sound Ĭ. consonants c, h, f, d

vowel ˘ı

castle

igloo

hat

ill

feather

insect

dog

internet

cat

invitation

Sort 4A  Beginning Consonants L, K, J and W and Beginning Vowel Sound Ŏ This sort introduces the beginning vowel sound ŏ. consonants l, k, j, w

vowel o˘

leg

octopus

kite

orange

jet

octagon

window

otter

letter

odd

Sort 5B  Listen to the Sound and Sort This sort has been provided as a digital activity and can be used as a consolidation activity after the students have done Sorts 1–5A. Access it at http:// www.pearsonplaces.com.au/wordstheirway.aspx. It can also be used at different stages to reinforce beginning sounds. Begin the digital sort by introducing the consonants and vowels. Note there is no picture for the letter x because no word starts with its sound.

Extend  As students become familiar with the

beginning sounds, they can write down the sound as the picture appears on the screen. consonants

vowels

bat cat dog fish goat house jug kite lion mouse nose pig

ant arrow egg elbow igloo ink octopus orange umbrella up

queen rainbow snail train vet window yoyo zebra

UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS    25

SORT 2A  Beginning Consonants T, G, N and P and Beginning Vowel Sound Ĕ

consonants t, g, n, p

vowel ĕ

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26    UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS

SORT 3A  Beginning Consonants C, H, F and D and Beginning Vowel Sound I˘

consonants c, h, f, d

vowel ˘ı

Copyright © 2019 Pearson Education Limited

UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS    27

SORT 4A  Beginning Consonants L, K, J and W and Beginning Vowel Sound Ŏ

consonants l, k, j, w

vowel ŏ

1, 3, 5, 7, 9 Copyright © 2019 Pearson Education Limited

28    UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS

SORT 5A  Beginning Consonants Y, Z and V and Beginning Vowel Sound Ŭ

consonants y, z, v

vowel ŭ

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UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS    29

SORTS 6–11  CHALLENGING CONSONANTS These sorts are optional but can be used to help students ‘sort out’ some common confusions. Some of these contrasts are difficult because both sounds are formed in the same part of the mouth—they ‘feel the same’ (e.g., /b/ and /p/). The only difference is that one is voiced and the other is unvoiced. That is, the vocal chords vibrate for /b/ but not for /p/. You might ask students to place their fingers lightly on their throat to feel this. W and y are often confused because the letter name for y (‘wie’) starts with the /w/ sound. Other letter name confusions like this include g and j, and c, s and k.

Sort 6  Beginning Consonants B and P All these sorts are done in a similar way, so use this as an example for the ones that follow. Bb bell

Pp pig

bag

ball

paint pillow

bat

bear

pear pot

bike bird

pop peas

bone book

pirate pie

boat bed

page pizza

Sorting and Discussion:  1. Prepare a set of pictures to use for teacherdirected modelling. Name the pictures with your students, especially if you teach English learners, and display the pictures randomly.

2. Explain to students that the letter sounds you are sorting should be familiar, but that they are often confused with each other. Introduce each header, saying something like, Bell begins with /b/ and pig begins with /p/. Say each sound with me: /b/ /p/. Can you feel how they are alike? Put your fingers on your throat and say them, /b/ /p/. Do you feel a difference? Model how to sort at least one word into each column, explaining explicitly what you are doing: ‘Here is a picture of a bag. Bag starts with the /b/ sound made by the letter b, so I will put it under the picture of the bell.’ Then say: Let’s sort the rest of these pictures together. Continue with the children’s help to sort all of the pictures. Ask them to name the picture and name the letter it goes under, saying: Bag begins with b. Let mistakes go for now. 3. When all the pictures have been sorted, name them in columns and check for any that need to be moved: Do all of these sound alike at the beginning? Do we need to move any? Ask, How are the words in each column alike? Talk about how they all begin with the same sound. Explain that when students want to spell words starting with b or p they need to listen carefully for the beginning sound and think of the letter that spells that sound. 4. Repeat the sort and check again by naming the words in each column.

Extend:  Give each student a copy of the sort for individual practice. On subsequent days, students should repeat the sorting activity several times. Involve the students in other weekly routines listed on pages 7–8.

30    UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS

SORT 6  Beginning Consonants B and P

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UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS    31

Sort 7  Beginning Consonants T and D Tt tent

Sort 10  Beginning Consonants G and K

Dd dog

Gg ghost

Kk key

ten

tail

deer

desk

gate

game

kick

kite

tag

tube

dice

dig

glasses

gold

king

kiss

toes

toast

dots

doll

goat

golf

kitchen

kit

tie

teeth

door

duck

girl

guitar

kettle

kitten

towel

tyre

dishes

dive

Sort 8  Beginning Consonants V and F Vv van vase

Ff fish vest

feet

Sort 11  Beginning Consonants W and Y Ww watch wall

wolf wet

yoyo

yawn

wig

yell

yoghurt

vegetables

vet

fence

five

voyage

fork

fire

window

wagon

volcano

vine

four

fin

worm

witch

fist

fox

feather

UNIT ASSESSMENT

Sort 9  Beginning Consonants S and Z Zz zip

sock

soap

zoo

zebra

sink

six

zigzag

zero

saw

sack

zip

sick

sad

seal

soup

seat

yolk

web

valley

Ss sun

yard

fan

wing

violin

Yy yarn

Use the unit spell check as a posttest to assess students’ mastery of beginning consonants.

32    UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS

SORT 7  Beginning Consonants T and D

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UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS    33

SORT 8  Beginning Consonants V and F

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34    UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS

SORT 9  Beginning Consonants S and Z

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UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS    35

SORT 10  Beginning Consonants G and K

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36    UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS

SORT 11  Beginning Consonants W and Y

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Unit II Same-Vowel Word Families with Pictures

NOTES FOR THE TEACHER Background and Objectives Word families (or phonograms) that share the same vowel are a good way to review consonants and introduce students to short vowels and the visual aspects of rhyme. While working with word families, children will practice phonological blending skills as they learn to say the onset, or first sound (such as the c in cat or the fl in flat), and add on the rime (the vowel and what follows, such as the at in cat) to figure out a word. When there is one vowel followed by a consonant at the end of a syllable, the vowel sound is short. For example, the vowel sound in cat is the sound ă. This can be referred to as a closed syllable. Sorts 6–12 are all examples of closed-syllable words. If the letter a, e, o or u is at the end of a syllable, the vowel sound it makes is long and usually ‘says its name’. For example, in me and he the sound made by the letter e is long and is written as ē. This type of syllable can be referred to as an open syllable. Note that the letter i can also make the long sound ē, as in piano, as well as ‘saying its own name’ (ī as in bicycle). Asking students to isolate or blend the onset and rime (c-at) is easier than asking them to isolate or blend individual phonemes (c-a-t). Sorts that isolate and contrast the vowels will come later and then students will be taught to isolate and identify the short vowel. This unit introduces same-vowel word families with the support of pictures. A later unit of mixed-vowel word families repeats many of these same families but without the picture support. Objectives for this unit include: • Sort pictures and words by rhyming sound and identify rhyming words • Match words to pictures using beginning and ending consonant sounds

• Learn to isolate, identify and blend the onsets and rimes in word families • Read and spell words in families that contain the same short vowel

Targeted Learners These sorts can be used with early letter name spellers who have mastered consonants in the initial positions and are using some consonants in the final positions (spelling fun as FN or wet as WT). They may be including some medial vowels (as in BOT for boat). Typically, these children are in late kindergarten and early first grade. Initial and final consonants will be reviewed in these sorts, and a few blends and digraphs will be introduced. Use the Unit Spell Check to more accurately identify student needs.

Teaching Tips The seven sorts in this unit focus on only one vowel at a time with words and pictures, offering lots of support for students who are examining vowels for the first time. In general, spend at least several days with each sort, implementing the routines described below. We especially recommend Build, Blend and Extend activities that require students to spell and read words. To slow the pace, spend more time on each sort or focus on only one family at a time before comparing two families. Different pacing scales are suggested in Figure 2 on page 9. English learners whose primary language does not have a lot of final consonants or rhyming words may have some difficulty initially with these sorts, but the sorts offer good practice for saying and hearing final consonant sounds. The pictures provide added support for English learners.

37

38    UNIT II  SAME-VOWEL WORD FAMILIES WITH PICTURES

Literature Connection When possible, share books that contain a number of words from the target families as a way to introduce or reinforce the families. For example, Cat on the Mat (by Brian Wildsmith) is a natural connection with the at family and Dan, the Flying Man (published by the Wright Group) has a number of words in the an family. Hop on Pop (by Dr. Seuss) features a variety of families. Many publishers have prepared little books written on an appropriate beginning reading level, which feature word families. Two examples are Ready Readers and the Letter Name Library in Words Their Way: Word Study in Action Developmental Model (by Pearson Learning Services). Websites also offer little books that can be printed out and used. Those at Hubbard’s Cupboard are free. These little books are not great literature, but do serve to reinforce the targeted features. You may also have jingles and rhymes that feature two or more words in a family, such as the ones listed below. You can present these on a chart or overhead and underline target words before or after doing the sorting and activities. Copies of nursery rhymes and other materials related to word families are available at a number of websites. One favourite is A Rhyme a Week created by Laura Smolkin. Here are a few examples: Old Mother Hubbard: at (cat, hat) and ig (wig, jig) Jack and Jill: ill (Jill, hill) Five Little Speckled Frogs: og (frog, log) To Market, To Market: ig (pig, jig) and og (hog, jog)

Standard Routines for Use with Word Families 1. Repeated Work with the Pictures and Words.  Students should work with the featured sorts several times after the sort has been modelled and discussed in the group lesson. Have ­students personalise their sort by scribbling on the back with an assigned colour or drawing three lines down the back. Students should cut apart their sort and store the pieces in an envelope or plastic bag to sort again several times on other days. The pictures and words can also be used in partner activities—children work together to read and spell the words. At some point, children may glue the sort onto paper or keep the sort to combine with additional sorts in review lessons.

Figure 2.1  

2. Build, Blend and Extend.  Students should be able to read and spell these words, so this activity provides practice with both. Letter cards in the Appendix provide the onsets and rimes on separate cards. These can be enlarged for use in a pocket chart and can also be duplicated (after enlarging) for use by individual students. Magnetic letters also work well, but keep the rime unit together when working with word families. For building, say the word and then model how to spell the word by putting together the onset and then the rime as shown in Figure 2.1. Model how to change the onset to create other words familiar from the sort. Children can work with similar materials individually using their own letter cards or a Show Me folder (available in the Appendix). For blending, place the onset and rime in a pocket chart or write them on the board. Say the onset and then the rime as slowly as possible without distortion (e.g., /ssss/ pause /aaaat/) pointing to the s and then the at as a unit. Then say the word naturally as you run your hand under it or push the cards together: sat. Model how you can change the onset to create a new word such as mat. Have the students say the sounds with you and then individually. Do not isolate the vowel and the final sound. Children should learn these as a unit at this point. For extending, use words in the blending activity from the list of additional words in each lesson. This will help students see that knowing a word family can help them figure out many additional words along with the ones featured in the sort. Be aware that words with blends and digraphs will pose special challenges if students have not yet studied these features. Only a few words with blends and digraphs are included in this unit, but more can be introduced in a group activity when the teacher can support students’ efforts. This is an important way to foreshadow

UNIT II  SAME-VOWEL WORD FAMILIES WITH PICTURES    39 the work on digraphs and blends that will come next. 3. Reading.  Use decodable texts or little books that have a number of words with the ­featured family. Many publishers are now creating ‘phonics readers’, and some of them focus on word families. Be sure students can read these books with 90% accuracy on a second reading. See Literature Connections for more ideas. 4. Word Recognition.  After students have worked with the words and pictures for several days, hold up just the words and practice word recognition. Students can work in pairs to ­practice saying the words. Model blending of the onset and rime if students have trouble reading the words. 5. Spelling.  Hold up pictures one at a time and have the students spell the word using letter cards, chalk boards, white boards, or pencil and paper. Ask students to underline the letters (such as at) that are the same in every word. Students can also work with a partner, taking turns calling a word for their partner to spell and then showing the word to check it. 6. Word Hunts.  Look for words in daily reading that mirror the featured word families. Challenge children to find others that could go in the family, or brainstorm additional words, but understand that it may be difficult to find them. You and your students may want to create posters or displays of all the words students can discover for each family. 7. Games and Other Activities.  Create flip books, letter slides, or word family wheels like those described in WTW. These materials are ready to print from the PDToolkit. The Show Me Game is a word-building activity we highly recommend for use with all word families. A template is provided in the Appendix. Other games such as Word Maker, Roll the Dice and Go Fish are described in Chapter 5 of WTW. 8. Assessment.  To assess students’ weekly mastery, ask them to spell and read the words. Students can be given a traditional spelling test because they are now expected to spell the complete word. Have them number their paper and

call aloud a sample of words from the lesson (6 to 10 words). The unit spell check can serve as a posttest, but ask students to spell the words instead of using the multiple-choice form.

UNIT SPELL CHECK 2  ASSESSMENT FOR SAMEVOWEL WORD FAMILIES The unit spell check is designed for use as either a pretest or a posttest. To administer the assessment, name each picture and ask students to circle the word. Record results on the goal setting record form (Figure 1) on page 8. Use the guidelines below to interpret the scores. These word families will be covered again in Unit IV, so complete mastery is not needed. An alternative assessment method is to call the words aloud for students to spell without the support of multiple-choice answers. Add ten and beg to assess the -en and -eg families.   1. fan  2. hat  3. sad  4. map  5. log   6. top  7. jet  8. tag  9. cut

10. rug

11. bun 12. hill

15. dot

13. dig

14. rip

Interpreting Scores on Pre- and Posttests • 14 or 15 correct—Go on to the study of blends and digraphs followed by word families in Unit IV. • 10 to 13 correct—Set a moderate to fast pace to cover the sorts in this unit. Spend a few days on each sort, but observe to see how easily students are able to match words to pictures, spell the words and read the words without pictures. Spend more or less time on each sort as needed. These same word families will be revisited in Unit IV. • 9 or fewer correct—Use an introductory pace for the first few word families, spending up to a week with each sort. Pick up the pace as students appear to be catching on, spelling and reading the words easily. Some re-teaching may be needed if a student scores less than 7 on a posttest.

40    UNIT II  SAME-VOWEL WORD FAMILIES WITH PICTURES

UNIT SPELL CHECK 2A ASSESSMENT FOR SHORT VOWELS This sort can be completed at the beginning and the end of this unit. Complete this sort before Unit Spell Check 2 to assess understanding of the short-vowel sounds. Most of the words chosen for this sort are from Fry’s 300 Instant High-Frequency Words to adhere to Australian Curriculum: English. Explicitly model how to sort the words. Say ‘Here is a picture of a bat. Sound the word out: b-a-t.

The vowel sound is the short a sound. This is made by the letter a.’ Continue, with the student’s help, to identify the vowel sound for each picture and to sort it in the correct group. a˘

hat*

can*

man*

e˘

men*

ten*

bed*

˘I

hill*

six*

sit*

O˘

hot*

box*

dog*

U˘

cut*

run*

jump

*High-frequency word

UNIT II  SAME-VOWEL WORD FAMILIES WITH PICTURES    41

UNIT SPELL CHECK 2  Assessment for Same-Vowel Word Families Circle the correct word. Name

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42    UNIT II  SAME-VOWEL WORD FAMILIES WITH PICTURES

UNIT SPELL CHECK 2A  Assessment for Short Vowels Name

ă

ĕ

10

˘ı

6

ŏ

ŭ Copyright © 2019 Pearson Education Limited

UNIT II  SAME-VOWEL WORD FAMILIES WITH PICTURES    43

Sort 12  AT Family with Words and Pictures

Figure 2.2  

Generalisation:  Rhyming words are often spelled the same. Words that end with the same vowel and final consonant are called a word family.

Sorting and Discussion:  1. If you have a copy of Cat on the Mat by Brian Wildsmith, use it to introduce some of the words in this sort. Read it aloud and then go back and find the words cat, sat and mat and talk about how they are alike. 2. Prepare a set of pictures and words to use for teacher-directed modelling. Introduce the sort with a matching activity. Arrange the pictures in a column. Say, Name these pictures with me. What do you notice about how these words sound? If no one mentions that they rhyme, you should supply that term: These words rhyme. Then arrange the word cards randomly below or off to the side where everyone can see them. Say, Here are some words that go with the ­pictures. Can someone find the word cat? How did you know that word was cat? Yes it starts with a c. Follow this procedure until all the words are matched to a picture as shown in ­Figure 2.2. 3. Then say, Read these words with me. What do you notice about these words? Use your eyes and ears. Restate the idea that the words should rhyme, as well as the idea that they all end in an a and a t. Explain, These words are part of a word family because they all end with the same group of letters. They all end with at. 4. Remove the pictures. Arrange them randomly or hand them out to children in the group to

match back to the words. Say, Can you match the picture to the word? How can you find the right word? Encourage children to tell how they did the matching and once more ask how the words are alike.

Extend:  Give each student a copy of the sort for

individual practice. See the list of standard routines for follow-up activities. Introduce Build, Blend and Extend. The alternative words for each sort can be used for the extending part, or that part can be skipped because there are not many additional words in the at family that don’t include blends and digraphs. Assess by asking students to read and spell words from this sort. You can use a traditional spelling test format by calling five or six words.

Additional Words:  vat, brat, flat, splat, chat, that

44    UNIT II  SAME-VOWEL WORD FAMILIES WITH PICTURES

SORT 12  AT Family with Words and Pictures

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UNIT II  SAME-VOWEL WORD FAMILIES WITH PICTURES    45

Sort 13  AN and AD Families with Words and Pictures

Figure 2.3  

Generalisation:  Rhyming words are often spelled the same. Words that end with the same vowel and final consonant are called a word family.

Sorting and Discussion:  1. Introduce the pictures first with a rhyming sort. Place the picture of the can and dad as headers for the sort. Say, We are going to sort these pictures by rhyme. Here’s a van. Does van rhyme with can or dad? Yes, it rhymes with can, so we will put it under the picture of the can. ­Continue until all the pictures have been sorted as shown in Figure 2.3. Say, Name the pictures with me and listen for the rhyme. 2. Repeat the rhyme sort. Leave the headers and hand out the other pictures. Call on children individually to help sort the words again. After sorting ask, How are the words in each column alike? (They rhyme.) 3. Then say, Here are the words to match to the pictures. Arrange them randomly below or off to the side where everyone can see them. Here’s the picture of a can. Can someone find the word can? How did you know that word was can? Yes, it starts with a c and ends with an n. Follow this procedure until all the words are matched to a picture. Be ready to model for students how to find words by listening for the beginning and ending consonant sounds. The pairs pad/pan and mad/man demand attention to all the consonants. 4. Say, Read these words with me and use your eyes and ears to find out how they are alike. Read down the list of words in one column at a time and ask, How are these words alike? Children should note that they rhyme and they end in the same two letters. Remind the students that they studied the at family and now they are studying two more families, the an and ad families.

5. Remove the pictures and scramble them. Say, Help me match these pictures to the words. Encourage children to talk about how they did the matching and once more ask, How are the words in each column alike? Let them know that you are looking for two things (they sound alike and look alike).

Extend:  Make a copy of the sort for each child to

use with weekly routines. Meet again with students on another day, match the pictures and words, and review how the words are alike. Then take away the pictures and read the words in columns (rhyme will provide support) and then read them randomly. Review all three families (at, an, ad) by combining Sorts 12 and 13. Put out all the pictures and words in a pocket chart or centre and challenge students to sort into three categories. Use Building, Blending and Extending or Show Me to practice words. Assess by asking students to read and spell some words from the sort.

Additional Words:  ban, Dan, tan, plan, scan, than, bad, had, lad, Brad, glad, Chad

46    UNIT II  SAME-VOWEL WORD FAMILIES WITH PICTURES

SORT 13  AN and AD Families with Words and Pictures

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UNIT II  SAME-VOWEL WORD FAMILIES WITH PICTURES    47

SORTS 14–18 Introduce the rest of the sorts in this unit by following the same steps as Sort 13. Use Build, Blend and Extend to demonstrate how many more words can be formed with these families.

Sort 14  AP and AG Families with Words and Pictures ap

ag

cap

bag

lap

flag

map

rag

nap

tag

ug

ut

un

bug

cut

bun

jug

hut

run

mug

nut

sun

tug

shut

rug

Additional Words:  dug, hug, lug, pug, drug, plug,

slug, chug, smug, snug, shrug, fun, gun, pun, spun, stun, but, gut, jut, rut, strut

wag

Additional Words:  gap, rap, sap, tap, chap, clap,

flap, scrap, slap, snap, strap, trap, wrap, gag, lag, nag, sag, brag, drag, snag, stag

Sort 15  OP, OT and OG Families with Words and Pictures op

ot

og

hop

cot

dog

top

dot

log

mop

hot

jog

pop

pot

frog

Additional Words:  bop, sop, chop, crop, drop, flop,

plop, prop, shop, slop, stop, got, jot, lot, not, rot, tot, blot, clot, plot, shot, slot, spot, trot, bog, cog, fog, hog, clog, smog

Sort 16  ET, EG and EN Families with Words and Pictures et

eg

en

net

beg

hen

jet

leg

men

pet

peg

pen

wet

Sort 17  UG, UT and UN Families with Words and Pictures

ten

Additional Words:  bet, get, let, met, set, vet, fret, Meg, Greg, Ben, den, when, then

Sort 18  IP, IG and ILL Families with Words and Pictures ip

ig

ill

lip

dig

hill

zip

pig

mill

rip

wig

pill

Additional Words:  dip, hip, nip, sip, chip, clip,

drip, flip, grip, ship, skip, slip, snip, strip, trip, whip, big, fig, gig, jig, rig, twig, bill, dill, fill, gill, ill, Jill, kill, quill, sill, till, will, chill, drill, frill, grill, skill, spill, still, thrill

UNIT ASSESSMENT Use the unit spell check to assess student mastery of the words in this unit. Rather than using the form, you can simply call the words aloud for students to spell without the support of multiple-choice answers. Add ten and beg to assess the -en and -eg families.

48    UNIT II  SAME-VOWEL WORD FAMILIES WITH PICTURES

SORT 14  AP and AG Families with Words and Pictures

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UNIT II  SAME-VOWEL WORD FAMILIES WITH PICTURES    49

SORT 15  OP, OT and OG Families with Words and Pictures

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50    UNIT II  SAME-VOWEL WORD FAMILIES WITH PICTURES

SORT 16  ET, EG and EN Families with Words and Pictures

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UNIT II  SAME-VOWEL WORD FAMILIES WITH PICTURES    51

SORT 17  UG, UT and UN Families with Words and Pictures

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52    UNIT II  SAME-VOWEL WORD FAMILIES WITH PICTURES

SORT 18  IP, IG and ILL Families with Words and Pictures

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Unit III  Digraphs and Blends: Picture Sorts

NOTES FOR THE TEACHER Background and Objectives Digraphs and blends consist of usually two and sometimes three consonants and may be referred to as consonant clusters. The consonants in blends retain their identity but are tightly meshed with each other, as in the st of step. Digraphs, however, are two letters that represent only one sound, as in the sh of ship. We generally recommend teaching the term blend but not the term digraph, because blend describes what is happening in a concrete way, but digraph does not. Students will: • Sort pictures by beginning blends and digraphs • Learn to spell the two letters associated with the single sound in digraphs ch, sh, th and wh • Learn to segment and spell both consonant sounds in a beginning blend

Extra Sorts In this unit, the extra sorts have been designed to help students identify all the sounds in a word and to reinforce the concept of blends and digraphs. The extra sorts also reflect the emphasis on the use of high-frequency words in Australian Curriculum: English. They should be completed before commencing the basic sorts. Being able to hear and detect how many sounds there are in these words helps students with spelling (and reading). When you say each word in the sort, carefully break up the sounds. The objective of these sorts is to sort initial consonants, blends and digraphs into words of two, three and four syllables using some high-frequency words. Syllables can also be referred to as ‘chunks’. Students can count syllables by clapping or tapping them out. Another helpful way to break words into syllables is to have students place their hand under their chin and notice how their jaw will only drop if

the syllable contains a vowel (e.g., choc/o/late). Remind students that every syllable must contain a vowel sound.

Targeted Learners These picture sorts can be used with middle letter name spellers who have mastered initial single consonants and may spell a few blends or digraphs correctly on a spelling inventory. Typically, these children are in late kindergarten and early first grade. Because these sorts involve only pictures, they can be used before students have an extensive sight vocabulary of words containing blends and digraphs. Use Unit Spell Checks 3A and 3B as pretests to determine your students’ mastery of these features. Some students are better at digraphs than blends and vice versa, whereas other students make mistakes with both. A spelling inventory or spell check can help you identify who needs these sorts.

Teaching Tips Digraphs are presented first because they involve identifying only a single sound. The first three sorts ­contrast the digraphs ch and sh with h, s and j because that is often the confusion children show in their writing (e.g., chip may be spelled with hp or jp). H is sometimes used to spell the ch sound because the name of the letter (‘haich’) ends with the /ch/ sound. Children will confuse words that start with w and words that start with wh, so we do not recommend this as a picture sorting contrast because it is unlikely they can tell the difference without seeing the words. Some of the digraph sounds and letter combinations may not exist in other languages. For example, sh, th and wh do not occur in Spanish and ch may be confused with sh. For English learners, the sorts that contrast a single consonant such as s and sh are helpful, and you may want to create a t and th contrast 53

54    UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS sort (do not expect students to sort by w and wh, however). Blends are also much less common in other languages. S-blends (sl, st, sp, etc.) do not exist in Spanish where the letter e precedes and separates the s and p into two syllables, as in Español. Students who speak other languages may try to put a vowel in between the letters of the blend. You can expect that learning to say and hear the sound differences will require extra practice. It will be important to help English learners name the pictures before sorting, during sorting and after sorting. If students seem overwhelmed with too many new words, you may want to eliminate some pictures. Words Their Way for English Language Learners offers more information and ideas for alternative sorts.

Literature Connection When possible, share books and poems that contain a number of words with the targeted feature. For example, Sheep in a Shop (by Margot Apple) is a natural connection with the /sh/ sound. The Three Billy Goats Gruff (multiple authors) has many words with r-blends, such as gruff, trip, trap and troll.

Standard Routines for Use with Digraphs and Blends 1. Repeated Work with the Pictures.   Students should work with each sort several times after it has been modelled and discussed with the teacher. Students can store the pictures in an envelope or plastic bag to sort again several times on other days. 2. Build, Blend and Extend.   If students have worked with the word families in Unit II, they will be familiar with building and blending activities. Although these sorts feature pictures and not words, each lesson will suggest possible words students can build or read while reviewing the families introduced previously. For example, in the first lesson on sh, the words shop, shot, ship and shut can be used. Prepare a set of cards with onsets (sh) and rimes needed to make each word (op, ot, ag, ip, u). Enlarge the cards from the Appendix for modelling. You can also do this with magnetic letters, but keep the digraph or blend unit and rime unit together so

that there are only two parts to blend into a word. • For building, say the word and then model how to make the word by putting together the onset and then the rime. Children can work with similar materials at their places (see the Appendix for letter cards). • For blending, point to the onset and then the rime, saying the sounds as slowly as possible without distortion (e.g., /sh. . . . ./ pause /. . . . . op/), pointing to the sh and then the op as units. Then say the word naturally as you run your hand under it: shop. Model how you can change the rime to create a new word: ‘sh-ot, sh-ip, sh-ut.’ Have the students say the sounds with you and then individually. • For extending, these exercises will review word families (studied earlier) and demonstrate how those families, plus knowledge of digraphs and blends, can help students figure out many additional words. Keep the building and blending fast paced and use your own judgement about what words to use. Put unfamiliar words like chat into a meaningful context. 3. Draw and Label and Cut and Paste.   For seatwork, students can draw and label pictures of things that begin with the target sounds/letters. The pictures from the cut-up sort can be pasted into columns and children can label the pictures. Do not expect accurate spelling of the vowels at this time. 4. Reading.   Look for little books that have a number of words with the featured digraphs and blends. Be sure students can read these books with at least 90% accuracy on a second reading. 5. Word Hunts and Word Banks.   Students can look through their reading materials and word banks for words that have the targeted blends and digraphs. 6. Games and Other Activities.   The Show Me Game described in Chapter 5 of WTW can be adapted for blends and digraphs and used for building words. A template is included in the Appendix. Follow the Path games are described in Chapter 4 of WTW and can be adapted for beginning blends and digraphs. Shopping, Gruff Drops Troll at Bridge and S-Blend Bingo can be downloaded from the online Words Their Way PDToolkit.

UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS    55

UNIT SPELL CHECKS 3A AND 3B These spell checks are designed for use as either pretests or posttests. To administer the assessment, name each picture and ask students to spell the word. Only the beginning consonant or digraph or blend is counted right or wrong, but observe how much of the rest of the word students are able to spell. Record results on the goal setting record form (Figure 1) on page 8 and use the guidelines below to interpret the scores.

UNIT SPELL CHECK 3A  ASSESSMENT FOR DIGRAPHS Name the pictures for students to spell as best they can:   1. chain  2.  shark   3.  whip   4.  ship   5.  chin   6.  whale   7.  thumb   8.  sheep   9.  cheese 10.  wheel

11.  jog

12.  thorn

Interpreting Scores on Unit Spell Check 3A Pre- and Posttests • 11 or 12 correct—Students do not need picture sorts for digraphs. Check knowledge of blends. • 7 to 10 correct—Review all the digraphs using Sort 23. Include Sorts 21 and 22 for more review. • 6 or fewer correct—Students will benefit from doing most of the sorts in this unit. Sorts 19 and 20 contrast commonly confused sounds and can be used to introduce the idea of digraphs.

UNIT SPELL CHECK 3B ASSESSMENT FOR BLENDS Name the pictures for students to spell as best they can:   1. stem  2. flag  3. smile  4. drum   5. frame  6. grass  7. snail  8. plate   9. queen

10. swim

11. clap

12. tree

13. globe

14. twins

15. sled

16. brush

17. cry

18. price

19. spill

20. skate

Interpreting Scores on Unit Spell Check 3B Pre- and Posttests • 19 or 20 correct—Students do not need picture sorts for blends. Go on to the next unit. • 16 to 18 correct—Analyse results to see which blends need attention. For a fast-paced review, skip Sorts 24 and 26 and spend only a few days on the other sorts. • 15 or fewer correct—Students need to do all the sorts, but if they seem to be catching on after you have worked with blends for several weeks, speed up your pace and do a new sort every few days. A slower pace would involve more steps that contrast single consonants with blends. For example, Sort 29 could be expanded to contrast c, r and cr; c, l and cl; f, r and fr; and f, l and fl. In Sort 30, you might contrast b, l, r, bl and br. There are some additional pictures for such sorts in the Appendix of WTW, or you can use the Custom Sort Tool at the WTW PDToolkit to create additional sorts.

56    UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS

UNIT SPELL CHECK 3A  Assessment for Digraphs Name

1

2

3

4

5

6

7

8

9

10

11

12

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UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS    57

UNIT SPELL CHECK 3B  Assessment for Blends Name

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58    UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS

Sort 19  S, H and SH Digraph Generalisation:  Sometimes two letters are

needed to represent a sound. S and h are used to represent the sound of /sh/ at the beginning of words like shoe. s and sun

h and hand

sh and shoe

saw

horse

shirt

socks

house

ship

soap

ham

sheep

seal

hose

shark shell shop shed/shack

Sorting and Discussion: 1. Prepare a set of pictures to use for teacherdirected modelling. Name the pictures and talk about any that might not be familiar. The building can be called either a shed or a shack since both start with sh. Explain, Today we are going to learn about a new sound. You already know /s/ at the beginning of sun and /h/ at the beginning of hand, but this sound is /sh/ at the beginning of shoe. It is spelled with two letters: s and h. Use the letter cards as headers and display the pictures randomly. Begin by modelling one word into each column, explaining what you are doing: ‘Here is a picture of a hat. Hat starts like hand, so I will put it under the letter h. This is a ­picture of a sheep. Shhhh . . . eep starts like shoe, so I will put it under these two letters, s-h. Here is a sock. Sss . . . sock starts with s. Now who can help me sort the rest of these pictures?’ Continue with the children’s help to sort all of the pictures, supplying the name of the picture as needed. Let mistakes go for now. 2. When all the pictures have been sorted, check by naming them in columns as you emphasise the first sound. Ask, Do all of these sound alike at the beginning? Do we need to move any? Make corrections as needed. 3. Repeat the sort. Leave up the headers and scramble the rest of the pictures. After sorting, check again and ask, What can you tell us about the words in each column? Be sure to talk about how sh is special because it takes two letters to spell the sound.

Extend:  Give each student a copy of the sort to

practice. See the list of routines on page 54 for ­follow-up activities. When using the Show Me Game, students will need to put two letters into the first space, which reinforces the idea that two letters make the sound. Guide students to spell related words by saying something like this, Make the word hip. Change it to sip. Now change it to ship by using two letters for the sound at the beginning. Use these words, made up of rimes or word families studied earlier, for Build, Blend and Extend: hip, sip, ship, hop, shop, hot, shot, hut, shut, sag.

Sort 19A  One- and Two-Syllable Words with Initial Consonants This sort is a digital sort that introduces students to one- and two-syllable words with initial consonants. The digital sort is available at http://www. pearsonplaces.com.au/wordstheirway.aspx. 1 syllable

2 syllables

bike

money*

tent

penguin

house*

seven

hand*

hammer

car*

rocket

crab

puppet

fin

tiger

men*

zebra

*High-frequency word

Sort 19B One-, Two- and ThreeSyllable Words with Initial Consonants This sort provides further opportunity for students to distinguish between one-, two- and three-syllable words with initial consonants. 1 syllable

2 syllables

3 syllables

band

monkey

kangaroo

duck

dolphin

detective

fence

football

butterfly

dog

goldfish

koala

kite

lion

dinosaur

*High-frequency word

UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS    59

SORT 19  S, H and SH Digraph

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60    UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS

SORT 19B  One-, Two- and Three-Syllable Words with Initial Consonants

1 syllable 2 syllables 3 syllables

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UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS    61

Sort 20  J, H and CH Digraph Generalisation:  Sometimes two letters are

needed to represent a sound. C and h are used to represent the sound of /ch/ at the beginning of words like chair. j and jug

h and hand

ch and chair

jar

heart

cherry

jet

hat

cheese

jog

horn

chin

juice

hook

chick

Cheese starts like chair, so I will put it under these two letters, c-h. Here is a heart. Heart starts with h. Now who can help me sort the rest of these pictures?’ Continue with the children’s help to sort all of the pictures, supplying the name of the picture as needed. Let mistakes go for now. 3. When all the pictures have been sorted, check by naming them in columns as you emphasise the first sound. Ask, Do all of these sound alike at the beginning? Do we need to move any? Make corrections as needed.

chain check chop

Sorting and Discussion: 1. Prepare a set of pictures to use for teacherdirected modelling. Name the pictures and talk about any that might be unfamiliar. Explain, We learned in the last sort that s and h make the special sound of /sh/ at the beginning of shoe. Show the header with ch and say, Listen to the sound at the beginning of chair. What letters are used to spell the sound of /ch/? Set up the headers and display the pictures randomly as you name each one. 2. Begin by modelling one word into each column, explaining what you are doing: ‘Here is a picture of a jar. Jar starts like jug, so I will put it under the letter j. This is a picture of cheese.

4. Repeat the sort. Leave up the headers and scramble the rest of the pictures. After sorting, check again and ask, What can you tell us about the words in each column? What is our new sound? Be sure to talk about how ch is special because it takes two letters to spell the sound. Ask students, How would you spell chip? Take different answers but explain that sometimes students might spell it JIP or HIP because the sound (/j/) or the letter name (‘haich’) is similar. They will need to listen carefully for the new sound.

Extend:  Give each student a copy of the sort to practice. See the list of routines on page 54 for follow-up activities. Use the Show Me Game or Build, Blend and Extend. Say something like this: Make the word hat. Now change it to chat by adding another letter. Words that students can read and spell using rimes from the word families in Unit II include: hat, chat, jip, hip, chip, hop, chop, hill, chill.

62    UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS

SORT 20  J, H and CH Digraph

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UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS    63

Sort 21  H, SH and CH Digraphs This optional sort provides more practice with sh and ch or may be used instead of Sorts 19 and 20 for a faster pace.

Generalisation:  S and c combine with h to represent new sounds heard at the beginning of words like shoe and chair. h and hand

sh and shoe

ch and chair

hat

shed/shack

cheese  

hose

shop

chain  

ham

sheep

chop

house

shave

chest

shower

chimney cherry

Sorting and Discussion: 1. Prepare a set of pictures to use for teacherdirected modelling. Name the pictures and talk about any that might be unfamiliar. Explain, You already know /h/ at the beginning of hand, but h combines with other letters to represent some different sound. Hold up the header with shoe and say, What sound do you hear at the beginning of shoe? The /sh/ sound is spelled with s and h. Repeat with chair. Model how to sort one word in each column, explaining what you are doing: ‘Here is a picture of a hat. Hat starts like hand, so I will put it under

the letter h. This is a picture of a sheep. Shshshshsheep starts like shoe, so I will put it under these two letters, s-h.’ Continue with the children’s help to sort all of the pictures, supplying the name of the picture as needed. Let mistakes go for now. 2. When all the pictures have been sorted, check by naming them in columns as you emphasise the first sound. Ask, Do all of these sound alike at the beginning? Do we need to move any? Make corrections as needed. 3. Repeat the sort. Leave up the headers and scramble the rest of the pictures. After sorting, check again and ask, What can you tell us about the words in each column? Be sure to talk about how sh and ch are special because it takes two letters to spell each sound.

Extend:  Give each student a copy of the sort to practice. See the list of routines on page 54 for follow-up activities. When using the Show Me Game, students will need to put two letters into the first space, and this reinforces the idea that two letters make the sound. Guide students to spell related words by saying something like this: Make the word hip. Change it to chip by adding another letter for the sound at the beginning. Now change it to ship. Words that students can read and spell using rimes from the word families in Unit II include: ship, shut, shop, shot, chat, chap, chop, chin, chip, chill.

64    UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS

SORT 21  H, SH and CH Digraphs

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UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS    65

Sort 22  TH and WH Digraphs Generalisation:  T and h combine to make the

special sound heard at the beginning of words like thumb. W and h combine to make the sound heard at the beginning of words like wheel. th and thumb

wh and wheel

thermos

whip

thief

wheelbarrow

thirteen

whistle

thumb

whisker

thermometer

whale

thorn

wheel

think

wheat whisper

Sorting and Discussion: 1. Prepare a set of pictures to use for teacherdirected modelling. Go through the pictures to name each one and talk a little about them because there are many less familiar words in this sort (e.g., thermometer, thief). Familiar words like the, this, where and when could be added to the sort to substitute for unfamiliar pictures. 2. Hold up the header with thumb and say, What sound do you hear at the beginning of thumb? The /th/ sound is spelled with two letters, t and h. Repeat with wheel. Model how to sort one word in each column, explaining what you are doing: ‘Here is a picture of a thief. Thief starts like

thumb, so I will put it under th. This is a picture of a whip. It starts like wheel, so I will put it under wh.’ Continue with the children’s help to sort all of the ­pictures, supplying the name of the picture as needed. Let mistakes go for now. 3. When all the pictures have been sorted, check by naming them in columns as you emphasise the first sound. Ask, Do all of these sound alike at the beginning? Do we need to move any? Make corrections as needed. 4. Repeat the sort, supplying names of pictures as needed. Leave up the headers and scramble the rest of the pictures. After sorting, check again and ask, What can you tell us about the words in each column? Be sure to talk about how th and wh are special because it takes two letters to spell each sound.

Extend:  Give students a copy of the sort to prac-

tice as usual, but, due to the difficulty of the words, you may want them to sort under supervision so that you can help them name the pictures. See the list of routines on page 54 for follow-up activities. A word hunt would be good to try because there are many functional words that begin with these sounds (the, this, they, why, when, etc.). Note that th has two different pronunciations. The th in the and that is voiced, meaning that the vocal chords vibrate. Students may or may not notice this difference. Words that students can read and spell using rimes from the word families in Unit II include: that, than, then, when, whip.

66    UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS

SORT 22  TH and WH Digraphs

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UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS    67

Sort 23  SH, CH, WH and TH Digraphs Generalisation:  Some sounds are spelled with

two letters. The letter h combines with s, c, w and t to represent these special sounds. shoe

chair

wheel

thumb

shelf

cheese

whisker

thorn

shot

chick

whistle

thief

shark

chair

whip

thirteen

shave

chain

whale

thermos

shirt

chin

wheat

ship

Sorting and Discussion: 1. Prepare a set of pictures to use for teacher-directed modelling. Name the pictures and talk about any that might be unfamiliar. Hold up each header and ask, What sound do you hear at the beginning? What letters are used to spell the sound? Model how to sort one word in each column, explaining what you are doing: ‘Here is a picture of a thief. Thief starts like thumb, so I will put it under th.’ Continue with the ­students’ help to sort all of the pictures, ­supplying the name of the picture as needed. Let mistakes go for now. 2. When all the pictures have been sorted, check by naming them in columns as you emphasise the first sound. Ask, Do all of these sound alike at the beginning? Do we need to move any? Make corrections as needed. 3. Repeat the sort, supplying names of pictures. Leave up the headers and scramble the rest of the pictures. After sorting, check again and ask, What can you tell us about the words in each column? Be sure to talk about how these are special sounds because they take two letters to make.

Extend:  Give each student a copy of the sort to

practice. See the list of routines on page 54 for ­follow-up activities. Use the Show Me Game or Build, Blend and Extend to reinforce these sounds. Words that students can read and spell using rimes from the word families in Unit II include: shop, shut, shag, ship, chat, chap, chip, chill, chop, that, than, then, when, whip.

sh- [shell]

-sh [fish]

sheep

dish

cheese chin chair three thumb whale

wash beach teeth bath fourth peach

Sort 23B  Beginning Consonants and Digraphs in Words with Three Sounds This sort provides students with practice in distinguishing between beginning consonants and beginning digraphs in words with three sounds. 3 sounds h-o-p [hop]

3 sounds sh-o-p [shop]

hat

ship*

hot cat top sad tag web

three whip chick chin wheat shut

*High-frequency word

Sort 23C  Digraphs CH, SH, TH and WH in One- and Two-Syllable Words This sort provides extra practice with the digraphs ch, sh, wh and th in one- and two-syllable words. 1 syllable [chin]

2 syllables [shadow]

chair

cherry

ship three* sheep chain thumb shell whale

shower thirsty chimney cheetah thirteen shampoo whiskers

wheel

wheelchair

Sort 23A  Digraphs SH, TH and CH at the Start and End of Words

*High-frequency word

This sort has been included to teach students that digraphs can go at the start and end of words.

Use Unit Spell Check 3A to assess students’ mastery of digraphs.

UNIT ASSESSMENT 

68    UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS

SORT 23  SH, CH, WH and TH Digraphs

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UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS    69

SORT 23A  Digraphs SH, TH and CH at the Start and End of Words

sh-

-sh

3

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70    UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS

SORT 23B  Beginning Consonants and Digraphs in Words with Three Sounds

3 sounds (CVC) h-o-p

3 sounds (CCVC) sh-o-p

3 Copyright © 2019 Pearson Education Limited

UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS    71

SORT 23C  Digraphs CH, SH, TH and WH in One- and Two-Syllable Words 1-syllable digraphs

2-syllable digraphs

13

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72    UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS

Sort 24  S, T and ST Blend Generalisation:  Sometimes two consonants work together to make a blended sound. S and t are blended at the beginning of a word like star. Because you can hear each sound, the two consonants are called a blend. s and sun

t and tent

st and star

six

tie

stem

sink

tyre

stop

scissors

top

stump star stamp stick sting stir stool

Sorting and Discussion: 1. Prepare a set of pictures to use for teacherdirected modelling. Name the pictures together and talk about any that might be unfamiliar (e.g., stem, stump, stool). Explain, You already know /s/ at the beginning of sun and /t/ at the beginning of tent. Now listen to the sounds at the beginning of star. The blended sound is spelled with two letters: s and t. Model how to segment the sounds: ‘/s/ + /t/ + /ar/.’ Model one word in each column, explaining what you are

doing: ‘Here is the number six. Ssssix starts like sun, so I will put it under the letter s. This is a picture of a stem. Stem starts like star, so I will put it under the st blend.’ Continue with the children’s help to sort all of the pictures, supplying the name of the picture as needed. Let mistakes go for now. 2. When all the pictures have been sorted, check by naming them in columns as you emphasise the first sound. Ask, Do all of these sound alike at the beginning? Do we need to move any? Explain, When two consonants work together, it is called a blend. You can hear both sounds if you listen carefully and pull the sounds apart. 3. Repeat the sort. Leave up the headers and scramble the rest of the pictures. After sorting, check again and ask, What can you tell us about the words in each column? What did you learn about a blend?

Extend:  Give each student a copy of the sort to

practice. See the list of routines on page 54 for f­ ollow-up activities. When using the Show Me Game, students will need to put two letters into the first space, which reinforces the idea that two letters are needed for the initial sounds. Guide students to spell related words by saying something like this: Make the word top. Now change it to stop by adding another letter for the sound at the beginning. Use these words, made up of rimes or word families studied earlier: top, stop, sun, stun, till, still.

UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS    73

SORT 24  S, T and ST Blend

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74    UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS

Sort 25  SP, SK and SM Blends Generalisation:  Sometimes two consonants work together to make a blended sound. Listen carefully to hear both sounds in a blend. sp and spider

sk and skate

sm and smile

speech

ski

smell

spoon

skull

smock

spear

skirt

smoke

spill

skeleton

sponge

skip skunk skateboard

Sorting and Discussion: 1. Prepare a set of pictures to use for teacherdirected modelling. Name the pictures together and talk about any that might be unfamiliar, such as smock or speech. Say, Listen to the sound at the beginning of spider. What letters do you hear? Model how to segment the sounds. Sp is a consonant blend spelled with s and p. Repeat with skate and smile. Model one word in each column, explaining what you are doing: ‘Here is a spear. Spear starts like spider, so I will put it under the blend sp. This is a picture of a ski.

Ski starts like skate, so I will put it under the sk blend.’ Continue with the students’ help to sort all of the pictures, supplying the name of the picture as needed. Let mistakes go for now. 2. When all the pictures have been sorted, check by naming them in columns as you emphasise the first sound. Ask, Do all of these sound alike at the beginning? Do we need to move any? Explain, When two consonants are blended together, it is called a consonant blend. These blends all start with s, so you have to listen carefully for the second sound. 3. Repeat the sort. Leave up the headers and scramble the rest of the pictures. After sorting, check again and ask, What can you tell us about the words in each column? What did you learn about these blends?

Extend:  Give each student a copy of the sort. See

the list of routines on page 54 for follow-up activities. Guide students to spell related words by saying something like this: Make the word pot. Now change it to spot by adding another consonant for the sound at the beginning. Use these words, made up of rimes or word families studied earlier, for Show Me or Build, Blend and Extend: spot, spill, skill, skip, smog, smug.

UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS    75

SORT 25  SP, SK and SM Blends

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76    UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS

SORTS 26–32

Sort 28  SL, BL and PL Blends

Introduce these sorts in a manner similar to Sort 25.

Generalisation:  Sometimes two consonants are

blended together to make a sound called a blend. Listen carefully to hear both sounds in a blend.

Sort 26  SC, SN and SW Blends sc and scooter

sn and snail

sw and swing

school

snake

swan

scout

snap

switch

scarecrow

snowman

sweet

scarf

snow

sweep

score

swim

scale

Additional Words:  scat, snap, snip, snug, swig

Review all the s-blends with games such as S-Blend Bingo found at the WTW PDToolkit.

sl and slide

bl and block

pl and plus

sled

blindfold

plug  

sleeve

block

plum

slipper

blade

pliers

sleep

blouse

plate

slide

blanket

plane

Additional Words:  plan, plot, plug, plop, blot, blog, slap, slip, slot, slog, slug

Sort 29  CR, CL, FR and FL Blends cr and crab cl and cloud

fr and frog

fl and flag

crown

clip

fry

flower

crayon

clown

fruit

float

crawl

clock

frame

fly

cry

clap

freckle

flute

crack

climb

freezer

cross

Sort 27  P, L and PL Blend This sort may be skipped if you want a faster pace, since pl is covered in Sort 28. Introduce this sort like you introduced Sort 24.

Additional Words:  crop, clan, clap, clip, frill, frog, fret, flat, flap, flag, flip, flop

Sort 30  BR, BL, GR and GL Blends

p and pig

l and lamp

pl and plus

pair

lock

plug

br and broom

bl and block

gr and grapes

gl and glasses

pin

log

plum

bride

blanket

grass

globe

pie

leaf

plant

bridge

blade

groceries

glass

pan

letter

pliers

bricks

blouse

grill

glue

bread

block

grapes

glove

brush

blow

grasshopper

plate plane plus

Additional Words:  lot, plot, lug, plug, plop, plan

blindfold

Additional Words:  brat, bran, brag, blip, blog,

blot, grip, grill, glad Review all the l-blends using pictures from Sorts 28, 29 and 30.

UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS    77

Sort 31  PR, DR and TR Blends pr and present

dr and drum

tr and tree

price

drill

trap

pray

dress

tracks

prize

drip

tractor

pretzel

dream

triangle

dragon

truck

drive

Additional Words:  trip, trap, trot, drag, drop,

drug, drip, drill, prop Review all the r-blends with pictures from Sorts 29, 30 and 31. Find the Gruff Drops Troll Game at the PDToolkit.

Sort 32  WH, QU, TW and K Note that this sort reviews the digraph wh and contrasts it with two blends that have the /w/ sound as part of them: qu and tw. K also contrasts with qu. wh and wheel

qu and quilt

tw and twins

k and key

whip

quack

twelve

king

whistle

queue

twist

kite

whale

queen

twenty

kick

whisker

question

tweezers

kitten

whisper

quiet

wheat wheelbarrow

(e.g., sh-i-p: three sounds) and a word with a beginning blend (e.g., d-r-u-m: four sounds). All words have a short-vowel sound. Access it at http://www. pearsonplaces.com.au/wordstheirway.aspx. 3 sounds c-a-t

3 sounds sh-e-d

4 sounds d-r-u-m

dog

ship

clap

bat

chin

flag

tap

chip

crab

cup

whip

pram

bed

shop

sled

man

shut

swim

pot

thin

step

Sort 32B  Beginning Blends and Digraphs in Words with Three and Four Sounds This sort gives students additional practice with sorting words with beginning blends and digraphs into three and four sounds. 3 sounds sh-i-p [ship]

4 sounds f-r-o-g [frog]

shell

plug

chop

clip

chin

crab

shop

drum

whip

flag

shut

stem stop*

Additional Words:  when, quit, twig, quill

Sort 32A  CVC, Digraph and Blend Sounds This sort is designed to help students distinguish the number of sounds in a CVC word (e.g., c-a-t: three sounds), a word with a beginning digraph

*High-frequency word

UNIT ASSESSMENT Use Unit Spell Check 3B as a posttest to assess students’ mastery of blends.

78    UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS

SORT 26  SC, SN and SW Blends

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UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS    79

SORT 27 

P, L and PL Blend

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80    UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS

SORT 28  SL, BL and PL Blends

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UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS    81

SORT 29  CR, CL, FR and FL Blends

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82    UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS

SORT 30  BR, BL, GR and GL Blends

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UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS    83

SORT 31  PR, DR and TR Blends

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84    UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS

SORT 32  WH, QU, TW and K

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UNIT III  DIGRAPHS AND BLENDS: PICTURE SORTS    85

SORT 32B  Beginning Blends and Digraphs in Words with Three and Four Sounds

3 sounds

4 sounds

sh-i-p

f-r-o-g

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Unit IV  Mixed-Vowel Word Families

NOTES FOR THE TEACHER Background and Objectives In these word sorts, different vowels will be compared in word families (or phonograms) to focus students’ attention on the medial short-vowel sound. Students continue to practice blending skills as they mix and match onsets (including blends and digraphs) and rimes to figure out words. This reinforces the use of analogy as a decoding and spelling strategy. Students will: • Sort words by rhyming sound and rime ­patterns • Isolate, identify and blend the onsets and rimes in word families • Identify the medial short vowel in word f­ amilies • Read and spell the words in these sorts with 90% accuracy

Targeted Learners These sorts can be used with middle letter name spellers who are using but confusing short medial vowels and representing consonant blends and digraphs in their spelling. Typically, these children are in early to middle first grade and are beginning readers who are acquiring sight words at a good rate. Because these sorts use words rather than pictures, it is important that students already know several of the words in each sort, such as cat and hat in the at family or hot and pot in the ot family. Unit Spell Check 4 can be used to assess students’ knowledge of word families.

Teaching Tips In these sorts, students will contrast vowels for the first time using only words. Most students will benefit from spending about a week with each of these sorts because there are up to 21 words in each sort and many will not be recognised immediately

­ ithout repeated practice. There are more word famw ilies that could be explored in similar sorts (see the Appendix of WTW for a list of word families), but by the middle of first grade most students can move on to other features once they have studied a sample of families. Now that students have studied blends and digraphs with pictures, be sure to include these features in the Build, Blend and Extend activity. Look at the ‘Additional Words’ after each sort for words to use for extending. Follow the same routines listed for same-vowel word families on pages 38–39, but consider the following additional routines. • Word Study Notebooks. This is a good time to introduce word study notebooks described in Chapter 2 of WTW. Students can list the words from the sort, illustrate some of the words and use words in sentences. They can also add more words that come from word hunts or are introduced in Build, Blend and Extend activities. • Blind Sorts. This is also a good time to introduce students to blind sorts because they will find it easy to sort visually just by looking at the rime pattern. Model this activity first with the group, and then let students work with partners under your supervision. After the headers are laid out, one student reads a word aloud to a partner without showing it. The other student indicates the category based on sound alone and points to the header. The word is then laid down immediately to check for accuracy. Students can also do a blind writing sort. As their partner calls a word without showing it, they must write it under the correct header. • Assess Spelling and Reading. After working with these words for several days, students can be expected to spell them completely. Show students how to number their papers and then call 6 to 10 words aloud for them to spell. Also assess students’ ability to read the words by holding them up one at a time, both in families and randomly. 87

88    UNIT IV  MIXED-VOWEL WORD FAMILIES The vowel system in English is much more complex than most other languages, so students learning English will struggle to pronounce new vowel sounds at the same time they are learning to identify them. It may be helpful for English learners to continue to have the support of pictures as they study mixed-vowel word families, and they might work with fewer words at a time. For example, you might create a sort contrasting the at, ot and ut families using pictures and words from sorts in Unit II and the blank template in the Appendix.

name each picture and ask students to spell the word. Observe to see how well students spell initial sounds but record results for spelling the rime on the goal setting record form (Figure 1) on page 8 and use the ­guidelines below to interpret the scores. Complete mastery is not needed to move on to the next unit since students will continue to practice the short-vowel sounds introduced in this unit. Name the pictures for students and ask them to spell the word.   1. pot  2. fin  3. sob   4. bun  5. mat  6. pan

Literature Connection When possible, share books that contain a number of words from the target families as a way to introduce or reinforce the families. See notes on pages 37–38 in Unit II. Copies of nursery rhymes and other materials related to word families are available at a number of websites. One favourite is A Rhyme a Week created by Laura Smolkin. Here are a few examples: • Hickory Dickory Dock: ock (dock, clock) and Wee Willie Winkie: ock (lock, clock) • Humpty Dumpty: all (wall, fall) • Jack Be Nimble: ick (quick, stick) • Peter Peter Pumpkin Eater: ell (shell, well) • Knick, Knack, Paddy Whack: ack (knick, knack, whack)

UNIT SPELL CHECK 4  ASSESSMENT FOR WORD FAMILIES WITH MIXED VOWELS This spell check is designed for use as either a pretest or a posttest. To administer the assessment,

  7. rug  8. frog  9. beg 10. fall

11. hill

12. block

13. sled

14. tack

15. dish

Interpreting Scores on Pre- and Posttests • 14 or 15 correct—Students do not need word sorts for mixed-vowel word families. Go on to the next unit. • 10 to 13 correct—Analyse results to see if there are particular families to target. It may be that the student has correctly spelled simpler word families (like -an or -og) but missed more complex ones (like -ock or -ish). Students can continue on to the next unit, where they will get more practice with short vowels, but they need to be able to read most of the words in the sorts. • 9 or fewer correct—Students will benefit from doing all the sorts in this unit. If students score 9 or fewer on a posttest, some re-teaching might be needed. You might move on to the next unit but monitor how well students are able to read and spell the words.

UNIT IV  MIXED-VOWEL WORD FAMILIES    89

UNIT SPELL CHECK 4  Assessment for Word Families with Mixed Vowels Name

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90    UNIT IV  MIXED-VOWEL WORD FAMILIES

Sort 33  AT, OT and IT Word Families Generalisation:  Word families have the same vowel and ending letters. Knowing one word in a family can help you read and spell other words. cat

hot

sit

bat

not

fit

hat

cot

bit

fat

dot

hit

mat

got

kit

pat

lot

lit

rat

pot

pit

sat

rot

that

Sorting and Discussion: 1. Do not read all the words together as you might typically do. Instead, focus just on the key words. Say, Read these key words with me. What do you notice about them? (Take multiple responses, but talk about how they all end in t.) 2. Explain, We are going to be sorting words that are in the same families. Then model how to sort a word like not. Place it under hot, and then read the header hot and the word under it, saying: Hot, not, these words go in the same family because they end in -ot. Model several other words, and explain, I first look at the word to see the letters, sort it and then use the key word to help me read the new word. Do not expect students to read the word first and then sort. They will be more successful at reading or blending if they can use the familiar pictured key word and then blend the new onset with the rime. As each word is sorted, have the students join in as you read the words from top to bottom. 3. After sorting all the words, read down each column together one more time and ask, How are

these words alike? Students should note that they rhyme and they are in the same family. Be sure to discuss how they all end with a t but have different vowels in the middle. Explain, You will need to pay attention to the vowel in order to sort the words. 4. At this time, discuss the meanings of any words that might be unfamiliar and use them in sentences. Also talk about words that might have more than one meaning, such as bat (a flying mammal and something used in baseball) or pit (the seed of a fruit or a hole in the ground). 5. Remove the words under each header, scramble them and let the students repeat the sort together. Again, read all the words down from the top after sorting to check and encourage students to use the key word and accumulating words to support their reading of unfamiliar words. This is very important because students are not likely to know how to read all the words in the family without some practice. Once more ask, How are the words in each column alike? An alternative follow-up sort would be to use a blind sort. Put up the headers and read each word aloud without showing it. Students take turns identifying the word family and key word where it should be sorted.

Extend:  Give each student a copy of the sort and

select from the list of standard routines. Introduce blind sorts and blind writing sorts by modelling in the group. Put up the key words and then read a word without showing it. Tell the students to listen carefully to the vowel: The word is cot. Does cot go with cat, hot, or sit? Cot and hot are in the same family and both have the /ŏ/ sound in the middle. Use Build, Blend and Extend to spell words from the sort. You may use additional words that can be spelled and read with the same families: brat, chat, flat, scat, jot, plot, shot, spot, trot, quit, grit, skit, slit, spit. Talk about how knowing one word in a family helps you read and spell many more words.

UNIT IV  MIXED-VOWEL WORD FAMILIES    91

SORT 33  AT, OT and IT Word Families

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92    UNIT IV  MIXED-VOWEL WORD FAMILIES

SORTS 34–39 Introduce the rest of the sorts following the same steps as in Sort 33.

Sort 34  AN, IN and UN Word Families

Sort 37  ILL, ELL and ALL Word Families When a one-syllable word has one vowel and ends with the letter l, the l is doubled; e.g., bell, sell and tell. pill

bell

ball

hill

tell

mall

fell

fall

can

pin

sun

bill

fan

fin

run

fill

sell

hall

well

tall

man

win

fun

mill

tan

chin

bun

will

shell

call

ran

thin

chill

smell

small

van

grin

still

pan

skin

spill drill

plan than

Additional Words:  an, ban, Dan, clan, scan, bin, tin, shin, spin, gun, pun, spun

Sort 35  AD, ED, AB and OB Word Families sad

bed

crab

cob

mad

red

tab

rob

had

fed

lab

mob

bad

led

grab

sob

pad

shed

cab

job

glad

sled

blob glob

Additional Words:  dad, rad, lad, dab, jab, nab,

blab, scab, stab, slab, wed, bled, fled, shred, gob, snob, knob

Sort 36  AG, OG, IG, UG and EG Word Families tag

dog

pig

bug

leg

rag

fog

dig

hug

beg peg

wag

jog

big

rug

flag

frog

wig

jug

fig

mug

twig

drug

bag

Additional Words:  sag, nag, hag, lag, brag, drag, shag, snag gig, jig, rig, Meg, Greg, bog, hog, log, clog, dug, lug, pug, tug, plug, chug, smug, snug, slug, shrug

Additional Words:  Bill, dill, Jill, kill, grill, thrill, skill, quill, cell, dell, jell, spell, swell, dwell, wall, stall

Sort 38  ACK, ICK, OCK and UCK Word Families sack

chick

sock

duck

tack

lick

lock

luck

pack

sick

rock

tuck

back

kick

clock

truck

rack

pick

block

stuck

snack

quick

black quack

When a syllable ends with a /k/ sound with a shortvowel sound before it, the letters ck are used to make the /k/ sound; e.g., black.

Extend:  So many words can be formed with these

-ck words that it is worthwhile to spend a little extra time and create lists of all the words students can build, brainstorm or find in their reading materials. Eck words could be added too (neck, peck, deck, check, speck, wreck). See the WTW PDToolkit for flip books you can download. The poem ‘I am Looking for My Mother’ in the book Antarctic Antics, A Book of Penguin Poems (by Judy Sierra) features different -ck families. There seem to be lots of books with -uck words featuring ducks and stuck trucks, including Duck in the Truck (by Jez Alborough).

Additional Words:  Jack, lack, Mack, crack, clack, slack, smack, shack, stack, nick, wick, brick, click, flick, thick, trick, stick, slick, buck, muck, puck, suck, cluck, pluck, shuck, cock, dock, mock, tock, flock, smock, shock, stock

UNIT IV  MIXED-VOWEL WORD FAMILIES    93

Sort 39  ISH, ASH and USH Word Families fish

trash

brush

wish

cash

hush

dish

mash

rush

swish

rash

mush

dash

crush

flash

blush

 crash

flush

smash

Additional Words:  bash, gash, hash, lash, clash,

slash, gush, lush, plush

UNIT ASSESSMENT Use the unit spell check to assess students’ mastery of word families. Complete mastery of short vowels is not needed to move on to the next unit, since students will continue to practice the short-vowel sounds in CVC words.

94    UNIT IV  MIXED-VOWEL WORD FAMILIES

SORT 34  AN, IN and UN Word Families

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UNIT IV  MIXED-VOWEL WORD FAMILIES    95

SORT 35  AD, ED, AB and OB Word Families

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96    UNIT IV  MIXED-VOWEL WORD FAMILIES

SORT 36  AG, OG, IG, UG and EG Word Families

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UNIT IV  MIXED-VOWEL WORD FAMILIES    97

SORT 37  ILL, ELL and ALL Word Families

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98    UNIT IV  MIXED-VOWEL WORD FAMILIES

SORT 38  ACK, ICK, OCK and UCK Word Families

sack

chick

sock

tack

kick

luck

rock

pick

tuck

back

pack

lock

quick

lick

stuck

rack

block

truck

clock

snack

black

quack

sick

duck

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UNIT IV  MIXED-VOWEL WORD FAMILIES    99

SORT 39  ISH, ASH and USH Word Families

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Unit V  Short Vowels in CVC Words

NOTES FOR THE TEACHER Background and Objectives This unit introduces short vowels without the support of word families. Some students may benefit from instruction in segmenting and isolating the vowel sound, so optional picture sorts are provided to focus students’ attention on vowel sounds without the need for reading words or the visual support of seeing the words. Students will be ready to work with the words if they can read most of them. The word sorts will help students learn to recognise the CVC pattern (consonant-vowel-consonant, as in bat or brat or blast) in connection with the short-vowel sounds. Students will: • Identify the short vowel in given words • Understand that the term ‘short vowel’ refers to vowel sounds in the middle of words with a CVC pattern • Read and spell unit words with short vowels, blends and digraphs with 90% accuracy

Targeted Learners These sorts are for students in the late letter name stage. On the primary spelling inventory, they should spell most blends and digraphs correctly and spell a few short vowels correctly as well. Typically, these children are in middle to late first grade and already should know how to read many CVC words. These sorts may also be used to review short vowels at the beginning of second grade, or with any students who need work on short vowels, blends or digraphs.

Teaching Tips The first three sorts provide lots of support because there are pictures and words that match. These are good to use as an introduction to short vowels in

late kindergarten or early first grade with students who do not have a large reading vocabulary. They can also be used with English learners who will be learning the spoken words. These sorts should be relatively easy if students have worked with word families, but they provide a good opportunity to introduce routines like blind sorts and writing sorts. They also provide an opportunity to introduce the new term ‘short vowel.’ Observe how accurately students are able to sort the pictures to see if they are segmenting the sounds and selecting the correct short vowel. The remaining sorts consist of just words, and students will be introduced to the idea of pattern as a configuration of letters that signals a particular vowel sound. Show students what a pattern means by pointing out and naming each element: consonant-vowelconsonant, abbreviated CVC. The first few sorts are made up of easier words and contain many of the words studied earlier in word families. The sorts gradually become harder with less f­amiliar words and words with blends and digraphs. A number of high-frequency CVC words are included in these sorts and are marked with an asterisk. There may be some words students do not recognise at first, and you must use your judgement about whether to keep those words in the sort to revisit later, remove them and/or substitute more familiar ones. Because there are 20 or so words in a sort, some can be eliminated or set aside. When you revisit them after sorting and discussion, a few unfamiliar words will provide an opportunity for students to apply what they learned from the sort as they decode the words. Oddballs are introduced for the first time. The first two sorts have a special header card to draw attention to this new category. (Later sorts do not have this header, since students can learn to just set oddballs off to the side.) There may be one or two oddballs in a lesson that have the CVC pattern but do not have the short-vowel sound (e.g., was). 101

102    UNIT V  SHORT VOWELS IN CVC WORDS If you want to set a faster pace and think students need only a review of short vowels before moving on to long vowels, then select the sorts that seem most appropriate instead of doing all the sorts in the unit. See the pacing guide (Figure 2) on page 9 for some suggestions. If you think that your students need more practice with short vowels, there are additional words listed for each sort that can be written on the blank template at the end of the book. English learners may struggle to pronounce the short-vowel sounds correctly. They may not even have the same vowel sounds in their language and will substitute the nearest equivalent (such as hot for hat, given the way the a is pronounced in Spanish). Do not focus too much on correct pronunciation, but give students many opportunities to say the words. You can also pair English learners with native ­English speakers for cooperative sorting. You may want to reduce the number of words to provide more support for learning the words. Take more time to discuss word meanings as you introduce each sort, and continue to review meanings throughout the week. Asking students to illustrate some of the words as one of the weekly routines can reinforce the meanings as well.

Literature Connection Use books for instruction that feature a number of short-vowel CVC words so that children will see these words in the context of reading and have the opportunity to practice them. Most books for beginning readers will have plenty of CVC words, but many publishers have prepared little books written for beginning readers that feature short vowels, such as Ready Readers and the Letter Name Library in Words Their Way: Word Study in Action Developmental Model by Pearson Learning Services. Websites such as Reading A–Z offer little books that can be printed out and used. These little books are not great literature but do serve to reinforce the targeted features. Ideally, you want to use books that students have already read or can read easily with well over 90% accuracy.

Standard Weekly Routines for Word Sorts 1. Repeated Work with the Words.  Students should work with the words in different ways after the sort has been modelled and discussed in the group. This is a good time to establish

homework routines if you have not done so before because students can benefit from the added practice. See Chapter 3 of WTW for an example of a parent letter that you can send home to guide parents in reinforcing the classroom practice. 2. Writing Sorts and Word Study Notebooks.   Now is also a good time to start using word study notebooks if you have not already done so. These notebooks provide an organisational tool for a variety of activities students can complete independently. Students should record their word sorts by writing them into columns under the key words established in the group sort. Students can also be asked to select some words to illustrate or to use some of them (not ALL of them) in sentences. 3. Blind Sorts and Blind Writing Sorts.   Blind sorts with a partner (described in Chapter 3 of WTW) are especially important so that students focus on sound as well as what they see in the printed word. Begin by modelling a blind sort first as a teacher-led activity and then pair up students to practice under your supervision. One member of the pair reads aloud a word without showing it while his or her partner indicates which header or key word to sort under. The word is laid down and can be checked immediately and moved if necessary. In a blind writing sort, partners work together in a similar way, but the partner writes the word under the header before they have a chance to see it. 4. Build, Blend and Extend.  This activity, described in Unit II, should now isolate the vowel to explore the CVC pattern in which there are three units to blend or spell, as in fl-a-sh. 5. Word Hunts.  Students should be asked to look for words in the books they have read that mirror the featured vowel sounds. Word hunts can extend children’s understanding because they allow students to find longer words such as mitten or tablet that have short-vowel sounds in two or more syllables. Students can record words they find in their word study notebooks or create charts as a group activity. 6. Games and Other Activities.   The Show Me game is still a good activity for short vowels, with the focus on changing vowel sounds. (For example, Can you change pat to pot?) Look for other games in Chapter 5 of WTW. The Hopping Frog game is a favourite and can be downloaded from the WTW PDToolkit.

UNIT V  SHORT VOWELS IN CVC WORDS    103 7. Assessment.  A weekly spelling test may become part of your routine by the late letter name stage. You may also want to select words from the additional word list for testing to see how well students can transfer their mastery of features.

UNIT SPELL CHECKS 5A AND 5B  Two spell checks are included for pretesting of short vowels to help you plan instruction. Use the same assessment again after students have completed the sorts as a posttest to check for mastery. Use Unit Spell Check 5A as a pretest to see if students can identify the short-vowel sounds in pictured words.

UNIT SPELL CHECK 5B  ASSESSMENT FOR SHORT VOWELS All of the words in this spell check are introduced in this unit and at this point students should be able to spell the entire word correctly. Name each picture, and then ask your students to write the spelling of the word on the lines provided. Following are the words assessed:   1. bell  2. box  3. jump   4. chin  5. shed  6. land   7. clock  8. truck  9. nest 10. fish

11. flag

12. drum

13. shelf

14. map

15. gift

Interpreting Scores on Unit Spell Check 5B Pre- and Posttests

UNIT SPELL CHECK 5A  SHORT-VOWEL PICTURES Name the pictures on the form and ask students to write in the missing vowel. Pictures include:   1. cap  2. bus  3. fox   4. zip  5. bag  6. desk   7. bug  8. rock  9. fish 10. map

11. jet

12. lip

13. web

14. nut

15. mop

Interpreting Scores on Unit Spell Check 5A Pre- and Posttests If students miss no more than two items, you do not need to use the picture sorts. Assess students’ ability to spell the entire word with Unit Spell Check 5B.

Use the goal setting form (Figure 1) on page 8 to analyse and record results. Use the pacing guide (Figure 2) on page 9 to plan which sorts to use. • 14 or 15 correct—Students have achieved sufficient mastery of short vowels. • 10 to 13 correct—A ‘grey area’ where teacher judgement is needed. Examine the types of errors students make to see if there are particular features that can be targeted rather than doing all the sorts. Some re-teaching might be needed if students are making errors on a posttest. Short vowels will be reviewed in the first units of the within word pattern stage, so complete mastery is not needed to move on. • 9 or fewer correct—Students will benefit from doing all the sorts in the unit except perhaps the first few sorts with picture support. If errors occur with blends and digraphs, consider review using the picture sorts in Unit III.

104    UNIT V  SHORT VOWELS IN CVC WORDS

UNIT SPELL CHECK 5A  Short-Vowel Pictures Name

1

2

c—p 4

3

b—s 5

6

b—g

z—p 7

8

b—g 10

r — ck

m—p

f — sh 12

j—t 14

w—b

d — sk 9

11

13

f—x

l—p 15

n—t

m—p Copyright © 2019 Pearson Education Limited

UNIT V  SHORT VOWELS IN CVC WORDS    105

UNIT SPELL CHECK 5B  Assessment for Short Vowels Name

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106    UNIT V  SHORT VOWELS IN CVC WORDS

SORTS 40–43 Sorts 40 to 43 offer the support of pictures and are optional. They are designed for students who may not know how to isolate the medial vowel or identify many words.

Sort 40  Short A and O in Pictures and Words Generalisation:  Short a has the /ă/ sound heard

in cat and short o has the /ŏ/ sound heard in sock. Say words slowly to hear the vowel sound in the middle. a and cat

o and sock

rag

dot

sad

top

tag

pot

cap

fox

bag

mop

ham

box

can

rod hot

Picture Sort 40A: 1. Start with a picture sort. Quickly go through the pictures to name each one and then display them randomly. Introduce each header: Here is a cat. Listen to the vowel sound in the middle of the word as I say it slowly, c-aaa-t. I hear a vowel called short a in the middle. Repeat with sock. 2. Begin the sort by modelling one word into each column, drawing out the medial vowel sound and explaining what you are doing: ‘Here is a picture of a rag. Raaaaag has the same short-vowel sound in the middle as caaaat, so I will put it under the cat. This is a picture of a mop. Mooooop has the same vowel sound in the middle as sooooock, so I will put it under the sock.’ Continue with the children’s help to sort all of the pictures. If students struggle to hear the vowel, model how to say the word slowly, and drop the onset and then the ending consonants, as in mop, op, ŏ. 3. Check by naming all the pictures in each column. Say, Listen for short a (or short o) as we

name these pictures. Then ask, Do we need to move any? Repeat the sort with the group and check again. Ask, What did you learn about short a and short o? 4. Give students their own copy of the sort to sort independently.

Word Sort 40B: 1. On a second day, sort the pictures again after reviewing the headers: Here is cat. Do you remember what we called the vowel in the middle? (Short a.) Repeat with sock and sort the rest of the pictures. Then display the words and say, Can you find a word for each picture? Listen for all the sounds you hear in the name of the picture to find the word. Here is a picture of dot. Listen while I say it slowly, d-ooooo-t. Here’s the word dot and it goes under short o. Place it beside the appropriate picture. ­ Continue with student help to match all the words. 2. After checking by reading the words, ask, What do you notice about the words in each column? Or, How are they alike? (They have the same short-vowel sound and same letter.) When you hear /ŏ/, what letter do you see? When you hear /ă/, what letter do you see in the middle? 3. Take away the pictures and sort just the words under each header. Again check by reading down each column and talk about the shortvowel sounds in each word.

Extend:  Students should use their own set of pic-

tures and words for additional sorting and matching. After sorting several times, ask students to paste their pictures and label the pictures without looking at the words. Then have them sort just the words and introduce them to a writing sort where they write the key words as headers and all the words beneath in the right categories. You could also introduce them to doing blind sorts by modelling first in the group. For a final assessment, ask them to spell six words using a traditional spelling test format.

UNIT V  SHORT VOWELS IN CVC WORDS    107

SORT 40A  Short A and O in Pictures

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108    UNIT V  SHORT VOWELS IN CVC WORDS

SORT 40B  Short A and O in Words

cat

sock

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UNIT V  SHORT VOWELS IN CVC WORDS    109

Sort 41  Short I and U in Pictures and Words Generalisation:  Short i has the /ĭ/ sound heard in pig and short u has the /ŭ/ sound heard in cup. Say words slowly to hear the vowel in the middle. i and pig

u and cup

zip   

bus   

hill   

sun   

fin    

nut    

fish 

cut

 

lid

gum

lip

bug

wig

pup

bib

Picture Sort 41A: 1. Start with a picture sort. Quickly go through the pictures to name each one, and then display them randomly. Introduce each header: Here is a pig. Listen to the vowel sound in the middle as I say the word slowly, p-iiii-g. I hear a vowel called short i. Repeat with cup. 2. Begin the sort by modelling one word into each column, drawing out the medial vowel sound and explaining what you are doing: ‘Here is a picture of zip. Ziiip has the same short-vowel sound in the middle as pig, so I will put it under the pig. This is a picture of a bus. Buuuus has the same vowel sound in the middle as cup, so I will put it under the cup.’ Continue with the children’s help to sort all of the pictures. If students struggle to hear the vowel, model how to say the word slowly, and drop the onset and then the ending consonants, as in cup, up, ŭ. 3. Check by naming all the pictures in each column. Say, Listen for short i (or short u) as we name these pictures. Then ask, Do we need to

move any? How are these all alike? Repeat the sort with the group and check again. Ask, What did you learn about short i and short u? 4. Give students their own copy of the sort to sort independently.

Word Sort 41B: 1. On a second day, sort the pictures again after reviewing the key words. Here is a pig. Do you remember what we called the vowel in the middle? (Short i.) Repeat with cup and sort the rest of the pictures. Then display the words and explain, Can you find a word for each picture? Listen for all the sounds you hear in the name of the picture to find the word. Here is a picture that shows zip. Listen while I say it slowly, z-iii-p. Here’s the word zip and I’ll put it under short i. Place it beside the appropriate picture. Continue with student help to match all the words. 2. Read down each column of words and then ask, What do you notice about the words? Or, How are they alike? (They have the same short-vowel sound and same letter in the middle.) When you hear /ĭ/, what letter do you see? When you hear /ŭ/, what letter do you see in the middle? 3. Take away the pictures and sort just the words under each header. Again check by reading down each column and talk about the shortvowel sounds in each word.

Extend:  Students should repeat the sort over sev-

eral days, sorting pictures first and then matching words to pictures. Ask students to paste their pictures in columns and label the pictures without looking at the words. Then have them sort just the words and assign a writing sort. Introduce blind sorts if you have not already done so. For a final assessment, ask students to spell six words using a traditional spelling test format.

110    UNIT V  SHORT VOWELS IN CVC WORDS

SORT 41A Short I and U in Pictures

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UNIT V  SHORT VOWELS IN CVC WORDS    111

SORT 41B Short I and U in Words

pup Copyright © 2019 Pearson Education Limited

112    UNIT V  SHORT VOWELS IN CVC WORDS

Sort 42  Short E, I, O and U in Pictures and Words Generalisation:  Short e has the /ĕ/ sound heard

in bed. Short i has the /ĭ/ sound heard in pig. Short o has the /ŏ/ sound heard in sock. Short u has the /ŭ/ sound heard in cup. Say words slowly to hear the vowel in the middle. e and bed

i and pig

o and sock

u and cup

net

six

dot

mud

shed

rip

cot

run

web

dig

pop

mug

leg

pin

shop

rug

jet

ship

rod

bun

Picture Sort 42A: 1. Start with a picture sort. Introduce the new header: Here is a bed. Listen to the vowel sound in the middle, b-e-d. I hear a vowel called short e. Ask students to identify the short vowels in the other headers since they should be familiar. Quickly go through the pictures to name each one and then display them randomly. 2. Begin the sort by modelling for short e: ‘Here is a picture of a net. N-e-t has the same shortvowel sound in the middle as bed, so I will put it under the bed.’ Continue with the children’s help to sort all of the pictures. If students struggle to hear the vowel, model how to say the word slowly, and drop the onset and then the ending consonants (net, et, ĕ ). 3. Check by naming all the pictures in each column. Say, Listen for the short vowel as we name the pictures in each column. Then ask, Do we need to move any? How are the words alike? Repeat the sort with the group and check again. Ask, What was the new short vowel?

What did you learn about short e? Explain that short e and short i can be hard to tell apart. 4. Give students their own copy of the sort to sort independently.

Word Sort 42B: 1. On a second day, sort the pictures again. Review the key words. Do you remember what we called the vowel in the middle? (Short e.) Display the words and ask, Can you find a word for each picture? Continue with student help to match all the words to pictures. 2. Then ask, What do you notice about the words in each column? Or, How are they alike? (They have the same short-vowel sound and same letter.) When you hear /ĕ/, what letter do you see? 3. Take away the pictures and sort just the words under each header. Again check by reading down each column and talk about the shortvowel sounds in each.

Extend:  Students should repeat the sort, sorting

pictures first and then matching words. After sorting several times over two days, ask students to paste their pictures and then label the pictures without looking at the words. Then have students sort just the words and complete a writing sort. After modelling a blind sort in a group, assign partners for blind sorts. For a final assessment, ask them to spell 6–10 words using a traditional spelling test format.

UNIT ASSESSMENT  Use Unit Spell Check 5A at this point to assess how well students are able to accurately identify the medial short-vowel sound.

UNIT V  SHORT VOWELS IN CVC WORDS    113

SORT 42A Short E, I, O and U in Pictures

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114    UNIT V  SHORT VOWELS IN CVC WORDS

SORT 42B Short E, I, O and U in Words

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UNIT V  SHORT VOWELS IN CVC WORDS    115

Sort 43  Initial Short-Vowel Pictures This sort is optional but can be used to reinforce awareness of short-vowel sounds at the beginning of words. Use the letters to set up headers. Because there are few pictures that begin with these short vowels, the ones included here are more unusual than pictures in other sorts and will need some explanation. For example, it is not likely students can identify the otter or the word ink just from the pictures. Name the pictures for the students in advance and continue to assist them in remembering what they are called. Listen to students’ pronunciation of egg—it may be more like āg. Do not ask students to spell these words.

apple

egg

igloo octopus umbrella

astronaut

elephant

itch

otter

up

axe

exit

in

ostrich

under

alligator

engine

ill

ox

udder

ink

orange

add ant

Additional Words:  Look for children’s names

in your class that start with these same short-vowel sounds. Add their names and/or pictures to the sort of initial short vowels.

116    UNIT V  SHORT VOWELS IN CVC WORDS

SORT 43  Initial Short-Vowel Pictures

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UNIT V  SHORT VOWELS IN CVC WORDS    117

SORTS 44–52 Sort 44  Short A and O in Easy CVC Words Generalisation:  When a single vowel comes between two consonants in a CVC pattern, the vowel is usually short. Short a [cat]

Short o [sock]

Oddballs

dad  

box*  

was*

has* 

dog  

saw*

cab   

job   

ran*  

got*  

jam

fox    

ham

hop

had*

lot

wag

mop

map

top rob

*High-frequency word

Sorting and Discussion: 1. Display the words and begin by asking students to read over them to see if there are any they do not know or understand. Help them read and discuss the meaning of any that are unfamiliar. 2. Pull out the labelled headers with key words cat and sock and ask, What sound do you hear in the middle of cat? Of sock? Introduce the term ‘short vowels’ if you have not done so before and say, We will be sorting words by the shortvowel sounds today. Introduce the ‘oddball’ header. Explain to the students that sometimes words do not have the sound we expect or do not have the same sound as the other words in the sort. They will need to watch or listen for oddballs carefully. 3. Model a word such as sad. Place it under cat, reading the header and the word under it and say: S-a-d, c-a-t—these words have the same short-vowel sound in the middle. (You can isolate the vowel by covering the letters in the word as you say cat, at, a.) Model several other words by reading the word and comparing it to the two headers. Include one of the two odd-

balls (was) in your modelling, demonstrating how the word does not have either sound in the headers. Place it in the oddball category, leaving the other oddball for the students to discover. 4. Begin calling on students to decide where to place the other words. Students may be hesitant about sorting words like jam, ham and ran because they hear a slightly different vowel sound. Compliment them on their careful listening! Vowels before the nasals n and m often do sound different, but explain to students that they are still considered short vowels. 5. After sorting all the words, check by reading them from the top and ask, How are these words alike? It is important to probe for a variety of responses. Children should note that each column has the same short-vowel sound and spelling. Use the header for cat and point to the letters as you say, This word starts with a consonant, has a vowel in the middle and ends with a consonant. We say it has a CVC pattern. Do you see another word with a CVC pattern? Why? Ask, Why are the oddballs odd? (They have a vowel between consonants, but it does not have the short-vowel sound.) 6. Do a group blind sort. Because these words can simply be sorted visually by looking at the letters in the word, sort again by saying the word without showing it. Students should take turns identifying where the word will go by saying ‘short a’ or ‘short o.’ Each word is checked immediately as soon as the word is placed in the column.

Extend:  Students should use their own word sort

for additional practice. We especially encourage you to have your students work with a partner in a blind sort. Other routines listed on pages 102–103 can be assigned. This would be a good time to start a word study notebook if you have not done so already. Students can record the sort by writing the words in columns and add to the sort after looking through reading materials in a word hunt. Additional words listed below could be displayed for students to read or called aloud for students to spell as a way to be sure they are applying what they are learning.

Additional Words:  lad, van, fan, bag, sag, nag, lag, ram, yam, dam, nap, lap, yap, pot, jot, mob, cob, cop, pop

118    UNIT V  SHORT VOWELS IN CVC WORDS

SORT 44 Short A and O in Easy CVC Words

dog Copyright © 2019 Pearson Education Limited

UNIT V  SHORT VOWELS IN CVC WORDS    119

Sort 44A  Short A and O in HighFrequency Words This sort uses high-frequency words to give students additional practice in distinguishing between short-vowel sounds. o˘ [sock]

a˘ [cat]

on*

had*

box*

has*

not*

hat*

stop*

man*

got*

sat*

hot*

ran*

dog* *High-frequency word

120    UNIT V  SHORT VOWELS IN CVC WORDS

SORT 44A Short A and O in High-Frequency Words

o

a on

had

box

has

not

hat

stop

man

got

sat

hot

ran

dog Copyright © 2019 Pearson Education Limited

UNIT V  SHORT VOWELS IN CVC WORDS    121

Sort 45  Short I and U in Easy CVC Words Introduce the sort following similar steps as in Sort 44.

the nasal n are produced the same to many English speakers, so that words like pen/pin and ten/tin are homophones. Students may not hear the difference in sound and must remember these words as they do other homophones.)

Generalisation:  When a single vowel comes between two consonants in a CVC pattern, the vowel is usually short.

Sort 46A  Short I, U and E in HighFrequency Words

Short i [pig]

Short u [cup]

Oddball put*

six   

but*   

zip   

hut     

This sort uses high-frequency words to give students additional practice in distinguishing between short-vowel sounds.

rip   

cut    

˘ı [pig]

u˘ [cup]

e˘ [bed]

bit    

nut    

him*

hut*

let*

big*  

rub     

did*

run*

men*

kid

jug

his*

cut*

yes*

him*

tub

rim*

up*

set*

win

fun

big*

us*

bed*

tip

gum

did*

hum

*High-frequency word

Additional Words:  kit, lit, pit, wig, fig, rip, lid, hid, rid, bin, tin, zip, sip, cub, hug, bud, rut, rub, hub, bun, pup

Sort 46  Short E, I, O and U in Easy CVC Words Introduce the sort following similar steps as in Sort 44. The word get may be an oddball depending on dialect (e.g., /git/). An oddball header can be obtained from Sort 45.

Generalisation:  When a single vowel comes

between two consonants in a CVC pattern, the vowel is usually short.

Sort 46B  High-Frequency Words with Two and Three Sounds Complete this digital sort before introducing words with initial digraphs and blends to reinforce sorting high-frequency words with short-vowel sounds. Access it at http://www.pearsonplaces.com.au/ wordstheirway.aspx. 2 sounds a-n

3 sounds m-a-n

as*

big*

at*

but*

if*

can*

in*

did*

is*

got*

it*

had*

of*

has*

on*

him*

bed

pig

sock

cup

Oddballs

yes

sip

not*

bus

boy*

let*

hid

pop

mud

her*

get*

mix

hot

cub

tell*

his*

up*

his*

wet

kit

us*

let*

pet

men*

fed

not* red*

Additional Words:  (see lists above for e, i, o, u)

bet, met, net, set, vet, bed, beg, peg, leg, hen, pen, men, den (Note that the short i and short e sounds before

run* *High-frequency word

122    UNIT V  SHORT VOWELS IN CVC WORDS

Sort 46C  High-Frequency Words with Two, Three and Four Sounds This sort uses high-frequency words to give students additional practice in distinguishing between words with two, three and four sounds. 2 sounds

3 sounds

4 sounds

am*

sit*

best*

an*

fun*

upon*

at*

and*

jump*

get*

left* must*

*High-frequency word

UNIT V  SHORT VOWELS IN CVC WORDS    123

SORT 45 Short I and U in Easy CVC Words

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124    UNIT V  SHORT VOWELS IN CVC WORDS

SORT 46 Short E, I, O and U in Easy CVC Words

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UNIT V  SHORT VOWELS IN CVC WORDS    125

SORT 46A Short I, U and E in High-Frequency Words

˘ı

ŭ

ĕ

him

hut

let

did

run

men

his

cut

yes

rim

up

set

big

us

bed Copyright © 2019 Pearson Education Limited

126    UNIT V  SHORT VOWELS IN CVC WORDS

SORT 46C  High-Frequency Words with Two, Three and Four Sounds

2 sounds

3 sounds

4 sounds

am

an

at

sit

fun

and

get

best

upon

jump

left

must Copyright © 2019 Pearson Education Limited

UNIT V  SHORT VOWELS IN CVC WORDS    127

Sort 47  Short A, I and E with Initial Digraphs This sort presents more challenging words and reviews digraphs. Headers have been omitted so that students can come up with their own categories in an open sort.

Generalisation:  Words that begin or end with

two consonants also fit the CVC pattern when there is one vowel in the middle.

Short-Vowel Sort that*

ship

when*

chat

whip

check

than*

chill

shed

shall

this*

shell

shack

which*

then*

chap

chip

them*

wham

chin

what*

chick thin thick

Digraph Sort ship

chip

whip

thin

shack

chat

wham

that

shall

chap

when

then

shed

check

which

them

shell

chill

what

thick

chin

this

chick

than

Sorting and Discussion: 1. Begin by reading over the words and talk about any that might be unfamiliar. Set aside any words that are difficult and revisit them after sorting. 2. Introduce this as an open sort. Ask, Who has an idea about how to sort these words? Is there another way? Sort both by digraphs and by short vowels in the group. After sorting, check by reading down from the top and ask, How are these words alike? Talk about how they have short vowels and still fit the CVC pattern because there is still a consonant on both sides of a single vowel. Why is what an oddball in the vowel sort? It is an oddball because the letter a makes a short o sound. 3. Revisit any words that proved difficult to read. Some words may be challenging because of the initial digraph. Help students look at these words as onsets (in this case, a digraph) and rimes they may have seen in previous sorts (-at, -ip, -in, etc.). Note that th has two slightly different sounds in these words. In than and that the th sound is voiced, and in thin and thick the th sound is unvoiced. This difference is felt in the vocal cords rather than in the mouth and is often completely overlooked by speakers of English. However, English learners may think they are two separate sounds, so discussing this may be warranted.

Extend:  Students should use their own cut-up

words for more sorting and other follow-up activities. They should sort both by vowel sounds and by digraphs and record the sorts in their word study notebooks by writing them in categories.

128    UNIT V  SHORT VOWELS IN CVC WORDS

SORT 47 Short A, I and E with Initial Digraphs

what

which

Copyright © 2019 Pearson Education Limited

UNIT V  SHORT VOWELS IN CVC WORDS    129

Sort 48  Short A and I with Initial Blends Generalisation:  Words that begin with blends also fit the CVC pattern when there is one vowel in the middle.

Short-Vowel Sort glad    flat    cram

drip    grip

brag  

grab

flip     slip

flag      clap   crab

slid     grill

slap    trap    slam

clip     skip

brat    drag

drill     spin

  plan   

Blend Sort r-blend

l-blend

Oddballs

crab   

clip   

skip spin

cram  

clap   

brag   

flag   

brat   

flip    

grill   

flat    

drip

glad

trap

plan

drill

slam

drag

slap

grab

slip

grip

slid

Sorting and Discussion: 1. Begin by reading over the words and talk about any that might be unfamiliar. Set aside any that are difficult to revisit after sorting.

2. Introduce this as an open sort. Ask, Who has an idea about how to sort these words? Is there another way? Students are likely to suggest a sort by short vowels, but they may need some help coming up with a sort by blends because there are so many different ones. Review the definition of a blend as two letters that work together. Ask, Do you see a way to sort by blends? After taking ideas, suggest that the blends can be grouped by whether the blend has an l or an r, and that this sort will leave skip and spin as oddballs. 3. After each sort, check by reading down from the top and ask, How are these words alike? Take multiple responses, but be sure to talk about how the words have short vowels and still fit the CVC pattern. Take the time to label the consonant and vowel elements of a few words, showing students how a word with a blend still follows the CVC pattern when the vowel has a consonant on both sides. 4. Revisit any words that proved difficult to read. Some may be challenging because of the initial blend. Help students look at these words as onsets (in this case, a blend) and rimes they may have seen in previous sorts (-at, -ip, -in, etc.).

Extend:  Students should use their own set of

words for sorting and other follow-up activities. They should sort both by vowel sounds and by blends and record the sorts by writing them in lists. Use the additional words below to practice reading and spelling words that require applying what students have learned.

Additional Words:  clan, snap, stab, slab, swam, gram, skit, spit, skill, spill, trip

130    UNIT V  SHORT VOWELS IN CVC WORDS

SORT 48 Short A and I with Initial Blends

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UNIT V  SHORT VOWELS IN CVC WORDS    131

Sort 49  Short E, O and U with Initial Blends Have students bring their own set of words to the group so that they can sort independently in an open sort, or have them sort before they come together.

Generalisation:  Words that begin with blends also fit the CVC pattern when there is only one vowel in the middle.

Short-Vowel Sort trot   frog

sled

club   drug

plot   slob

fret

glum     drum

drop   gloss

dress

gruff   plum

flop    slot

bled

slug   fluff

cross

plug   truck

from*

Sorting and Discussion: 1. Begin by reading over the words and talk about any that might be unfamiliar. Set aside any that are difficult and revisit them after sorting. 2. Then ask students to sort independently. Say, Today I want you to sort your words using your own ideas. Let students sort and talk about their sort with a neighbour. Then come together and sort in the group by vowels. There may be disagreement about the vowel sound in cross (or craws?), gloss (or glaws?) and frog (or frawg?) because of dialect differences. Some children may choose to put them in the oddballs. From is an oddball for most of us but perhaps not all. Explain that people from different parts of the country may say words a little differently, but we all spell them the same.

r-blend

l-blend

cross    

bled    

dress    

club     

3. After sorting by vowels, check by reading down from the top and ask, How are these words alike? Talk about how they have short vowels and still fit the CVC pattern because there is a consonant on both sides of a single vowel, and that we can count the blends and double letters (e.g., -ff or -ss) as one unit. What is the oddball and why?

drop    

flop    

4. Revisit any words that proved difficult to read.

drum    

fluff    

fret

glum    

drug

gloss   

from

plot

frog

plug

trot

plum

truck

sled

gruff

slug

Blend Sort

slob slot

Extend:  Students should sort again over several

days and use other follow-up activities. Try combining all the words from the previous sort with this one to review all the five short vowels and the r- and l-blends. Use the additional words below to practice reading and spelling words that require applying what students have learned.

Additional Words:  blob, clod, glob, plop, crop, prop, spot, stop, sped, stem, step, spell, plus, scum, smug, snug, spun, stub

132    UNIT V  SHORT VOWELS IN CVC WORDS

SORT 49 Short E, O and U with Initial Blends

Copyright © 2019 Pearson Education Limited

UNIT V  SHORT VOWELS IN CVC WORDS    133

Sort 50  Short Vowels with Final Digraphs

Sorting and Discussion:

While we generally do not talk about -ck and -ss as digraphs, they do fit the definition of two letters with a single sound; it just isn’t a unique sound different from either letter as in the strict definition of a digraph. Since we don’t define or use the term digraph with students, this technicality should not cause any confusion.

Generalisation:  Words that begin and end with two letters also fit the CVC pattern when there is only one vowel in the middle.

Sort by Short Vowels cash

rich

clock

much

splash

kiss

boss

such

quack

bliss

cloth

rush

black

wish

toss

brush

lass

miss

wash

2. After sorting by final sounds ask, What do you notice about the final sound in these words? Take lots of ideas but talk about how in all cases there are two letters that spell just one sound. Then ask, Do these words have the CVC pattern? (Yes.) Why? (There is one vowel with a consonant, or consonant unit, on either side.) Take time to talk about quick and quack and how the u is acting as a consonant that sounds like /w/. 3. Warn students, Watch for some oddballs when you sort by the vowel sounds. The oddballs will reveal who is listening to the sounds and not just sorting by looking at the letter. After sorting ask, What are the oddballs and why are they oddballs? Note: boss may not have the short o sound depending on regional pronunciations (e.g., /baws/), so students may not agree where to put it. The word wash is an oddball because the letter a makes a short o sound.

stuck

with fish quick

Sort by Final Digraph

Extend:  Students should sort again over several

cash

rich

cloth

bliss

clock

splash

much

with

kiss

quack

wish

such

boss

black

fish

lass

stuck

rush

miss

quick

brush

toss

wash

1. Read over the words together to identify any that need to be discussed or set aside. Then ask, How can we sort these words? Previous sorts have focused on vowels and initial sounds, so students may not immediately suggest sorting by final sounds. Invite students to sort independently or sort together.

days and use other follow-up activities. Use the additional words below to practice reading and spelling words that require applying what students have learned.

Additional Words:  dash, dish, hush, mash, mesh, rash, sash, blush, clash, crash, crush, flash, slush, smash, swish, trash, mass, bass, pass, brass, glass, mess, bless, hiss, moss, cross, lock, rock, block, flock

134    UNIT V  SHORT VOWELS IN CVC WORDS

SORT 50  Short Vowels with Final Digraphs

truck bliss

black fish quack quick

clock

cloth

lass

stuck

splash toss Copyright © 2019 Pearson Education Limited

UNIT V  SHORT VOWELS IN CVC WORDS    135

Sort 50A  High-Frequency Words (Ă, Ĕ, I˘ and Ŭ with Digraphs) This sort uses high-frequency words with beginning and ending digraphs and short-vowel sounds (ă, ĕ, ĭ and ŭ). It can be sorted both by vowel sounds and by beginning and ending digraphs.

than*

with*

thank*

wish*

this*

much*

then*

such*

when*

Sort by Short Vowels

them*

a˘

e˘

˘ı

u˘

than*

then*

this*

much*

thank*

when*

with*

such*

them*

wish*

*High-frequency word

Sort by Beginning and Ending Digraphs

*High-frequency word

136    UNIT V  SHORT VOWELS IN CVC WORDS

SORT 50A  High-Frequency Words (Ă, Ĕ, ˘I and Ŭ with Digraphs)

ă

ĕ

˘ı

then

this

thank

when

with

than

them

wish

much

such

ŭ

Copyright © 2019 Pearson Education Limited

UNIT V  SHORT VOWELS IN CVC WORDS    137

Sort 51  Short Vowels with Final Blends -SK, -ST, -SP and -ND This sort can be done in a manner similar to Sort 50.

Sort by Short Vowels

come only at the end of words. Wolf (/woolf/) does not have a short o sound, so it is considered an oddball.

Sort by Vowel sand

left*

lift

kept

gift

wept

tilt

bend

wilt

crept

swift

land

desk

list

lost

just*  wasp

scalp

hand

best*

fist

cost

must*

band

sand grasp

nest west

clasp

risk

tusk

crisp

dust

slept

lisp

swept elf

Sort by Final Blend land

wolf

self

crisp

tusk

hand

west

grasp

risk

sand

best

lisp

desk

list

wasp

fist

clasp

lost cost

shelf help* yelp melt felt

Sort by Final Blend

just must dust nest

Additional Words:  disk, whisk, brisk, husk, task,

bust, mist, pest, rest, test, vest, blast, chest, twist, trust, whisp

kept

elf

help

melt   band

left

wept

self

yelp

felt   bend

lift

crept

shelf

scalp

tilt

gift

slept

wolf

swift

swept

golf

  sand

wilt

Additional Words:  sift, shift, drift, soft, script, gulf, gulp, pulp, bolt, elk, bulk, silk

Sort 52  Short Vowels with Final Blends -ND, -FT, -PT, -LF, -LP and -LT

UNIT ASSESSMENT

This sort can be done in a manner similar to Sort 50. These blends will be new to students because they

Use Unit Spell Check 5B as a posttest to check for mastery of the words in Sorts 40–52.

138    UNIT V  SHORT VOWELS IN CVC WORDS

SORT 51  Short Vowels with Final Blends -SK, -ST, -SP and -ND

land

sand

crisp

west

hand

grasp

tusk

best

desk

lisp

dust

list

fist

risk

wasp

lost

just

cost

clasp

must

nest Copyright © 2019 Pearson Education Limited

UNIT V  SHORT VOWELS IN CVC WORDS    139

SORT 52  Short Vowels with Final Blends -ND, -FT, -PT, -LF, -LP and -LT

sand

kept

elf

help

melt

left

wept

yelp

lift

gift

self

crept

felt

swift

band

slept

scalp

shelf

wolf

swept

tilt

wilt

golf

bend Copyright © 2019 Pearson Education Limited

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Unit VI  Preconsonantal Nasals

NOTES FOR THE TEACHER Background and Objectives When nasals such as m and n come before a consonant in blends like mp (jump) or nt (pant), the sound of the nasal is not clearly articulated. Try saying pin and then pink and try to detect what your tongue does for the sound of n. In pin, you can feel your tongue touch the roof of your mouth for the final n, but not when you say pink. The n is still there (compare pink to pik) but it passes through the nose and is hard to detect by young learners who rely on the feel of sounds in their mouth. These combinations are known as ‘preconsonantal nasals’, but don’t try to teach that term to your students! Instead, you might talk about the ‘mysterious’ m and n that seem to disappear before consonants in ending blends. They are not silent but are very quiet. The final ng sound is categorised in different ways by linguists and educators—sometimes as a digraph and sometimes as a blend. We include it here as a preconsonantal nasal. Short vowels can be affected by the nasals, which create homophones in some dialects (such as pin/pen or tin/ten). These homophones make it difficult to identify the vowel in words like camp or pink. There is no reason to belabour this situation, but it may be helpful to acknowledge when students exhibit confusion. The nasals can be especially elusive for English learners. Students from Asian language backgrounds may not discern any differences in words that end in nasals. In many languages, there are no final consonant clusters like these, so they may be omitted in pronunciation of English words. In addition, the final ng is dropped in some English dialects. Given the difficulty of these final sounds, take the time to practice pronunciation by reading the

words down each column and emphasising the sounds. This unit is designed to help students: • Read and spell unit words with preconsonantal nasals with 90% accuracy

Targeted Learners Some students may have problems with preconsonantal nasals after completing the sorts in earlier units, while others will not. The unit spell check can quickly identify students who would benefit from these sorts.

Teaching Tips Most lessons include words with single consonants at the ends of words (e.g., run and rug). These words should be easy for students to spell at this stage, but they are included to compare the two-letter preconsonantal nasal blends (e.g., rung) and help students understand the challenge of hearing the sounds in these words. Most of these words fall into word families and can be learned the same way as the words in Units II and IV. See the game of Put in an M or N at the end of Chapter 5 in WTW to practice with any of the words in this unit. Look for activities on pages 38–39 (Unit II) and 102–103 (Unit V) that can be used with these words.

UNIT SPELL CHECK 6 Call aloud the following words for students to spell as a pretest or posttest. After completing Unit V, students should be spelling most medial short vowels

141

142    UNIT VI  PRECONSONANTAL NASALS correctly, but may make errors with vowels when they come before n or m.   1. sing  2. lamp  3. plant  4. lend   5. sand  6. tank  7. bang  8. dump   9. print

10. trunk

11. song

13. limp

14. hunt

15. drink

12. rung

Interpreting Scores on Pre- and Posttests • 14 or 15 correct—Students have achieved sufficient mastery of preconsonantal nasals. • 10 to 13 correct—A ‘grey area’ where teacher judgement is needed. Examine the types of errors students make to see if there are certain preconsonantal nasals that can be targeted, rather than doing all the sorts. • 9 or fewer correct—Students will benefit from doing all the sorts in the unit.

UNIT VI  PRECONSONANTAL NASALS    143

Sort 53  The ‘Mysterious N and M’ Generalisation:  Sometimes the n and m can be ‘mysterious’ or hard to hold on to when they are part of a final blend. Sometimes short vowels before n and m sound a little different from the usual shortvowel sound. ran         rag           rang ban         bag           bang wig         wing win           run         rug         rung pan           pat         pant ram         rap         ramp tram            trap           tramp clamp clam         clap          

Sorting and Discussion: 1. Read over the words and talk about the meaning of any that might be unfamiliar (e.g., ban or tram). Pull out ran, rag and rang. Say, Listen to the n in ran and feel how your tongue touches the roof of your mouth for the n sound. Now say rang. Do you still feel the n? It seems to disappear, doesn’t it? But when you say rag and rang, they aren’t the same because of the n in rang. Repeat with ram, rap and ramp and talk about how the m seems to disappear before the p. 2. Pair up the rest of the words as shown and read each word in the set, listening for the n or m. 3. Revisit rag, ran and rang to focus on the shortvowel sound. Say, Listen to the short a in rag:

raaag, aag, a. Now say ran and rang. What do you notice? The short a sound is not as clear. The vowel sound in the middle of ran and rang doesn’t sound quite like the short a sound in rag, but it is still called short a. Repeat with rap, ram and ramp and several other sets. Most would agree that the vowel is clear in words ending in g or p but not as clear before n and m. 4. Ask students, What can you learn from this sort? Talk about how m and n are mysterious because they may seem to disappear in the final blends and how the vowels before m and n do not quite sound the same as other short vowels. Ask, Which of these words might be hard to spell and why?

Extend:  Students should sort their own words

into sets of three as shown above. A blind sort may not work very well with these words because there are no categories established during the group lesson. However, ask students if they can come up with their own ways to sort the words into categories and record the sorts in their notebooks. They might sort by the ending letters. In a word hunt, just ask students to look for words that end in -ng, -nt and -mp. These words could be written on cards and used to play Draw-a-Card. Students deal all the cards to players and look for sets of three to lay down (e.g., bag, ban, bang). Then players take turns drawing a card from others’ hands to find other sets of three. Add the words below to create a deck of 36 cards.

Additional Words:  tag, tan, tang, bet, ben, bent, pig, pin, ping, rut, run, runt

144    UNIT VI  PRECONSONANTAL NASALS

SORT 53  The ‘Mysterious N and M’

ran

rag

rang

ban

bag

bang

win

wig

wing

run

rug

rung

pan

pat

pant

ram

rap

ramp

tram

trap

tramp

clam

clap

clamp Copyright © 2019 Pearson Education Limited

UNIT VI  PRECONSONANTAL NASALS    145

Sort 54  Words That End in -NG Generalisation:  Sometimes the n can be ‘mysterious’ or hard to hold on to when it is part of a final blend, and sometimes short vowels before n are a little different from the usual short-vowel sound. ran

thin

sun

song

fan

kin

sung

long

rang

ring

lung

gong

sang

king

hung

hang

thing*

gang

swing

fang

bring*

clang

sting fling

*High-frequency word

Sorting and Discussion: 1. Read over the words together and talk about unfamiliar words such as kin or gong and what they mean. Ask, What do you notice about these words? Or, How could we sort these words? Students may mention different ideas for sorting, but sort by the vowel. Read down each column and ask, How are the words alike in this category? Talk about the -ng blend at the end of words. Ask, Do you recall what we learned about n in the last sort?

2. Pull out ran and rang and have students read them. Talk about how they are alike and different. Compare the n sound in ran and rang. What do you notice about your tongue? Explain or review: The n is a little mysterious before g because it is hard to hear even though it is there. It is not silent but is very quiet! 3. Ask, Do they have the same vowel sound or are they slightly different? Students may not agree, but explain that sometimes the final blend of -ng can change the sound of a vowel just a little, making it hard to hear the usual short-vowel sound. Repeat with fan and fang, thin and thing, and kin and king. 4. Ask, What did you learn from this sort? Which words are easy to spell? Which ones are harder? Why? Help students conclude that spelling the words with final n should be easy, but spelling words ending in -ng can be a little tricky because the n is hard to hear and the short-vowel sound can change a little. Point out that these words belong to word families, and that can help them read and spell the words.

Extend:  Students should sort their own words into categories and complete other standard routines. Additional Words:  bang, wing, sling, cling,

strong, slung, clung

146    UNIT VI  PRECONSONANTAL NASALS

SORT 54  Words That End in -NG

ran

sung

ring

song

fan

sang

lung

long

thin

kin

rang

hang

gang

sun

king

thing

hung

fang

swing

clang

sting

gong

bring

fling Copyright © 2019 Pearson Education Limited

UNIT VI  PRECONSONANTAL NASALS    147

Sort 55  Words That End in -MP Generalisation:  Sometimes the m can be ‘mysterious’ or hard to hold on to when it is part of a final blend, and sometimes short vowels before m sound a little different from the usual short-vowel sound. dam

cap

camp

limp

jump

tram

lap

lamp

chimp

bump

ram

lip

damp

blimp

pump

chip

champ

dump

pup

tramp

lump

stamp

stump

ramp

Sorting and Discussion: 1. Read over the words together and talk about unfamiliar words such as dam, champ and blimp and what they mean. Ask, What do you notice about these words? Or, How could we sort these words? Students may mention different sorting ideas, but sort under -m, -p, -amp, -imp and -ump. And underline the first word in each column as a key word to help them remember the categories when they sort on their own. Read down each column and ask, How are the words alike in this category? Talk about the -mp blend at the end of words. Ask, Do you recall what we learned about m in an earlier sort? 2. Pull out cap and camp and have students read them. Talk about how they are alike and different. Compare the short a sound in cap and camp. Do they have the same vowel sound or are they

slightly different? Why do you think that is? Students may not agree, but explain that sometimes the final blend of -mp can change the vowel sound just a little, making it hard to hear the usual short-vowel sound. Repeat with lap/lamp, lip/limp, chip/chimp and pup/pump. 3. Pull out dam and damp to compare. When you say dam, do you feel that m at the end? Now say damp. What do you notice about the m? Explain or review: The m is a little mysterious because it is hard to hear, even though it has to be there to keep it from sounding like dap. It is not silent but is very quiet! Repeat with ram and ramp and tram and tramp. 4. Ask, What did you learn from this sort? Which words are easy to spell? Which ones are harder? Help students conclude that spelling the words with final p should be easy, but spelling words ending in -mp can be a little tricky because the m is hard to hear and the sound of the vowel can change a little. However, these words fall into families, and that can make them easier to read and spell.

Extend:  Students should sort their own words into

similar categories including a sort by vowels. Ask them to complete other standard routines. Display some words from the list below and ask students to read them. Or call them aloud for students to spell.

Additional Words:  clamp, scamp, wimp, plump,

thump

148    UNIT VI  PRECONSONANTAL NASALS

SORT 55  Words That End in -MP

dam

cap

ram

lap

pup

lip

camp

jump

limp

pump

lamp

bump

chip

champ

chimp

dump

lump

tramp

stamp

ramp

stump

blimp

tram

damp Copyright © 2019 Pearson Education Limited

UNIT VI  PRECONSONANTAL NASALS    149

HIGH-FREQUENCY WORDS WITH SHORT- AND LONGVOWEL SOUNDS

Sort 55B  High-Frequency Words with Short- and Long-Vowel Sounds (Ă/Ĕ and Ā/Ē)

These sorts have been added to fulfil the Australian Curriculum: English requirement for students to know the most common sounds for each letter in high-frequency words. The chosen high-frequency words in these sorts follow the pattern of the vowel saying its own name at the end of the syllable. The letter y makes the long i sound. Use the sorts for teacher-directed modelling. First, ask what the word is. If the students are not sure, say the word. As each word is said, emphasise that the sound at the end of the syllable is a long sound and is the letter ‘saying its name’. Have the students say the word and then repeat the sound at the end of the syllable. Next, go through the headers for the sort and then have the students sort the words. When all the words have been sorted, name the columns and check that they contain the correct words. Point out any words that need to be moved.

This sort provides opportunity for the students to practise distinguishing between short- and longvowel sounds using high-frequency words.

Sort 55A  High-Frequency Words Ending in Long-Vowel Sounds Note that the word the can be pronounced either with an ē sound at the end or with a schwa sound. The general rule is that you say the with an ē sound when comes before a word starting with a vowel, and you say the with a schwa sound when comes before a word starting with a consonant. For the purposes of this sort, have the students pronounce it with the long-vowel sound.

a˘ and e˘

aˉ and e ˉ

as*

a*

at*

be*

can*

me*

get*

no*

has*

she*

men*

we*

met*

the*

six*

he*

*High-frequency word

Sort 55C  High-Frequency Words with Short- and Long-Vowel Sounds (˘I/Ŏ and Ī/Ō) This sort provides opportunity for the students to practise distinguishing between short- and longvowel sounds using high-frequency words. ˘ı and o˘

ˉı and o ˉ

if*

go*

is*

no*

in*

so*

box*

yoyo

it*

he*

ˉa

e ˉ

o ˉ

˜ı/˜y

got*

try*

a*

he*

go*

I*

not*

fly*

me*

no*

by*

be*

so*

fly*

she*

try*

we*

why*

the* *High-frequency word

*High-frequency word

150    UNIT VI  PRECONSONANTAL NASALS

Sort 55D  High-Frequency Words with Short- and Long-Vowel Sounds

Sort 55E  More High-Frequency Words with Short- and LongVowel Sounds

This sort provides opportunity for the students to practise distinguishing between short- and longvowel sounds using high-frequency words.

This sort provides opportunity for the students to practise distinguishing between short- and longvowel sounds using high-frequency words.

Short vowel

Long vowel

Short vowel

Long vowel

dog*

no*

has*

a*

cut*

he*

but*

be*

hot*

so*

man*

me*

bed*

by*

let*

no*

yes*

try*

as*

she*

set*

a*

when*

we*

sat*

she*

set*

so*

hat*

I*

fix*

he*

UNIT VI  PRECONSONANTAL NASALS    151

SORT 55A  High-Frequency Words Ending in Long-Vowel Sounds

ā

ē

ō

ī/

a

he

go

I

me

no

by

fly

the

be

so

try

she

why

we Copyright © 2019 Pearson Education Limited

152    UNIT VI  PRECONSONANTAL NASALS

SORT 55B  High-Frequency Words with Short- and Long-Vowel Sounds (Ă/Ĕ and Ā/Ē)

Short vowel Long vowel ă, ĕ ā, ē

as

a

at

be

can

me

get

no

has

she

men

we

met

six

he

the Copyright © 2019 Pearson Education Limited

UNIT VI  PRECONSONANTAL NASALS    153

SORT 55C  High-Frequency Words with Short- and Long-Vowel ˘ and Ī/Ō) Sounds (I/Ŏ

Short vowel Long vowel ˘I, ŏ ī, ō

if

go

is

no

in

so

box

yoyo

it

he

got

try

not

fly Copyright © 2019 Pearson Education Limited

154    UNIT VI  PRECONSONANTAL NASALS

SORT 55D  High-Frequency Words with Short- and Long-Vowel Sounds

Short vowel Long vowel

dog

no

cut

he

hot

so

bed

by

yes

try

set

a

sat

she

hat

I Copyright © 2019 Pearson Education Limited

UNIT VI  PRECONSONANTAL NASALS    155

SORT 55E  More High-Frequency Words with Short- and Long-Vowel Sounds

Short vowel Long vowel

has

a

but

be

man

me

let

no

as

she

when

we

set

so

fix

he Copyright © 2019 Pearson Education Limited

156    UNIT VI  PRECONSONANTAL NASALS

Sort 56  Words That End in -NT Headers are not provided for this sort, but students should not have any trouble identifying categories.

Generalisation:  Sometimes the n can be

‘­mysterious’ or hard to hold on to when it is part of a final blend, and sometimes short vowels before n are a little different from the usual short-vowel sound. The vowel in words spelled with -int and -ent may sound the same. pan

pant  mint  hunt

plan

chant 

bun

slant    print   stunt

lent

ten

plant      blunt

rent

         bunt

tent

hint  

 runt

went

want*

sent

dent spent

Sorting and Discussion: 1. Read over the words together and talk about unfamiliar words such as runt, bunt and blunt. Ask, What do you notice about these words? Or, How could we sort these words? Students should be able to sort independently, but warn them that there is an oddball when they sort by vowel sound. After sorting, check each column and ask, How are the words alike? Talk about the -nt blend at the end of words. Ask, Do you recall what we learned about n in earlier sorts? What is the oddball and why? (Want does not have the short a sound.) 2. Pull out pan and pant and have students read them. Talk about how they are alike and ­different.

Compare the n sound in pan and pant. What do you notice about your tongue when you say the n sound in pan? In pant? Explain or review: The n is hard to hear even though it has to be there to keep pant from sounding like pat. It is not silent but is very quiet! Repeat with bun/bunt and ten/tent. 3. Ask, Do pat and pant have the same vowel sound or are they slightly different? Students may not agree, but explain that sometimes the final blend of -nt can change the vowel just a little, making it hard to hear the usual shortvowel sound. Compare words that end in -int and -ent. Ask, Do you hear the same vowel sound or different sounds in mint and tent? Many English speakers would agree that mint and tent rhyme and the short-vowel sound in both words is masked by the n. 4. Ask, What did you learn from this sort? Which words are easy to spell? Which ones are harder? Why? Help students conclude that spelling the words with final n should be easy, but spelling words ending in -nt, especially -int and -ent, can be a little tricky because the n is hard to hear and changes the short-vowel sound.

Extend:  Students should sort their own words into categories and complete other standard routines. A blind sort is important to help students pay attention to the spelling of words with -int and -ent. If students pronounce both endings the same, they will need to remember which words go where. Additional Words:  ant, grant, lint, punt, bent, dent, cent, scent

UNIT VI  PRECONSONANTAL NASALS    157

SORT 56  Words That End in -NT

pan

ten

went

want

plan

mint

pant

hunt

bun

hint

tent

bunt

spent

chant

runt

stunt

sent

slant

plant

print

blunt

lent

dent

rent Copyright © 2019 Pearson Education Limited

158    UNIT VI  PRECONSONANTAL NASALS

Sort 57  Words That End in -NK and -ND Ask students to cut apart their words to sort independently before and during group time.

Generalisation:  Sometimes the n can be ‘mysterious’ or hard to hold on to when it is part of a final blend, and sometimes short vowels before n are a little different from the usual short-vowel sound. sank

pink

bunk

hand

tank

sink

junk

land

yank

wink

chunk

sand

blank

think

skunk

grand

drank

blink

trunk

stand

prank

drink

thank

stink

Sorting and Discussion: 1. Students should be able to determine the categories and sort these words independently. They may sort by rhyme, word families or vowel but the results will be the same. After sorting, read down each column and talk about any unfamiliar words, such as prank or grand. Ask, What do you notice about these words? How are the words alike? Talk about the blends at the end of words. Ask, Do you recall what we learned about n in earlier sorts?

2. If you think students still need to compare words with and without the n, write tan/tank, pin/pink, thin/think and bun/bunk. Ask, What have you learned about n in the final blend? What have you learned about the vowel sound in words like these? Do you hear the same vowel or different sounds in pin and pink? In had and hand? 3. Ask, What did you learn from this sort? Help students conclude that spelling the words with final -nk and -nd can be a little tricky because the n is hard to hear and changes the vowel sound. Point out that these words belong to word ­families, and that can help them read and spell the words.

Extend:  Students should sort independently and complete other standard routines.

Additional Words:  rank, rink, link, hunk, sunk, clunk, and, brand

UNIT ASSESSMENT Give the unit spell check to assess mastery of these words.

UNIT VI  PRECONSONANTAL NASALS    159

SORT 57  Words That End in -NK and -ND

sank

pink

bunk

hand

tank

sink

junk

land

chunk

yank

wink

blank

think

drank

drink

skunk

sand

trunk

prank

blink

thank

stink

grand

stand Copyright © 2019 Pearson Education Limited

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Unit VII  Additional Sorts: Introduction to R-Influenced Vowels and Contractions

NOTES FOR THE TEACHER Background and Objectives When a and o come before r, as in car and for, they do not have the same short sound as in cat and hot. These vowels have a unique sound and are known as r-influenced or r-controlled. There are a good number of common words that contain these sounds, so it makes sense to introduce them after the short vowels in their simplest forms. They will be revisited during the within word pattern stage in more complexity. In these sorts, words with the sounds of ôr and är will be compared to words with short vowels (some with r-blends) as a way to draw students’ attention to the r as a letter that influences the vowel that comes before it. After w, the vowel sound changes yet again, as in word, work and worm and in warm, warn and war. Some of these words will be included in these sorts as oddballs, but they are not really irregular because they correspond to a small but fairly consistent category that will be studied in the within word pattern stage. Note that there is a difference in the way these words are pronounced in Canada, Ireland, Scotland and the United States compared to Australia, England, New Zealand, South Africa and Wales: the rhotic consonant r is not pronounced in the former, but it is in the latter. For instance, speakers of rhotic accents will pronounce the r in car, but speakers of non-rhotic accents will say cā instead. The letter r generally influences the same words in both accents, but in different ways. Contractions persist as a problem for spellers across a number of stages, and mastery will take some time. The most frequent contractions are introduced in this sort as a way to help students begin to

understand how contractions are formed. We suggest teaching them at this point because students will be seeing them in their reading and using them in their writing. The words that make up these contractions have all been used in the sorts for late letter name–alphabetic spellers in this book. The placement of the apostrophe is not easy for young spellers to understand, but reading them seems to pose little trouble.

Targeted Learners These sorts can be used with students at the end of the letter name–alphabetic stage who have mastered short vowels as well as blends and digraphs. Unit spell checks can be used to determine who might benefit from these sorts.

Teaching Tips These sorts are optional, and if your students are ready for the within word pattern sorts, you may want to skip the r-influenced sorts here. However, most students will benefit from some attention to contractions. Students might sort the r-influenced words independently using the headers and then come together to talk about the new sound, but teacherdirected sorts are described below.

UNIT SPELL CHECKS 7A AND 7B Two spell checks are included for pretesting and posttesting. Use Unit Spell Check 7A to see if students can spell words with r-influenced a and o. There is a form with pictures, or you can simply call the words aloud. There is no form for contractions, so simply call the five words aloud for students to spell.

161

162    UNIT VII  ADDITIONAL SORTS: INTRODUCTION TO R-INFLUENCED VOWELS AND CONTRACTIONS

UNIT SPELL CHECK 7A  ASSESSMENT FOR RINFLUENCED A AND O

UNIT SPELL CHECK 7B  ASSESSMENT FOR CONTRACTIONS

Name the pictures and ask students to spell the word. They should be able to spell the entire word. The last three words are transfer words and were not included in the sorts. For a posttest, simply call the words aloud for students to spell without the pictures.

Call five words aloud for students to spell. Use in sentences for clarity:

  1. corn  2. car  3. crab

Interpreting Scores on Unit Spell Check 7B Pre- and Posttests

  4. shark  5. horn  6. fork   7. yard  8. shop  9. yarn 10. thorn

11. cork

12. card

Interpreting Scores on Unit Spell Check 7A Pre- and Posttests • 11 to 12 correct—Student has sufficient mastery of simple r-controlled vowels. • 7 to 10 correct—Student would benefit from Sorts 58 and 59 but these features are reviewed in the next stage, so sorts are optional. • 6 or fewer correct—Sorts 58 and 59 are ­recommended.

  1. can’t  2. it’s  3. didn’t   4. isn’t  5. that’s

These features are not listed on the goal setting form (Figure 1) on page 8, because they are optional. • 4 to 5 correct—Student has sufficient mastery of contractions. • 3 correct—Student will benefit from Sort 60 but it is optional. • 2 or fewer correct—Student will benefit from doing Sort 60.

UNIT VII  ADDITIONAL SORTS: INTRODUCTION TO R-INFLUENCED VOWELS AND CONTRACTIONS    163

UNIT SPELL CHECK 7A  Assessment for R-Influenced A and O Name

1

2

3

4

5

6

7

8

9

10

11

12

Copyright © 2019 Pearson Education Limited

164    UNIT VII  ADDITIONAL SORTS: INTRODUCTION TO R-INFLUENCED VOWELS AND CONTRACTIONS

Sort 58  Short O and OR Generalisation:  When o is followed by the letter r, the vowel sound is no longer short but has the /or/ sound heard in for. fork

sock

Oddballs

for*   

fox   

word*

corn   

drop  

work*

fort      born    

rot    shop

your*

sort   

rock

torn

pond

short

spot

sport

trot

storm horn *High-frequency word

Sorting and Discussion: 1. Begin by asking the students to read over the words to see if there are any they do not know or understand. Ask, What do you notice about all the words? Review with the students the sound they learned in words such as sock and hop. Ask, What sound does the o represent? Do all of these words have the short o sound? (No.) We are going to be listening for a new sound in some of these words. 2. Introduce the headers sock and fork, saying the words slowly to emphasise the sounds. Say, What sound do you hear in the middle of sock? In the middle of fork? (ô.) Hold up a word such as corn. Does corn go under fork or sock? Corn and fork have the same vowel sound. Sort the rest of the

words with student help, but alert students to watch out for oddballs. Help students conclude that word and work do not go under either header because they do not have the right sounds and should be put in the oddball category. 3. After sorting all the words, read each column. Ask, How are these words alike? (They all have the CVC pattern, but one column has only or and the sound is not short o.) Explain, When o is followed by r, a new sound is created. Ask, Can you find a word that has the or sound but not the same spelling? Help students identify your as a word that has a different pattern and move that to the oddballs. 4. Ask, What did you learn from this sort? What is the new sound and what is special about it? Help students conclude that the sound of o is different when it is followed by r. Pull out trot and drop. Say, these words have an r in them. Listen: roock, drooop, trooot. Why is the sound still short? (The r comes before the vowel, not after.)

Extend:  Students should use their own set of

words to complete standard follow-up routines. They should be able to find many more words with both short o and r-influenced o in a word hunt. Words that children can read and spell using familiar short-vowel chunks include: morning, forgot, chorus, forest, hornet and corncob. You might ask children to read these two- and three-syllable words as a special challenge and introduction to looking for familiar patterns in syllables.

Additional Words:  cord, cork, form, thorn, pork, sword, snort, porch, north, horse, story (Oddballs: worm, worth, world)

UNIT VII  ADDITIONAL SORTS: INTRODUCTION TO R-INFLUENCED VOWELS AND CONTRACTIONS    165

SORT 58 Short O and OR

your

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166    UNIT VII  ADDITIONAL SORTS: INTRODUCTION TO R-INFLUENCED VOWELS AND CONTRACTIONS

Sort 59  Short A and AR Generalisation:  When a is followed by the letter r, the vowel sound is no longer short but has the sound heard in car. star

cat

Oddballs

car     

brag

war

farm    

drag

are*

part     

crab

far*     

snap

bark      

crash

art     

trap

card yard shark dark park jar arm

Sorting and Discussion: 1. Begin by asking the students to read over the words to see if there are any they do not know or understand. Ask, What do you notice about all the words? Probe until someone reports that they all have the letter a. Ask, Do all of these words have the short a sound? 2. Introduce the headers cat and star, saying the words slowly to emphasise the sounds. Say, What vowel sound do you hear in car? In star? (är.) Hold up a word such as car. Ask, Does car go under cat or star? Car and star have the same vowel sound. Sort the rest of the words with student help, but alert students

to watch out for oddballs. Help students ­conclude that war does not go under either header and should be put in the oddball ­category. Are can be sorted initially under star because it has the ā sound. 3. After sorting all the words, read each column. Ask, How are these words alike? (They all have the CVC pattern, but one column has ar and the sound is not short a.) Review how or had a special sound and explain that when a is followed by r, it also has a different sound. Ask, Can you find a word that has the ar sound but not the same spelling? Help students identify are as a word that has a different pattern with a silent e on the end and move that to the oddballs. 4. Ask, What did you learn from this sort? What is the new sound and what is special about it? Help students conclude that the sound of a is no longer short when it is followed by r. Pull words that start with r-blends, such as brag, crab and trap. Say, these words have an r in them. Listen: braaag, traaaap, craaaab. Why is the sound still short a? (The r comes before the vowel, not after.)

Extend:  Students should use their own set of

words to complete standard follow-up routines. They should be able to find many more words with both short a and r-influenced a in a word hunt. Words that children can read and spell using familiar short-vowel chunks include: cargo, carpet, harvest, market, starfish, yardstick, barnyard, charming, garden, darkness

Additional Words:  bar, cart, barn, dart, hard, harm, tart, yarn, charm, chart, scarf, scar, sharp, smart, march, large, charge, park, mark, spark, start

UNIT VII  ADDITIONAL SORTS: INTRODUCTION TO R-INFLUENCED VOWELS AND CONTRACTIONS    167

SORT 59 Short A and AR

are

arm Copyright © 2019 Pearson Education Limited

168    UNIT VII  ADDITIONAL SORTS: INTRODUCTION TO R-INFLUENCED VOWELS AND CONTRACTIONS

Sort 60  Contractions Generalisation:  Contractions are a combination of two words with an apostrophe substituted for missing letters. I

is

I’m

I am

it’s

I’ll

I will

it is

not can’t

can not

that’s that is

didn’t

did not

he’s

don’t

do not

wasn’t

was not

isn’t

is not

he is

Sorting and Discussion: 1. Write up the sentences: I am your teacher and I’m your teacher. Have the students read each sentence several times and then ask, Which sounds more natural or easy to say? Explain, I’m is a contraction. It is an easier way of saying the two words I and am. Compare the spelling of I am and I’m. What do you notice? Accept multiple answers before showing how the contraction is formed by erasing the a and substituting an apostrophe. An apostrophe is like a comma up in the air and can stand for missing sounds. 2. Show the cut-up word cards and explain, There are many other contractions that you may have seen when you read. Each one is a combination of two words. Hold up another contraction such as can’t. What two words have been shortened to make can’t? (Can and not.) Model a sentence for the students using both: I can not fly

and I can’t fly. Do they mean the same thing? How was can not shortened to can’t? What letters were left out and replaced with an ­apostrophe? 3. Continue to match each pair and ask students to provide sentences that use both. After sorting, read each pair, write the expanded form and then erase the letters that are replaced with an apostrophe. 4. Ask, What did you learn about contractions? What is the apostrophe for? Can you think of a way to sort these word pairs? The pairs might be sorted by those that contain I, is and not.

Extend:  Students should get their own words

to sort for practice. Instead of doing a blind sort with a partner, the words can be turned face down for a game of concentration or memory. Word hunts will turn up other contractions (what’s, we’re, haven’t, etc.) and students can be challenged to figure out what two words have been combined. Note that word hunts may also turn up possessive forms (Pat’s, Bill’s), so this may be a good time to briefly introduce that concept as well. Writing sentences using both the contracted and noncontracted forms will help students understand the common meaning.

UNIT ASSESSMENT Give the unit spell checks to assess mastery of these words.

UNIT VII  ADDITIONAL SORTS: INTRODUCTION TO R-INFLUENCED VOWELS AND CONTRACTIONS    169

SORT 60 Contractions

Copyright © 2019 Pearson Education Limited

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Appendix

Letter Cards for Building, Blending and Extending Sort 12: AT Family with Words and Pictures   173 Sort 13: AN and AD Families with Words and Pictures   173 Sort 14: AP and AG Families with Words and Pictures   173 Sort 15: OP, OT and OG Families with Words and Pictures   173 Sort 16: ET, EG and EN Families with Words and Pictures   173 Sort 17: UG, UT and UN Families with Words and Pictures   173 Sort 18: IP, IG and ILL Families with Words and Pictures   173 Sort 19: S, H and SH Digraph  174 Sort 20: J, H and CH Digraph  174 Sort 21: H, SH and CH Digraphs  174 Sort 22: TH and WH Digraphs  174 Sort 23: SH, CH, WH and TH Digraphs  174 Sort 24: S, T and ST Blend  174 Sort 25: SP, SK and SM Blends  174 Sort 26: SC, SN and SW Blends  174 Sort 27: P, L and PL Blend  174 Sort 28: SL, BL and PL Blends  174 Sort 29: CR, CL, FR and FL Blends  174 Sort 30: BR, BL, GR and GL Blends  174 Sort 31: PR, DR and TR Blends  174 Sort 32: WH, QU, TW and K  174 171

Sort 33: AT, OT and IT Word Families   175 Sort 34: AN, IN and UN Word Families   175 Appendix

Sort 35: AD, ED, AB and OB Word Families   175 Sort 36: AG, OG, IG, UG and EG Word Families   175 Sort 37: ILL, ELL and ALL Word Families   175 Sort 38: ACK, ICK, OCK and UCK Word Families   175 Sort 39: ISH, ASH and USH Word Families   175 Sort 40: Short A and O in Pictures and Words   176 Sort 41: Short I and U in Pictures and Words   176 Sort 42: Short E, I, O and U in Pictures and Words   176 Sort 43: Initial Short-Vowel Pictures   176 Sort 44: Short A and O in Easy CVC Words   176 Sort 45: Short I and U in Easy CVC Words   176 Sort 46: Short E, I, O and U in Easy CVC Words   176 Sort 47: Short A, I and E with Initial Digraphs   176 Sort 48: Short A and I with Initial Blends   176 Sort 49: Short E, O and U with Initial Blends   176 Sort 50: Short Vowels with Final Digraphs   176 Sort 51: Short Vowels with Final Blends -SK, -ST, -SP and -ND  176 Sort 52: Short Vowels with Final Blends -ND, -FT, -PT, -LF, -LP and -LT  176

Show Me Game   177 Blank Template for Picture Sorts   179 Blank Template for Word Sorts   180 Word Sort Corpus   181

172

Letter Cards for Building, Blending and Extending 1. Word Families with Pictures: Sorts 12–18 Appendix

Copyright © 2019 Pearson Education Limited

173

Letter Cards for Building, Blending and Extending

Appendix

2. Digraphs and Blends: Sorts 19–32

Copyright © 2019 Pearson Education Limited

174

Letter Cards for Building, Blending and Extending 3. Word Families: Sorts 33–39 Appendix

Copyright © 2019 Pearson Education Limited

175

Letter Cards for Building, Blending and Extending

Appendix

4. Short Vowels: Sorts 40–52

a b j r y ss If

e c k s z sk Ip

i d l t sh st It

o f m v ch sp

u g n w th ft

h p x ck pt

Copyright © 2019 Pearson Education Limited

176

Show Me Game Materials: Cut construction paper into rectangles about 5½ by 8½ inches. Fold up the bottom edge 1½ inches and staple. Then fold to make three pockets as shown in the figure below.

Appendix

Make a copy of the letters on the following page to cut apart. (Or cut additional paper into 1¼- by 3¼-inch strips and write the required letters near the top so that they can still be read when inserted into the pocket.) Blends and digraphs can be formed by squeezing two letters into a pocket. Start by limiting the consonants and vowels students will be asked to use because it can be difficult to manage a lot of letters. Procedure: Each student gets a pocket and assortment of letters to lay out. When a word is called, each ­student finds the appropriate letters, arranges them in the pocket to spell the word and folds the pocket shut. When ‘show me’ is announced, everyone opens his or her pocket to show the spelling. At first, students may completely empty their pocket even when the next word shares many of the same letters (i.e., cat, hat, mat), but after a while, they may catch on to the consonant rime unit. Or you may clue them by saying, ‘Change just one letter to turn cat into hat.’

177

i

o u b

c d

f

g h

Appendix

e

m n p r

l

s Copyright © 2019 Pearson Education Limited

178

Blank Template for Picture Sorts

Appendix

Copyright © 2019 Pearson Education Limited

179

Appendix

Blank Template for Word Sorts

Copyright © 2019 Pearson Education Limited

180

Word Sort Corpus Numbers refer to the sort in which the word appears. 55A, 55B, 55D, 55E

beg

16, 36

bring*

54

chest

21

add

43

bell

1, 6, 37

broom

30

chick

belt

1

brush

30, 39, 50

20, 23, 23B, 38, 47

bend

52

bug

1, 17, 36, 41

chill

37, 47

best*

46C, 51

bump

55

bib

41

bun

17, 34, 42, 56

big*

36, 45, 46A, 46B

bunk

57

bike

6, 19A

bunt

56

bill

37

bus

41, 46

bird

1, 6

but*

45, 46B, 55E

bit

33, 45

black

38, 50

blade

28, 30

alligator 43 am*

46C

ambulance

1A

an*

46C

anchor

1A

and*

46C

ant

1A, 5B, 43

apple

1A, 43

are*

59

arm

59

arrow

1A, 5B

blank

57

art

59

blanket

28, 30

as*

46B, 55B, 55E

bled

49

astronaut

43

blimp

55

blink

at*

46B, 46C, 55B

axe

1A, 43

back

38

bad bag

chimney 21, 23C chimp

55

chin

20, 23, 23A, 23B, 23C, 32A, 32B, 34, 47

chip

32A, 47, 55

butterfly 19B

chop

20, 21, 32B

by*

55A, 55D

chunk

57

cab

35, 44

clam

53

cake

3

clamp

53

call

37

clang

54

camp

55

clap

can*

3, 13, 34, 40, 46B, 55B

29, 32A, 48, 53

clasp

51

57

cane

3

climb

29

bliss

50

can’t

60

clip

29, 32B, 48

blob

35

cap

14, 40, 55

clock

29, 38, 50

block

28, 30, 38

car*

19A, 59

cloth

50

blouse

28, 30

card

59

cloud

29

35

blow

30

cash

39, 50

clown

29

6, 14, 36, 40, 53

blunt

56

cat

club

49

blush

39

cob

35

6, 37

boat

1A, 6

3, 3A, 5B, 12, 23B, 33, 44A

corn

3, 58

ban

53

bone

6

cost

51

band

19B, 52

book

1, 6

bang

53

born

58

bark

59

boss

bat

1A, 5B, 6, 12, 32A, 33

bath

ball

chain

20, 21, 23, 23C

chair

20, 21, 23, 23A, 23C

cot

15, 33, 42

cow

3

50

champ

55

crab

box*

40, 44, 44A, 55C

chant

56

23A

boy*

1, 46

chap

47

19A, 29, 32A, 32B, 35, 48, 59 29

55A, 55B, 55E

brag

48, 59

47

crack

be*

chat

48

48

20, 47

cram

brat

check

bread

30

crawl

29

bear

1A, 6

20, 21, 23, 23A

39, 59

23A

cheese

crash

beach

bricks

30

bed*

6, 32A, 35, 46A, 55D

cheetah

23C

cherry

20, 21, 23C

bride

30

bridge

30

crayon

29

crept

52

crisp

51 181

Appendix

a*

Appendix

cross

29, 49

drink

57

fling

54

glue

30

crown

29

drip

31, 48

flip

48

glum

49

crush

39

drive

31

float

29

go*

55A, 55C

cry

29

drop

49, 58

flop

49

goat

2, 2A, 5B, 10

cub

46

drug

36, 49

flower

29

gold

10

cup

32A, 46A

drum

31, 32B, 49

fluff

49

goldfish

19B

cut*

17, 41, 45, 46A, 55D

duck

7, 19B, 38

flush

39

golf

10, 52

dad

13, 44

dump

55

flute

29

gong

54

dam

55

dust

51

fly*

29, 55A, 55C

got*

damp

55

egg

2A, 5B, 43

fog

36

33, 44, 44A, 46B, 55C

football

19B

35, 48

59

2A, 5B

grab

dark

elbow

39

for*

58

57

dash

elephant 2A, 43

grand

fork

3, 8

30

3, 7

52

grapes

deer

elf

fort

58

51

56

2A, 43

grasp

dent

engine

four

3, 8

30

3, 7, 51

2A, 43

grass

desk

exit

19B

37

fourth

23A

fan

fox

30, 48

3, 7

3, 8, 40, 44, 48

grill

dice

3, 8, 13, 34, 54

grasshopper

30

detective

fall

45, 46A, 46B

54

frame

29

34

did*

fang

grin

freckle

29

48

60

59

grip

didn’t

far*

7, 18, 36, 42

59

freezer

29

dinosaur

19B

fat

12, 33

fret

49

groceries

30

dig

farm feather

3A, 8

frog

gruff

49

35, 46

2, 10

23A, 39

fed

guitar

dish

15, 29, 32B, 36, 49

3, 7

8

41, 45

dishes

feet

gum

3, 7

37

had*

dive

fell

dog*

3, 3A, 5B, 7, 15, 19B, 32A, 36, 44, 44A, 55D

fence

3, 8, 19B

35, 44, 44A, 46B

fig

36

hall

37

fill

ham

19, 21, 40, 44

from*

49

fruit

29

fry

29

fun*

34, 45, 46C

37

game

2, 10

fin

8, 19A, 34, 41

gang

54

gate

2, 10

hand*

3, 19, 19A, 20, 21, 51, 57

hang

54

has*

44, 44A, 46B, 55B, 55E

hat*

3A, 12, 20, 21, 23B, 33, 44A, 55D

he*

55A, 55B, 55C, 55D, 55E

49

heart

20

30

help *

52

doll

7

dolphin

19B

fire

8

get*

46, 46C, 55B

don’t

60

fish

ghost

2, 10

door

7

gift

52

dot

15, 33, 40, 42

3, 5B, 8, 23A, 39, 41, 50

girl

10

dots

7

glad

35, 48

drag

48, 59

glass

30

dragon

31

glasses

2, 10, 30

drank

57

glob

35

dream

31

globe

30

dress

31, 49

gloss glove

drill 182

31, 37, 48

fist

8, 51

fit

33

five

8

fix*

55E

flag

14, 29, 32A, 32B, 36, 48

flash

39

flat

48

hammer 19A

16

jam

44

lick

38

mouse

1, 1A, 5B

her*

46

jar

4, 20, 59

lid

41

much*

50, 50A

he’s

60

jeans

4

lift

52

mud

42, 46

hid

46

jet

limp

55

mug

17, 36, 42

hill

18, 37, 41

4A, 16, 20, 42 35, 44

5B, 19B

mush

39

45, 46A, 46B

job

lion

him*

must*

46C, 51

56

15, 20, 36

18, 41, 55

hint

jog

lip

4

nails

2

46, 46A, 46B

lisp

51

nap

14

hit

33

4, 5B, 17, 20, 36, 45

lips

his*

jug juice

4, 20

list

51

nest

2, 2A, 51

jump*

4, 46C, 55

lit

33

net

2, 16, 42

junk

57

lock

4, 27, 38

no*

just*

51

log

4, 15, 27

kangaroo

19B

long

54

55A, 55B, 55C, 55D, 55E

lost

51

nose

2, 5B

kept

52

lot

33, 44

not*

33, 44A, 46, 46B, 55C

kettle

10

nut

2, 17, 41, 45

octagon

4A

octopus

4A, 5B, 43

odd

4A

of*

46B

on*

44A, 46B

orange

4A, 5B, 43

ostrich

43

otter

4A, 43

ox

43

pack

38

hook

3, 20

hop

15, 23B, 44

horn

3, 20, 58

horse

3, 19

hose

3, 19, 21

hot*

15, 23B, 33, 40, 44A, 46, 55D

luck

38

lump

55

lung

54

mad

13, 35

mall

37

man*

1, 13, 32A, 34, 44A, 55E

map

1, 14, 44

mash

39

mat

12, 33

me*

55A, 55B, 55E

melt

52

pad

13, 35

men*

16, 19A, 46A, 46B, 55B

page

6

paint

6

pair

27

pan

13, 27, 34, 53, 56

house*

3, 5B, 19, 19A, 21

key

4, 10, 32

kick

4, 10, 32, 38

hug

36

kid

45

hum

45

kin

54

hung

54

king

4, 10, 32, 54

hunt

56

kiss

4, 10, 50

hush

39

kit

10, 33, 46

hut*

17, 45, 46A

kitchen

10

I*

55A, 55D

kite

if*

46B, 55C

4, 4A, 5B, 10, 19B, 32

igloo

3A, 5B, 43

kitten

4, 10, 32

ill

3A, 43

koala

19B

I’ll

60

lab

35

I’m

60

lamp

4, 27, 55

in*

43, 46B, 55C

land

51, 57

met*

55B

ink

5B, 43

lap

14, 55

milk

1

insect

3A

lass

50

mill

18, 37

pant

53, 56

internet

3A

leaf

4, 27

mint

56

park

59

invitation

3A

led

35

miss

50

part

59

left*

46C, 52

mix

46

pat

12, 33, 53

is*

46B, 55C

leg

mob

35

peach

23A

isn’t

60

4, 4A, 16, 36, 42

19A

pear

6

46B, 55C

56

money*

it*

lent

1A, 19B

peas

6

43

moon

1

peg

16, 36

it’s

60

46, 46A, 46B, 55E

monkey

itch

let*

mop

pen

16

jacket

4

1, 1A, 15, 40, 44

letter

4A, 27

Appendix

hen

penguin 19A 183

Appendix

184    UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS

pet

16, 46

quiet

32

pick

38

quilt

32

pie

2, 6, 27

rack

38

pig

2, 5B, 6, 18, 27, 36, 46A

rag

14, 36, 40, 53

pill

18, 37

rain

1

pillow

6

rainbow 1A, 5B

pin

27, 34, 42

pink

57

pirate

2, 6

pit

33

pizza

rake

1

ram

53, 55

ramp

53, 55

ran*

34, 44, 44A, 53, 54

6

rang

53, 54

plan

34, 48, 56

rap

53

plane

27, 28

rash

39

plant

2, 27, 56

rat

12, 33

plate

27, 28

red*

35, 46B

pliers

27, 28

rent

56

plot

49

rich

50

plug

27, 28, 32B, 49

ring

1, 1A, 54

plum

27, 28, 49

rip

18, 42, 45

plus

27, 28

risk

51

pond

58

road

1

pop

6, 15, 42, 46

rob

35, 44

pot

2, 2A, 6, 15, 32A, 33, 40

robot

1A

rock

38, 58

rocket

19A

rod

40, 42

pram

32A

prank

57

pray

31

present

31

pretzel

31

price

31

print

56

prize

31

pump

sat*

12, 33, 44A, 55D

saw*

9, 19, 44

scale

26

scalp

52

scarecrow

26

scarf

26

school

26

scissors

24

scooter

26

score

26

scout

26

seal

1, 1A, 9, 19

seat

9

seesaw

1A

self

52

sell

37

sent

56

set*

46A, 55D, 55E

seven

19A

shack

19, 21, 47

shadow

23C

shall

47

shampoo

23C

shark

19, 23, 59

shave

21, 23

she*

55A, 55B, 55D, 55E

shop

19, 21, 23B, 32A, 32B, 42, 58

short

58

shot

23

shower

21, 23C

shut

17, 23B, 32A, 32B

sick

9, 38

sink

1, 9, 24, 57

sip

46

sit*

33, 46C

six*

1, 9, 24, 42, 45, 55B

skate

25

skateboard

25

skeleton 25 ski

25

skin

34

skip

25, 48

skirt

25

skull

25

skunk

25, 57

slam

48

slant

56

slap

48

sled

28, 32A, 35, 49

sleep

28

sleeve

28

roof

1

rot

33, 58

rub

45

rug

1, 17, 36, 42, 53

shed

19, 21, 35, 42, 47

slept

52

slid

48

run*

17, 34, 42, 46A, 46B, 53

sheep

19, 21, 23A, 23C

slide

28

55

rung

53

shelf

23, 52

slip

48

pup

41, 55

runt

56

shell

slipper

28

puppet

19A

rush

39, 50

slob

49

put*

45

sack

9, 38

19, 23A, 23C, 32B, 37, 47

slot

49

quack

32, 38, 50

sad

49

queen

5B, 32

9, 13, 23B, 35, 40

slug small

37

sand

51, 52, 57

smash

39

sang

54

sank

57

question 32 queue

32

quick

38, 50

ship*

19, 23, 23B, 23C, 32A, 32B, 42, 47

shirt

19, 23

smell

25, 37

shoe

19, 21, 23

smile

25

UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS    185

25

stuck

38, 50

thief

22, 23

smoke

25

stump

24, 55

thin

snack

38

stunt

56

32A, 34, 47, 54

snail

5B, 26

such*

50, 50A

thing*

snake

26

sun

snap

26, 59

snow

26

1, 1A, 9, 17, 19, 24, 34, 41, 54

snowman

26

sung

54

swan

26

so*

55A, 55C, 55D, 55E

sweep

26

sweet

26

soap

1, 9, 19

swept

52

sob

35

swift

52

sock

9, 38, 44A

swim

26, 32A

socks

1, 19

swing

26, 54

song

54

swish

39

sort

58

switch

26

soup

9

tab

35

spear

25

table

2A

speech

25

tack

spent

56

tag

spider

25

spill

25, 37

spin

48

splash

50

sponge

25

spoon

25

sport

58

spot

58

stamp

24, 55

stand

57

star

24

stem

24, 32B

step

32A

stick

24

still

37

sting

24, 54

stink

57

stir

24

stool

24

stop*

24, 32B, 44A

storm

58

tweezers

32

twelve

32

54

twenty

32

think

22, 57

twig

36

thirsty

23C

twins

32

thirteen

22, 23, 23C

twist

32

this*

47, 50A

two

2

thorn

22, 23

tyre

2, 7, 24

three*

23A, 23B, 23C

udder

5A, 43

thumb

22, 23, 23A, 23C

umbrella

5A, 5B, 43

tie

2, 7, 24

umpire

5A

tiger

19A

under

5A, 43

tilt

52

up*

5A, 5B, 43, 46A, 46B

tip

45

upon*

46C

toast

7

us*

46A, 46B

toes

7

vacuum

5

38

top

valley

8

7, 14, 23B, 36, 40

15, 23B, 24, 40, 44

torn

58

van

5, 8, 13, 34

toss

50

vase

5, 5A, 8

towel

2, 7

vegetables

8

tracks

31

veil

5

tractor

31

vest

5, 8

train

5B

vet

5, 5B, 8

tram

53, 55

vine

5, 8

tramp

53, 55

violin

5, 5A, 8

tail

2, 7

tall

37

tan

34

tank

57

tap

32A

teeth

7, 23A

tell*

37, 46

ten

7, 16, 56

trap

31, 48, 53, 59

volcano

5, 8

tent

2, 2A, 7, 19A, 24, 56

trash

39

voyage

8

tree

31

wag

14, 36, 44

than*

34, 47, 50A

triangle

31

wagon

11

thank*

50A, 57

trot

49, 58

wall

4, 11

that*

33, 47

truck

31, 38, 49

want*

56

that’s

60

trunk

57

war

59

the*

55A, 55B

try*

was*

44

them*

47, 50A

55A, 55C, 55D

23A, 50

47, 50A

45

wash

then*

tub

7

wasn’t

60

ther22 mometer

tube tuck

38

wasp

51

thermos

22, 23

tug

17

thick

47

tusk

51

watch

4, 11

we*

55A, 55B, 55E

Appendix

smock

Appendix

186    UNIT I  REVIEW SORTS FOR BEGINNING CONSONANTS

web

4, 11, 23B, 42

wheelchair

23C

well

37

when*

47, 50A, 55E

went

56

which

47

wept

52

whip

west

51

wet

11, 16, 46

22, 23, 23B, 32, 32A, 32B, 47

whale

22, 23, 23A, 23C, 32

wham

47

what*

47

wheat

22, 23, 23B, 32

wheel

22, 23, 23C, 32

wheelbarrow

22, 32

win

34, 45, 53

window 4A, 5B, 11 wing

4, 11, 53

wink

57

wish*

39, 50, 50A

witch

11

with*

50, 50A

wolf

4, 11, 52

word*

58

whisker

22, 23, 32

whiskers

23C

whisper

22, 32

work*

58

whistle

22, 23, 32

worm

4, 11

why*

55A

yank

57

wig

11, 18, 36, 41, 53

yard

5, 11, 59

yarn

5, 11

will

37

yawn

5, 11

wilt

52

yell

5, 11

*High-frequency words in Fry’s top 200

yelp

52

yes*

46, 46A, 55D

yoghurt

5, 11

yolk

5, 11

your*

58

yoyo

5, 5A, 5B, 11, 55C

zebra

5, 5A, 5B, 9, 19A

zero

5, 9

zigzag

5, 9

zip

5, 5A, 9, 18, 41, 45

zoo

5, 9

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