SORTS FOR LETTER NAME-ALPHABETIC SPELLERS - EARLY

SORTS FOR LETTER NAME-ALPHABETIC SPELLERS LATE

DIRECTIONS FOR Short Vowel Sorts: 23 - 31

The directions here offer some guidelines the sort and shows what the final sort will look like. See Words Their Way: Word Study Phonics, Vocabulary and Spelling, 5e for complete instructions about how to place students, how to conduct sorts, and 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 nine sorts begin with picture sorts that focus attention on the sound of the short vowels and then moves to word sorts with simple CVC words and then words with blends, digraphs and preconsonantal nasals. Additional sorts and more complete directions can be found in the supplement Word Sorts for Letter-Name Alphabetic Spellers or you can make additional sorts using the Make Your Own online application.

Word Games: Look for The Show Me Game, The Hopping Frog Game and Slide-A-Word. You can also create your own games by selecting the words and pictures you want to use with the game boards or for card games.

Pretest: To determine how much students already know about the short vowels, you may want to administer Spell Check 7 and 8 using the Progress Monitoring/Goal Setting Forms available under the Assessment Tools tab, then select Assessment Materials.

LN-A Sort 23. Picture Sort with Short A and I

Introduce the headers and model a few pictures: We are going to listen to the middle vowel sound in these words. Here is the word cat. Listen to the sound in the middle: C-aaaa-t. We call that the short-A sound. Repeat with pig. Here is a fish. Fiiiiish. What vowel sound do you hear in the middle? Will it go with cat or pig. Fish and pig both have the short-I sound. Sort several pictures and model how to draw out and listen for the vowel sound. Then get students to help you sort the rest. After sorting, read through all the pictures to emphasize the middle sound. Ask students how the words in each column are alike (They have the same vowel sound.) Leave up the headers and scramble the rest of the words to resort, check and reflect again in the group before giving students their own set of words to sort.

LN-A Sort 24. Picture Sort with Short I, O and U

Introduce the headers and model a few pictures: We are going to listen to the middle vowel sound in these words. Here is the word pig. Listen to the sound in the middle: p-iiiii-g. We call that the short-i sound. Mark the vowel in the word with a breve. Repeat with sock and cup then model a few words. Here is a box. Booooox. What vowel sound do you hear in the middle? Will it go with pig, sock or cup. Box and sock have the short-o sound. Ask students to help you sort the rest. After sorting, read through all the pictures to emphasize the middle sound. Ask students how the words in each column are alike (They have the same vowel sound.) Leave up the headers and scramble the rest of the words to resort, check and reflect again in the group before giving students their own set of words to sort.

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LN-A Sort 25. Picture Sort with Short E, O and A

Introduce the headers and model a few pictures: We are going to listen to the middle vowel sound in these words. Here is the word bed. Listen to the sound in the middle: beeeed. We call that the short-e sound. Mark the vowel in the word with a breve. Repeat with sock and cat and then model a few words. The arrow is pointing to a dot in this picture. Dooooot. What vowel sound do you hear in the middle? Will it go withbed, sock or cat?. Dot and sock have the short-o sound. Ask students to help you sort the rest. After sorting, read through all the pictures to emphasize the middle sound. Ask students how the words in each column are alike (They have the same vowel sound.) Leave up the headers and scramble the rest of the words to resort, check and reflect again in the group before giving students their own set of words to sort.

Posttest: At this point you may want to administer spell check 7 with pictures using the Progress Monitoring/Goal Setting Forms available under the Assessment Tools tab, then select Assessment Materials.

LN-A Sort 26. Word Sort with Short A, I and O

Introduce the headers and model a few words : We are going to listen to the middle vowel sound in these words. Cat has the short-a sound, Mark the vowel with a breve. Repeat with pig and sock and then model a few words. Here is the word mat. Maaaat has the short-a sound I hear in Caaat so I will put it under short-a. Ask students to help you sort the rest. After sorting, read through all the pictures to emphasize the middle sound. Ask students how the words in each column are alike (They have the same vowel sound.) Leave up the headers and scramble the rest of the words to resort. Since seeing the word gives away the vowel, you may want to do a blind sort by reading the word without showing it and ask students to identify the vowel before you hand them to word to sort. Check by reading down each column and reflect again in the group before giving students their own set of words to sort.

a (cat) mat man clap sad rag

i (pig) him did big fix sit

o (sock) shop not fox rob jog

LN-A Sort 27. Word Sort with Short A, O and E

Introduce the headers and model a few words : We are going to listen to the middle vowel sound in

these words. Cat has the short-a sound. Mark the vowel with a breve. Repeat with sock and bed, then model a few words. Here is the word fed. Feeed has the short-e sound I hear in beeed so I will put it under short-e. Ask students to help you sort the rest. After sorting, read through all the pictures to emphasize the middle sound. Ask students how the words in each column are alike (They have the same vowel sound.) Leave up the headers and scramble the rest of the words to resort. Since seeing the word gives away the vowel, you may want to do a blind sort by reading the word without showing it and ask students to identify the vowel before you hand them to word to sort. Check by reading down each column and reflect again in the group before giving students their own set of words to sort.

a (cat)

o (sock)

e (bed)

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cap

mom

fed

van

mop

yes

has

top

sled

glad

box

then

fan

job

pet

LN-A Sort 28. Word Sort with Short I, O and U

Introduce the headers and model a few words : We are going to listen to the middle vowel sound in these words. Pig has the short-i sound. Mark the vowel with a breve. Repeat with sock and cup, then model a few words. Here is the word fun. Fuuuun has the short-u sound I hear in cuuuup so I will put it under short-u. Ask students to help you sort the rest. After sorting, read through all the pictures to emphasize the middle sound. Ask students how the words in each column are alike (They have the same vowel sound.) Leave up the headers and scramble the rest of the words to resort. Since seeing the word gives away the vowel, you may want to do a blind sort by reading the word without showing it and ask students to identify the vowel before you hand them to word to sort. Check by reading down each column and reflect again in the group before giving students their own set of words to sort.

i (pig) fit ship six crib chin

o (sock) bob pop got pot top

u (cup) fun bus pup cut mud

Posttest: At this point you may want to administer spell check 8 using the Progress Monitoring/Goal Setting Forms available under the Assessment Tools tab, then select Assessment Materials. While students have not sorted all the words on the spell check list they should be able to spell them by analyzing the sounds in each word.

LN-A Sort 29. Word Sort with Initial and Final ST Blend

Introduce the headers and model a few words : We are going to listen to ST blend in these words. Sometimes it is at the beginning of a word and sometimes it is at the end. Model sorting the pictures first. Here is a stool. Stool starts with the ST blend so I will put it here (st__) Ask students to help you sort the rest of the pictures and then the words. After sorting, read through each column to emphasize the sounds. Ask students how the words in each column are alike. Leave up the headers and scramble the rest of the words to resort. Since seeing the word gives away the vowel, you may want to read the words without showing them. Check by reading down each column and reflect again in the group before giving students their own set of words to sort.

st

___

stool

step

stem

stop

star

stem

stick

___st

ghost

last

vest

best

toast

fast

nest

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LN-A Sort 30. Word Sort with Initial and Final SH Digraph

Introduce the headers and model a few words : We are going to listen for the /sh/ sound in these words. That sound is spelled with two letters, S and H. (Generally we do not teach the term digraph). Sometimes it is at the beginning of a word and sometimes it is at the end. Model sorting the pictures first. Here is a shack. Shack starts with SHs I will put it here (sh__) Ask students to help you sort the rest of the pictures and then the words. After sorting, read through each column to emphasize the sounds. Ask students how the words in each column are alike. Leave up the headers and scramble the rest of the words to resort. Since seeing the word gives away the vowel, you may want to read the words without showing them. Check by reading down each column and reflect again in the group before giving students their own set of words to sort.

sh ___ shack shop ship

shop shut shack ship shed

___sh

brush fish

dish wish cash rush brush

LN-A Sort 31. Word Sort with Preconsonantal Nasals ?ing, -amp, -ink

Introduce the headers and model a few words: We are going to listen for the ending sounds in these words. Sort the pictures first to focus on the sound. This picture shows that this boy can think. Think ends with INK so I will put it here (_ink). Model several more and then ask students to help you sort the rest of the pictures and then the words. After sorting, read through each column to emphasize the sounds. Ask students how the words in each column are alike. Talk about any words that might be unfamiliar like rink or ramp. Leave up the headers and scramble the rest of the words to resort. Since seeing the word gives away the vowel, you may want to read the words without showing them. Check by reading down each column and reflect again in the group before giving students their own set of words to sort.

-ing

ring

thing

sting

swing

wing

bring

king

sing

stamp lamp camp damp

-amp ramp lamp

think sink rink

-ink pink drink think

Posttest: At this point you administer spell checks 9 and 10 using the Progress Monitoring/Goal Setting Forms available under the Assessment Tools tab, then select Assessment Materials. While students have not sorted all the words or features on the spell check list they may be able to spell them by analyzing the sounds in each word. Create additional sorts as needed using the Create Your Own feature. The appendix of words their way has word lists you can consult for additional ideas.

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