SORTS FOR EARLY WITHIN WORD PATTERN - PDToolkit

SORTS FOR LATE WITHIN WORD PATTERN

DIRECTIONS FOR SORTS 27 - 36

The directions here offer some guidelines the sort and shows what the final sort will look like. See Words Their Way for complete instructions about how to place students, how to conduct sorts, and for follow-up activities that will assure students practice for mastery. Chapter 2 describes assessment, Chapter 3 describes organizations and core activities and Chapter 6 describes the within word pattern stage in detail. These sorts include unusual patterns such as ei, ambiguous patterns such as ea or ou, and diphthongs such as oi or ow. Complex consonants are also examined.

Pretest: To determine how much students already know about the patterns in these sorts,

you may want to administer Spell Check 16 and 17 using the Progress Monitoring/Goal Setting Forms available with other assessment resources at this website.

WWP Sort 27. Long-a with ey and ei

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

hay

eight

they

sway

sleigh

hey

pray

weigh

prey

slay

vein

stray

veil

gray

freight

way

neigh

reign

WWP Sort 28. The sounds of ea

In this sort explore the ea pattern. Sort by sound and mark headers with breves and

macrons after sorting. Read is both a homophone (with red) and a homograph since it can

be pronounced with both long or short-e.

red

bead

head

great

mess

beat

bread

break

best

meal

dead

steak

speak

dread

treat

breath

sneak

deaf

heat

read*

neat

read*

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WWP Sort 29. The Diphthongs oi/oy and ou/ow

Sort these words first by sound and then look for patterns.

toy

join

town

shout

boy

coin

brown

mouth

joy

boil

clown

sound

spoil

frown

round

noise

gown

loud

point

howl

voice

WWP Sort 30. More words with ow and ou

This sort compares the long-o sound and the diphthong - both spelled ow. Fowl/foul are homophones in the sort but talk about grown/groan and wood/would as well.

row flow know grown crow glow flown owe

cow drown prowl growl fowl

out proud pouch found foul count pound ground doubt

would should

WWP Sort 31. The sound spelled with al, aw, au and ough

All these words have the same sound (except the oddball though) but different patterns.

Students should be able to sort by pattern on their own but warn them that there is an oddball. The set of words with ough is small but students often struggle to spell them.

salt chalk small stall false

saw draw yawn hawk thaw crawl

fault caught taught sauce haul

ought thought bought fought cough

WWP Sort 32. Three-letter blends: thr, str, squ, shr

Since students have gotten used to looking at the vowel pattern alert them to the fact that in

this sort they are attending to the beginning 3 letters. On a word hunt challenge students to

find more 3-letter blends such as scr, spr and spl. Talk about the homophones threw/through

and thrown/throne.

three

string

square

shrink

threw

strict

squirt

shred

thrown

strong

squint

shrimp

throne

stripe

squawk

shriek

thrill

stream

squirm

shrug

squash

WWP Sort 33. Hard and Soft G and C

This is a complicated sort that will need some teacher direction. Students will discover that the sound of g and c is determined by the vowel that follows it. G and C are hard before a,

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o and u: and soft before e, i, and y. Sort these words first by the sound of the first letter and then by the vowels to understand how this works. Gym and gem are homophones. After sorting talk about the hard and soft G and C and how they represent the s, k and j sounds. Add these to the headers. Note that a hard g is often followed by i as in gift, girl and give.

card = k

cent = s

gave

gem = j

code

cease

gain

giant

cuff

cell

guess

gist

calf

city

guest

gym

cause

guide

germ

guilt

goose

Sort by the vowel under hard and sort. Talk about why there is a silent u in words like guess

and guide. Cover the u and the words become gess and gide and the g would become soft. So

the silent U isolates the first letter from the influence of the vowel

.

hard

soft

cart

code

cuff

cent

city

calf

goose

guess

cease

giant

gave

guest

cell

gist

gain

guide

gem

guilt

germ

WWP Sort 34. Complex consonants ge/dge

In this sort students discover that the spelling of the final sound of /j/ in these words is

softened by the letter e that follows it. At the same time, the sound of the vowel in the

middle of the word depends upon whether there is one consonant or two consonants

between it and the final vowel. Start with a sort by the final pattern of ge or dge. Read

down each column and ask students what they notice? D is a silent letter in badge but it plays

an important role by isolating the vowel from the e. Cover it up and ask students to read

what is left: bage. Remind them what they learned about the sound of g in the last sort. Why

do these words end with e when the vowel is short? Then look at the words that end in ge.

Some have a consonant before the ge while others have a vowel. Separate those into two

categories. Draw attention to the vowels. Help students see that the long vowel comes

before the simple ?ge while a short vowel comes before the consonant+ge (as in change).

Establish three headers

badge

page

change

ridge

cage

charge

judge

huge

large

fudge

stage

wedge

bridge

rage

bulge

hedge

sponge

edge

orange

smudge

range

WWP Sort 35. Complex consonants: ch/tch

In this sort students discover that the spelling of the final sound of /ch/ in these words depends upon the vowel ppreceding it. Start with a sort by the final patterns (ch/tch). Pose the question ? Why is this sound spelled two different ways? Read down each column and

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ask students what they notice? Help them see that ch always follows a long vowel or a

vowel pair, and that tch always follows a single/short vowel. There are a few oddballs (rich,

muc, which). Talk about the meaning of words such as latch, fetch and snitch. Students might

remember the golden snitch from Harry Potter's Quidditch look up it's meaning in the

dictionary. Also compare witch and which and determine if they are homophones. Students

might not agree.

catch

reach

switch

coach

rich

fetch

peach

much

ditch

beach

which

latch

roach

sketch

grouch

snitch

couch

patch

touch

match

witch

WWP Sort 36. Final sounds: ce, ve, se, ze

The final e signasl a soft sound for c as in since. Without the e that word would be sinc and we would want to use the hard sound of c. E always follows the v in English and often follows S and Z. Sort these words by the final sound (/z/ is spelled with both?se and ?ze)) and then by the spelling pattern. Underline the final patterns in the headers.

dance fence since peace piece juice glance prince

glove shove curve leave

cheese bruise please choose raise tease

freeze sneeze seize snooze breeze squeeze

WWP Sort 37. Silent Initial Letters

Challenge students to find the categories for these words. They should notice that attention is on the first part of the words which begin with a silent letter. You might explain that in the past these sounds might have been pronounced. Try it and they will see that it is difficult. Show a picture of a gnome and remind students of how the wild things "gnashed their teeth" in the book by Maurice Sendak. Challenge students to look for words that have homophones (know/no, writ/right, rap/wrap, wring/ring, knight/night). Keep an eye out for other silent initial letters as in hour and heir.

know knife knock knob knot knit knee kneel knight

write

who wreck wrist wrong wrap wring wreath

gnaw

gnome gnat gnash

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Posttest: At this point you may want to administer spell check 17 using the Progress

Monitoring/Goal Setting Forms available with other assessment resources.

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