02.letter name--alphabetic stage sorts...

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Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling, Second Edition Copyright © 2012 by Pearson, Inc. INSTRUCTIONS FOR LETTER NAME—ALPHABETIC STAGE SORTS These directions offer some basic guidelines for each sort and show what the final sort will look like. For additional background information and instruction, see Chapter 5 in Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling, Second Edition. Similar sorts, as well as additional sorts for this stage, can be found in the supplemental book: Words Their Way: Letter Name–Alphabetic Sorts for Spanish-Speaking English Learners, which offers more details about implementing the sorts. Ages: 4–9 or older students with limited formal schooling Grades: K to early 3 rd and newcomers at later grades Corresponding stage of reading and writing: Beginning Covered in WTW EL 2e: Chapter 5 Do your students spell this way? M MP MAP MIP MOP: mop JB TP TAP CHAP TRAT: trap S SD CHED SHED SHAD: shade Instruction Explicitly share the sounds and meaning of language Build vocabulary as part of every literacy lesson Compare and contrast initial and final consonant sounds at first through pictures Provide explicit instruction for sounds that are difficult in English Later, compare and contrast short vowel word families Focus on the sound and spelling of one short vowel Examine consonant- vowel-consonant (CVC) patterns Sort 10: Occupation and Tool Concept Picture Sort This sort features a collection of vocabulary words associated with occupations and the tools they use. Students sort objects associated with being a librarian, construction worker, or doctor. Review the pictures with the students prior to the actual sort. Students may also review the picture cards with partners before they begin. Choose three or four highly useful unknown pictures to introduce as new vocabulary. Think of things that are likely to be used in classroom conversations or texts when deciding on which words are most important to study. Practice saying the words, acting them out, or using them in student-friendly sentences. Introduce the key or guide pictures: librarian, construction worker, and doctor. Identify pictures associated with each, such as books, brick, or hospital, and talk about how they fit. “Librarians have many books in the library. Construction workers build with bricks.

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Page 1: 02.Letter Name--Alphabetic Stage Sorts Instructionspdtoolkit.wtw2e.pearsoncmg.com/sites/default/files... · Similar sorts, as well as additional sorts for this stage, can be found

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

INSTRUCTIONS FOR LETTER NAME—ALPHABETIC STAGE SORTS

These directions offer some basic guidelines for each sort and show what the final sort will look like. For additional background information and instruction, see Chapter 5 in Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling, Second Edition. Similar sorts, as well as additional sorts for this stage, can be found in the supplemental book: Words Their Way: Letter Name–Alphabetic Sorts for Spanish-Speaking English Learners, which offers more details about implementing the sorts. Ages: 4–9 or older students with limited formal schooling Grades: K to early 3rd and newcomers at later grades Corresponding stage of reading and writing: Beginning Covered in WTW EL 2e: Chapter 5

Do your students spell this way? M MP MAP MIP MOP:

mop JB TP TAP CHAP TRAT:

trap S SD CHED SHED SHAD:

shade

Instruction • Explicitly share the

sounds and meaning of language

• Build vocabulary as part of every literacy lesson

• Compare and contrast initial and final consonant sounds at first through pictures

• Provide explicit instruction for sounds that are difficult in English

• Later, compare and contrast short vowel word families

• Focus on the sound and spelling of one short vowel

• Examine consonant-vowel-consonant (CVC) patterns

Sort 10: Occupation and Tool Concept Picture Sort This sort features a collection of vocabulary words associated with occupations and the tools they use. Students sort objects associated with being a librarian, construction worker, or doctor. Review the pictures with the students prior to the actual sort. Students may also review the picture cards with partners before they begin. Choose three or four highly useful unknown pictures to introduce as new vocabulary. Think of things that are likely to be used in classroom conversations or texts when deciding on which words are most important to study. Practice saying the words, acting them out, or using them in student-friendly sentences. Introduce the key or guide pictures: librarian, construction worker, and doctor. Identify pictures associated with each, such as books, brick, or hospital, and talk about how they fit. “Librarians have many books in the library. Construction workers build with bricks.

Page 2: 02.Letter Name--Alphabetic Stage Sorts Instructionspdtoolkit.wtw2e.pearsoncmg.com/sites/default/files... · Similar sorts, as well as additional sorts for this stage, can be found

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

Doctors help people in a hospital.” Use a few examples from each category to demonstrate the sort, explaining why you sorted the way you did through a think-aloud. Students repeat the sort under your supervision. Have students check their sorts by naming the occupation and the pictures in the column underneath. As a reflection, ask students to explain why they sorted the way they did. Have them make up their own sentences to indicate the connections between the items and occupations; for example, a librarian checks out books. Consider having students draw a picture that shows how an object is related to the occupation. After drawing, students can label the occupation and tools and write a sentence or caption to go with the picture.

(Librarian) (Construction Worker) (Doctor) (book) (bookshelves) (computer) (library card) (books on tape) (bookmobile) (scanning wand)

(wooden beam) (brick) (crane) (hammer) (nail) (goggles) (hard hat)

(doctor’s mask) (medicine) (thermometer) (hospital) (stethoscope) (cast) (patient)

Sort 11: Matter and Weight Concept Picture Sort: Light, Medium, Heavy This sort features a collection of vocabulary associated with matter and weight. The pictures can be sorted by weight using the “Goldilocks rule”: light, medium/just right, and heavy. Introduce the guide words and ask students to name the objects that are light, medium/just right, or heavy. Have students work with partners to sort and check.

Light (feather) Medium (milk) Heavy (motorcycle) (paperclip) (pin) (rubber band) (stamp) (ring)

(vase) (video camera) (skateboard) (hammer) (paint set)

(refrigerator) (desk) (cow) (taxi) (barn)

Sort 12: Electricity Concept Picture Sort: Uses or Does Not Use Electricity This sort features a collection of vocabulary words associated with tools that require or do not require electricity. Discuss the tools and whether or not they require electricity; for example, “A vacuum needs electricity to run because I have to plug it in before I use it.”

Page 3: 02.Letter Name--Alphabetic Stage Sorts Instructionspdtoolkit.wtw2e.pearsoncmg.com/sites/default/files... · Similar sorts, as well as additional sorts for this stage, can be found

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

Uses Electricity (plug) Does Not Use Electricity (no plug)

(digital alarm clock) (lamp) (microwave) (video recorder/player) (refrigerator) (vacuum) (television) (washer)

(ruler) (vase) (paperclip) (bee) (belt) (skateboard) (hammer) (ball) (book)

BEGINNING CONSONANT PICTURE SORTS, ACTIVITY 5.18 The beginning consonant picture sorts in this section help students identify and discriminate among more obvious beginning sound contrasts. Students work through a sequence of sorts divided into five groups: (1) /s/, /m/, /b/, /l/; (2) /t/, /p/, /c/, /n/; (3) /d/, /f/, /r/, /g/; (4) /h/, /k/, /j/, /w/; and (5) /v/, /y/, /z/. The series can be taught at an introductory, moderate, or fast pace, depending on the developmental needs of the group. Beginning consonant picture sorts are Sorts 13–32 on the website. Sort 13: /s/ /m/ Beginning Consonant Picture Sorts This sort contrasts /s/ and /m/. Before doing the teacher-guided sort, hold up each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture and sharing your thinking in the following way: “Here is a picture of a sink. Does sink sound like sun at the beginning or like monkey? Right! I’ll put sink under the header with S and the sun on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Have each student (or pair of students) sort the pictures. Now have the students repeat the sort under your supervision. After sorting, remind students to check their sorts by naming the words in each column to be sure the beginning sounds are the same. Ask students to reflect on how the words in each column are alike. Have them share their comments with others in the group or ask each other questions about the words. These are excellent ways for students to use English vocabulary in real conversations.

Ss (sun) Mm (monkey) (seal) (socks) (soap) (sink) (saw) (sailboat) (scissors) (sad)

(man) (moon) (mat) (milk) (mask) (mop) (mail) (motorcycle)

Page 4: 02.Letter Name--Alphabetic Stage Sorts Instructionspdtoolkit.wtw2e.pearsoncmg.com/sites/default/files... · Similar sorts, as well as additional sorts for this stage, can be found

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

Sort 14: /b/ /l/ Beginning Consonant Picture Sorts This sort contrasts /b/ and /l/. Before doing the teacher-guided sort, hold up each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture and sharing your thinking in the following way: “Here is a picture of a bell. Does bell sound like ball at the beginning or like lamp? Right! I’ll put bell under the header with B and the ball on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Have each student (or pair of students) sort the pictures. Now have the students repeat the sort under your supervision. After sorting, remind students to check their sorts by naming the words in each column to be sure the beginning sounds are the same. Ask students to reflect on how the words in each column are alike. Have them share their comments with others in the group or ask each other questions about the words. These are excellent ways for students to use English vocabulary in real conversations.

Bb (ball) Ll (lamp) (bell) (bus) (bike) (bed) (bird) (belt) (book) (bat)

(lip) (leaf) (leg) (log) (lock) (letter) (lid) (legs)

Sort 15: /s/ /m/ /b/ Beginning Consonant Picture Sorts This sort contrasts /s/, /m/, and /b/. Before doing the teacher-guided sort, hold up each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture and sharing your thinking in the following way: “Here is a picture of a seal. Does seal sound like sun at the beginning or like monkey or like ball? Right! I’ll put seal under the header with S and the sun on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Have each student (or pair of students) sort the pictures. Now have the students repeat the sort under your supervision. After sorting, remind students to check their sorts by naming the words in each column to be sure the beginning sounds are the same. Ask students to reflect on how the words in each column are alike. Have them share their comments with others in the group or ask each other questions about the words. These are excellent ways for students to use English vocabulary in real conversations.

Page 5: 02.Letter Name--Alphabetic Stage Sorts Instructionspdtoolkit.wtw2e.pearsoncmg.com/sites/default/files... · Similar sorts, as well as additional sorts for this stage, can be found

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

Ss (sun) Mm (monkey) Bb (ball) (seal) (socks) (soap) (sink) (six)

(man) (moon) (mat) (milk) (mask)

(bell) (bus) (bed) (bird) (book)

Sort 16: /s/ /m/ /b/ /l/ Beginning Consonant Picture Sorts This sort contrasts /s/, /m/, /b/, and /l/. Before doing the teacher-guided sort, hold up each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture and sharing your thinking in the following way: “Here is a picture of a sailboat. Does sailboat sound like sun at the beginning or like monkey or like ball or like lamp? Right! I’ll put sailboat under the header with S and the sun on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Have each student (or pair of students) sort the pictures. Now have the students repeat the sort under your supervision. After sorting, remind students to check their sorts by naming the words in each column to be sure the beginning sounds are the same. Ask students to reflect on how the words in each column are alike. Have them share their comments with others in the group or ask each other questions about the words. These are excellent ways for students to use English vocabulary in real conversations.

Ss (sun) Mm (monkey)

Bb (ball) Ll (lamp)

(sailboat) (six) (sink) (soap)

(map) (mail) (mud)

(baby) (belt) (boat) (box)

(lip) (leaf) (leg)

Sort 17: /t/ /p/ Beginning Consonant Picture Sorts This sort contrasts /t/ and /p/. Before doing the teacher-guided sort, hold up each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture and sharing your thinking in the following way: “Here is a picture of a top. Does top sound like tent at the beginning or like pig? Right! I’ll put top under the header with T and the tent on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Have each student (or pair of students) sort the pictures. Now have the students repeat the sort under your supervision. After sorting, remind students to check their sorts by naming the words in each column to be sure the beginning sounds are the same. Ask students to reflect on how the words in each column are alike. Have them share their comments with others in the group or ask each other questions about the words. These are excellent ways for students to use English vocabulary in real conversations.

Page 6: 02.Letter Name--Alphabetic Stage Sorts Instructionspdtoolkit.wtw2e.pearsoncmg.com/sites/default/files... · Similar sorts, as well as additional sorts for this stage, can be found

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

Tt (tent) Pp (pig) (top) (tie) (two) (tire) (toes) (towel) (turtle) (ten)

(paint) (pie) (pen) (pot) (pipe) (pear) (pin) (pail)

Sort 18: /c/ /n/ Beginning Consonant Picture Sorts This sort contrasts /c/ and /t/. Before doing the teacher-guided sort, hold up each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture and sharing your thinking in the following way: “Here is a picture of a cup. Does cup sound like cat at the beginning or like net? Right! I’ll put cup under the header with C and the cat on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Have each student (or pair of students) sort the pictures. Now have the students repeat the sort under your supervision. After sorting, remind students to check their sorts by naming the words in each column to be sure the beginning sounds are the same. Ask students to reflect on how the words in each column are alike. Have them share their comments with others in the group or ask each other questions about the words. These are excellent ways for students to use English vocabulary in real conversations.

Cc (cat) Nn (net) (cup) (cow) (cake) (coat) (car) (candle) (corn) (can)

(nest) (nut) (nine) (nail) (nose) (needle) (news) (nap)

Sort 19: /t/ /p/ /c/ Beginning Consonant Picture Sorts This sort contrasts /t/, /p/, and /c/. Before doing the teacher-guided sort, hold up each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture and sharing your thinking in the following way: “Here is a picture of tea. Does tea sound like tent at the beginning or like pig or like cat? Right! I’ll put tea under the header with T and the tent on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Have each student (or pair of students) sort the pictures. Now have the students repeat the sort under your supervision. After sorting, remind students to check their sorts by naming the words in each

Page 7: 02.Letter Name--Alphabetic Stage Sorts Instructionspdtoolkit.wtw2e.pearsoncmg.com/sites/default/files... · Similar sorts, as well as additional sorts for this stage, can be found

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

column to be sure the beginning sounds are the same. Ask students to reflect on how the words in each column are alike. Have them share their comments with others in the group or ask each other questions about the words. These are excellent ways for students to use English vocabulary in real conversations.

Tt (tent) Pp (pig) Cc (cat) (tea) (toes) (tube) (ten) (tub)

(paint) (pie) (pen) (pear) (pan)

(carrot) (cape) (cup) (can) (comb)

Sort 20: /t/ /p/ /c/ /n/ Beginning Consonant Picture Sorts This sort contrasts /t/, /p/, /c/, and /n/. Before doing the teacher-guided sort, hold up each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture and sharing your thinking in the following way: “Here is a picture of a turtle. Does turtle sound like tent at the beginning or like pig or like cat or like net? Right! I’ll put turtle under the header with T and the tent on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Have each student (or pair of students) sort the pictures. Now have the students repeat the sort under your supervision. After sorting, remind students to check their sorts by naming the words in each column to be sure the beginning sounds are the same. Ask students to reflect on how the words in each column are alike. Have them share their comments with others in the group or ask each other questions about the words. These are excellent ways for students to use English vocabulary in real conversations.

Tt (tent) Pp (pig) Cc (cat) Nn (net) (turtle) (two) (towel) (toes)

(pencil) (pear) (pin)

(cake) (candle) (car)

(nest) (nail) (nine) (nose)

Sort 21: /d/ /f/ Beginning Consonant Picture Sorts This sort contrasts /d/ and /f/. Before doing the teacher-guided sort, hold up each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture and sharing your thinking in the following way: “Here is a picture of dice. Does dice sound like dog at the beginning or like fish? Right! I’ll put dice under the header with D and the dog on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Have each student (or pair of students) sort the pictures. Now have the students repeat the sort under your supervision. After sorting, remind students to check their sorts by naming the words in each column to be sure the beginning sounds are the same. Ask students to reflect on how the words in each column are alike. Have them share their comments with others in the group or ask each

Page 8: 02.Letter Name--Alphabetic Stage Sorts Instructionspdtoolkit.wtw2e.pearsoncmg.com/sites/default/files... · Similar sorts, as well as additional sorts for this stage, can be found

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

other questions about the words. These are excellent ways for students to use English vocabulary in real conversations.

Dd (dog) Ff (fish) (dice) (deer) (doll) (duck) (door) (desk) (dive) (dishes)

(fist) (five) (fence) (feather) (fan) (foot) (fox) (fire)

Sort 22: /r/ /g/ Beginning Consonant Picture Sorts This sort contrasts /r/ and /g/. Before doing the teacher-guided sort, hold up each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture and sharing your thinking in the following way: “Here is a picture of a roof. Does roof sound like ring at the beginning or like game? Right! I’ll put roof under the header with R and the ring on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Have each student (or pair of students) sort the pictures. Now have the students repeat the sort under your supervision. After sorting, remind students to check their sorts by naming the words in each column to be sure the beginning sounds are the same. Ask students to reflect on how the words in each column are alike. Have them share their comments with others in the group or ask each other questions about the words. These are excellent ways for students to use English vocabulary in real conversations.

Rr (ring) Gg (game) (roof) (rake) (rug) (rope) (rain) (road) (rabbit) (rock) (rat)

(girl) (goat) (gas) (gum) (gate) (goose) (gardener)

Sort 23: /d/ /f/ /r/ Beginning Consonant Picture Sorts This sort contrasts /d/, /f/, and /r/. Before doing the teacher-guided sort, hold up each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture and sharing your thinking in the following way: “Here is a picture of a desk. Does desk sound like dog at the beginning or like fish or like ring? Right! I’ll put desk under the header with D and the dog on it. Now, you help me sort the

Page 9: 02.Letter Name--Alphabetic Stage Sorts Instructionspdtoolkit.wtw2e.pearsoncmg.com/sites/default/files... · Similar sorts, as well as additional sorts for this stage, can be found

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

rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Have each student (or pair of students) sort the pictures. Now have the students repeat the sort under your supervision. After sorting, remind students to check their sorts by naming the words in each column to be sure the beginning sounds are the same. Ask students to reflect on how the words in each column are alike. Have them share their comments with others in the group or ask each other questions about the words. These are excellent ways for students to use English vocabulary in real conversations.

Dd (dog) Ff (fish) Rr (ring) (desk) (dive) (dishes) (doll) (date)

(foot) (fox) (fire) (four) (fin)

(road) (rabbit) (rain) (rose) (rat)

Sort 24: /d/ /f/ /r/ /g/ Beginning Consonant Picture Sorts This sort contrasts /d/, /f/, /r/, and /g/. Before doing the teacher-guided sort, hold up each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture and sharing your thinking in the following way: “Here is a picture of a desk. Does desk sound like dog at the beginning or like fish or like ring or like game? Right! I’ll put desk under the header with D and the dog on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Have each student (or pair of students) sort the pictures. Now have the students repeat the sort under your supervision. After sorting, remind students to check their sorts by naming the words in each column to be sure the beginning sounds are the same. Ask students to reflect on how the words in each column are alike. Have them share their comments with others in the group or ask each other questions about the words. These are excellent ways for students to use English vocabulary in real conversations.

Dd (dog) Ff (fish) Rr (ring) Gg (game)

(desk) (dive) (duck) (door)

(fire) (fox) (foot)

(road) (rabbit) (rope) (rain)

(gum) (gate) (goat)

Sort 25: /h/ /k/ Beginning Consonant Picture Sorts This sort contrasts /h/ and /k/. Before doing the teacher-guided sort, hold up each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture and sharing your thinking in the following way: “Here is a picture of a horse. Does horse sound like hand at the beginning or like key? Right! I’ll put horse under the header with H and the hand on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate,

Page 10: 02.Letter Name--Alphabetic Stage Sorts Instructionspdtoolkit.wtw2e.pearsoncmg.com/sites/default/files... · Similar sorts, as well as additional sorts for this stage, can be found

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

identify, and then categorize the beginning sound in each word. Have each student (or pair of students) sort the pictures. Now have the students repeat the sort under your supervision. After sorting, remind students to check their sorts by naming the words in each column to be sure the beginning sounds are the same. Ask students to reflect on how the words in each column are alike. Have them share their comments with others in the group or ask each other questions about the words. These are excellent ways for students to use English vocabulary in real conversations.

Hh (hand) Kk (key) (horse) (house) (hose) (hook) (horn) (hat) (ham) (heart) (hive)

(king) (kitchen) (kite) (kick) (kitten) (kangaroo) (ketchup)

Sort 26: /j/ /w/ Beginning Consonant Picture Sorts This sort contrasts /j/ and /w/. Before doing the teacher-guided sort, hold up each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture and sharing your thinking in the following way: “Here is a picture of a jet. Does jet sound like jacket at the beginning or like watch? Right! I’ll put jet under the header with J and the jacket on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Have each student (or pair of students) sort the pictures. Now have the students repeat the sort under your supervision. After sorting, remind students to check their sorts by naming the words in each column to be sure the beginning sounds are the same. Ask students to reflect on how the words in each column are alike. Have them share their comments with others in the group or ask each other questions about the words. These are excellent ways for students to use English vocabulary in real conversations.

Jj (jacket) Ww (watch) (jet) (jar) (jog) (jeep) (jacks) (jump)

(web) (worm) (wheel) (wig) (window) (well) (witch)

Sort 27: /h/ /k/ /j/ Beginning Consonant Picture Sorts This sort contrasts /h/, /k/, and /j/. Before doing the teacher-guided sort, hold up each picture card and ask students to give its name. Consider teaching the names of up to five

Page 11: 02.Letter Name--Alphabetic Stage Sorts Instructionspdtoolkit.wtw2e.pearsoncmg.com/sites/default/files... · Similar sorts, as well as additional sorts for this stage, can be found

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

unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture and sharing your thinking in the following way: “Here is a picture of a hose. Does hose sound like hand at the beginning or like key or like juice? Right! I’ll put hose under the header with H and the hand on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Have each student (or pair of students) sort the pictures. Now have the students repeat the sort under your supervision. After sorting, remind students to check their sorts by naming the words in each column to be sure the beginning sounds are the same. Ask students to reflect on how the words in each column are alike. Have them share their comments with others in the group or ask each other questions about the words. These are excellent ways for students to use English vocabulary in real conversations.

Hh (hand) Kk (key) Jj (juice) (hose) (hook) (heart) (hat)

(kite) (kick) (kitten) (kangaroo) (ketchup) (king)

(jog) (jeep) (jet) (jacket) (jump)

Sort 28: /h/ /k/ /j/ /w/ Beginning Consonant Picture Sorts This sort contrasts /h/, /k/, /j/, and /w/. Before doing the teacher-guided sort, hold up each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture and sharing your thinking in the following way: “Here is a picture of a horn. Does horn sound like hand at the beginning or like key or like jacket or like watch? Right! I’ll put horn under the header with H and the hand on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Have each student (or pair of students) sort the pictures. Now have the students repeat the sort under your supervision. After sorting, remind students to check their sorts by naming the words in each column to be sure the beginning sounds are the same. Ask students to reflect on how the words in each column are alike. Have them share their comments with others in the group or ask each other questions about the words. These are excellent ways for students to use English vocabulary in real conversations.

Hh (hand)

Kk (key) Jj (jacket) Ww (watch)

(horn) (house) (horse)

(kitten) (kick) (king) (kitchen)

(jacks) (jar) (jet)

(worm) (window) (web) (wig)

Sort 29: /v/ /y/ Beginning Consonant Picture Sorts This sort contrasts /v/ and /y/. Before doing the teacher-guided sort, hold up each picture card and ask students to give its name. Consider teaching the names of up to five unknown

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items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture and sharing your thinking in the following way: “Here is a picture of a vine. Does vine sound like van at the beginning or like yarn? Right! I’ll put vine under the header with V and the van on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Have each student (or pair of students) sort the pictures. Now have the students repeat the sort under your supervision. After sorting, remind students to check their sorts by naming the words in each column to be sure the beginning sounds are the same. Ask students to reflect on how the words in each column are alike. Have them share their comments with others in the group or ask each other questions about the words. These are excellent ways for students to use English vocabulary in real conversations.

Vv (van) Yy (yarn) (vine) (vacuum) (vest) (vase) (volcano) (violin) (veterinarian)

(yo-yo) (yolk) (yawn) (yogurt) (yard) (yell)

Sort 30: /z/ /q/ Beginning Consonant Picture Sorts This sort contrasts /z/ and /q/. Before doing the teacher-guided sort, hold up each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture and sharing your thinking in the following way: “Here is a picture of a zebra. Does zebra sound like zip at the beginning or like quilt? Right! I’ll put zebra under the header with Z and the zip on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Have each student (or pair of students) sort the pictures. Now have the students repeat the sort under your supervision. After sorting, remind students to check their sorts by naming the words in each column to be sure the beginning sounds are the same. Ask students to reflect on how the words in each column are alike. Have them share their comments with others in the group or ask each other questions about the words. These are excellent ways for students to use English vocabulary in real conversations.

Zz (zip) Qq (quilt) (zebra) (zero) (zoo) (zigzag)

(quack) (question mark) (quarter) (quiet)

Sort 31: /v/ /y/ /z/ Beginning Consonant Picture Sorts This sort contrasts /v/, /y/, and /z/. Before doing the teacher-guided sort, hold up each picture card and ask students to give its name. Consider teaching the names of up to five

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unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture and sharing your thinking in the following way: “Here is a picture of a vine. Does vine sound like van at the beginning or like yarn or like zip? Right! I’ll put vine under the header with V and the van on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Have each student (or pair of students) sort the pictures. Now have the students repeat the sort under your supervision. After sorting, remind students to check their sorts by naming the words in each column to be sure the beginning sounds are the same. Ask students to reflect on how the words in each column are alike. Have them share their comments with others in the group or ask each other questions about the words. These are excellent ways for students to use English vocabulary in real conversations.

Vv (van) Yy (yarn) Zz (zip) (vine) (vacuum) (vest) (vase)

(yo-yo) (yolk) (yawn) (yogurt)

(zebra) (zero) (zoo) (zigzag)

Sort 32: /v/ /y/ /z/ /q/ Beginning Consonant Picture Sorts This sort contrasts /v/, /y/, /z/, and /q/. Before doing the teacher-guided sort, hold up each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture and sharing your thinking in the following way: “Here is a picture of a veterinarian. Does veterinarian sound like van at the beginning or like yarn or like zip or like quilt? Right! I’ll put veterinarian under the header with V and the van on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Have each student (or pair of students) sort the pictures. Now have the students repeat the sort under your supervision. After sorting, remind students to check their sorts by naming the words in each column to be sure the beginning sounds are the same. Ask students to reflect on how the words in each column are alike. Have them share their comments with others in the group or ask each other questions about the words. These are excellent ways for students to use English vocabulary in real conversations.

Vv (van) Yy (yarn) Zz (zip) Qq (quilt)(veterinarian) (volcano) (vase)

(yawn) (yell) (yogurt) (yard)

(zipper) (zebra) (zero) (zoo)

(question mark) (quarter) (queen)

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FOCUSED PICTURE SORTS TO CONTRAST BEGINNING CONSONANTS, ACTIVITY 5.20

These picture sorts focus on contrasts that most English learners benefit from comparing after the previous sorts. For example, the /b/ and /p/ sort comes after the /p/ /t/ (pig/tent) sort. They are presented on the website in Sorts 33–49. Sort 33: /b/ /p/ Focused Picture Sorts to Contrast Beginning Consonants This sort contrasts /b/ and /p/. Before doing the teacher-guided sort, point out each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture, and sharing your thinking in the following way: “Here is a picture of a bell. Does bell sound like ball at the beginning or like pig? Right! I’ll put bell under the card with Bb and the ball on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Observe how easy or difficult your students find these similar-sounding words. Move quickly or slow down depending on the needs of your students. The students can then sort their own pictures with a partner. After checking their sorting, students tell each other why they sorted the way they did, as they reflect on the sort.

Bb (ball) Pp (pig) (bell) (bus) (bee) (bed) (bird) (bug) (book) (bat)

(paint) (pie) (pen) (pot) (pipe) (pear) (pin) (pail)

Sort 34: /t/ /d/ Focused Picture Sorts to Contrast Beginning Consonants This sort contrasts /t/ and /d/. Before doing the teacher-guided sort, point out each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture, and sharing your thinking in the following way: “Here is a picture of a top. Does top sound like tent at the beginning or like dog? Right! I’ll put top under the card with Tt and the tent on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Observe how easy or difficult your students find these similar-sounding words. Move quickly or slow down depending on the needs of your students. The students can then sort their own pictures with a partner. After checking their sorting, students tell each other why they sorted the way they did, as they reflect on the sort.

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Tt (tent) Dd (dog) (top) (tie) (two) (tire) (tub) (towel) (turtle) (toilet)

(dice) (deer) (doll) (duck) (door) (desk) (dive) (dishes)

Sort 35: /m/ /n/ Focused Picture Sorts to Contrast Beginning Consonants This sort contrasts /m/ and /n/. Before doing the teacher-guided sort, point out each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture, and sharing your thinking in the following way: “Here is a picture of a man. Does man sound like monkey at the beginning or like net? Right! I’ll put man under the card with Mm and the monkey on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Observe how easy or difficult your students find these similar-sounding words. Move quickly or slow down depending on the needs of your students. The students can then sort their own pictures with a partner. After checking their sorting, students tell each other why they sorted the way they did, as they reflect on the sort.

Mm (monkey) Nn (net) (man) (moon) (mitten) (mat) (milk) (mask) (map) (mad) (motorcycle)

(nest) (nut) (nine) (nail) (nose) (needle) (news)

Sort 36: /c/ /g/ Focused Picture Sorts to Contrast Beginning Consonants This sort contrasts /c/ and /g/. Before doing the teacher-guided sort, point out each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture, and sharing your thinking in the following way: “Here is a picture of a cup. Does cup sound like cat at the beginning or like game? Right! I’ll put cup under the card with Cc and the cat on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Observe how easy or difficult your students find these similar-sounding words. Move quickly or slow down depending on the needs of your students. The students can then sort their own pictures with a partner. After

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checking their sorting, students tell each other why they sorted the way they did, as they reflect on the sort.

Cc (cat) Gg (game) (cup) (cow) (cake) (coat) (car) (candle) (corn) (can) (camera) (card)

(girl) (goat) (gas) (gum) (gate) (goose)

Sort 37: /p/ /f/ Focused Picture Sorts to Contrast Beginning Consonants This sort contrasts /p/ and /f/. Before doing the teacher-guided sort, point out each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture, and sharing your thinking in the following way: “Here is a picture of paint. Does paint sound like pig at the beginning or like fish? Right! I’ll put paint under the card with Pp and the pig on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Observe how easy or difficult your students find these similar-sounding words. Move quickly or slow down depending on the needs of your students. The students can then sort their own pictures with a partner. After checking their sorting, students tell each other why they sorted the way they did, as they reflect on the sort.

Pp (pig) Ff (fish) (paint) (pie) (pen) (pot) (pipe) (pear) (pin) (pan)

(fist) (five) (fence) (four) (fan) (foot) (fox) (fire)

Sort 38: /p/ /v/ /f/ Focused Picture Sorts to Contrast Beginning Consonants This sort contrasts /p/, /v/, and /f/. Before doing the teacher-guided sort, point out each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture, and sharing your thinking in the following way: “Here is a picture of paint. Does paint sound like pig at the beginning or like van or like fish? Right! I’ll put paint under the card with Pp and the pig on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model

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how to isolate, identify, and then categorize the beginning sound in each word. Observe how easy or difficult your students find these similar-sounding words. Move quickly or slow down depending on the needs of your students. The students can then sort their own pictures with a partner. After checking their sorting, students tell each other why they sorted the way they did, as they reflect on the sort.

Pp (pig) Vv (van) Ff (fish) (paint) (pie) (pen) (pot) (pipe) (pear) (pan)

(vine) (vacuum) (vest) (vase) (violin)

(fist) (five) (fence) (fin) (fan) (fox)

Sort 39: /b/ /d/ Focused Picture Sorts to Contrast Beginning Consonants This sort contrasts /b/ and /d/. Before doing the teacher-guided sort, point out each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture, and sharing your thinking in the following way: “Here is a picture of a bell. Does bell sound like ball at the beginning or like dog? Right! I’ll put bell under the card with Bb and the ball on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Observe how easy or difficult your students find these similar-sounding words. Move quickly or slow down depending on the needs of your students. The students can then sort their own pictures with a partner. After checking their sorting, students tell each other why they sorted the way they did, as they reflect on the sort.

Bb (ball) Dd (dog) (bell) (bus) (boat) (bed) (bird) (bug) (book) (bat)

(dice) (deer) (doll) (duck) (door) (desk) (dive) (date)

Sort 40: /v/ /b/ Focused Picture Sorts to Contrast Beginning Consonants This sort contrasts /v/ and /b/. Before doing the teacher-guided sort, point out each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture, and sharing your thinking in the following way: “Here is a picture of a vine. Does vine sound like van at the beginning or like ball? Right! I’ll put vine under the card with Vv and the van on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to

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isolate, identify, and then categorize the beginning sound in each word. Observe how easy or difficult your students find these similar-sounding words. Move quickly or slow down depending on the needs of your students. The students can then sort their own pictures with a partner. After checking their sorting, students tell each other why they sorted the way they did, as they reflect on the sort.

Vv (van) Bb (ball) (vine) (vacuum) (vest) (vase) (volcano) (violin) (veterinarian)

(bell) (bus) (bowl) (bed) (bird) (bug) (book) (box) (bun)

Sort 41: /f/ /b/ /v/ Focused Picture Sorts to Contrast Beginning Consonants This sort contrasts /f/, /b/, and /v/. Before doing the teacher-guided sort, point out each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture, and sharing your thinking in the following way: “Here is a picture of a fist. Does fist sound like fish at the beginning or like ball or like van? Right! I’ll put fist under the card with Ff and the fish on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Observe how easy or difficult your students find these similar-sounding words. Move quickly or slow down depending on the needs of your students. The students can then sort their own pictures with a partner. After checking their sorting, students tell each other why they sorted the way they did, as they reflect on the sort.

Ff (fish) Bb (ball) Vv (van) (fist) (five) (fox) (fan)

(bell) (bus) (boat) (book) (bird) (bug)

(vine) (violin) (vest) (vase) (volcano)

Sort 42: /l/ /r/ Focused Picture Sorts to Contrast Beginning Consonants This sort contrasts /l/ and /r/. Before doing the teacher-guided sort, point out each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture, and sharing your thinking in the following way: “Here is a picture of a lip. Does lip sound like lamp at the beginning or like ring? Right! I’ll put lip under the card with Ll and the lamp on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify,

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and then categorize the beginning sound in each word. Observe how easy or difficult your students find these similar-sounding words. Move quickly or slow down depending on the needs of your students. The students can then sort their own pictures with a partner. After checking their sorting, students tell each other why they sorted the way they did, as they reflect on the sort.

Ll (lamp) Rr (ring) (lip) (leaf) (leg) (log) (lock) (letter) (lid) (leaves)

(roof) (rake) (rug) (rope) (rain) (road) (rabbit) (rock)

Sort 43: /l/ /r/ /w/ Focused Picture Sorts to Contrast Beginning Consonants This sort contrasts /l/, /r/, and /w/. Before doing the teacher-guided sort, point out each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture, and sharing your thinking in the following way: “Here is a picture of a lip. Does lip sound like lamp at the beginning or like ring or like watch? Right! I’ll put lip under the card with Ll and the lamp on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Observe how easy or difficult your students find these similar-sounding words. Move quickly or slow down depending on the needs of your students. The students can then sort their own pictures with a partner. After checking their sorting, students tell each other why they sorted the way they did, as they reflect on the sort.

Ll (lamp) Rr (ring) Ww (watch) (lip) (leaf) (leg) (log) (letter)

(roof) (rake) (rug) (rope) (rain) (road)

(web) (worm) (window) (wig)

Sort 44: /d/ /r/ Focused Picture Sorts to Contrast Beginning Consonants This sort contrasts /d/ and /r/. Before doing the teacher-guided sort, point out each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture, and sharing your thinking in the following way: “Here is a picture of dice. Does dice sound like dog at the beginning or like ring? Right! I’ll put dice under the card with Dd and the dog on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Observe how easy or difficult your

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students find these similar-sounding words. Move quickly or slow down depending on the needs of your students. The students can then sort their own pictures with a partner. After checking their sorting, students tell each other why they sorted the way they did, as they reflect on the sort.

Dd (dog) Rr (ring) (dice) (deer) (doll) (duck) (door) (desk) (dive) (dishes)

(roof) (rake) (rug) (rope) (rain) (road) (rabbit) (rat)

Sort 45: /s/ /z/ Focused Picture Sorts to Contrast Beginning Consonants This sort contrasts /s/ and /z/. Before doing the teacher-guided sort, point out each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture, and sharing your thinking in the following way: “Here is a picture of a seal. Does seal sound like sun at the beginning or like zip? Right! I’ll put seal under the card with Ss and the sun on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Observe how easy or difficult your students find these similar-sounding words. Move quickly or slow down depending on the needs of your students. The students can then sort their own pictures with a partner. After checking their sorting, students tell each other why they sorted the way they did, as they reflect on the sort.

Ss (sun) Zz (zip) (seal) (sock) (salt) (soap) (sink) (saw) (six) (sailboat) (seven) (sit)

(zebra) (zero) (zoo) (zigzag)

Sort 46: /j/ /h/ Focused Picture Sorts to Contrast Beginning Consonants This sort contrasts /j/ and /h/. Before doing the teacher-guided sort, point out each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture, and sharing your thinking in the following way: “Here is a picture of a jet. Does jet sound like juice at the beginning or like hand? Right! I’ll put jet

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under the card with Jj and juice on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Observe how easy or difficult your students find these similar-sounding words. Move quickly or slow down depending on the needs of your students. The students can then sort their own pictures with a partner. After checking their sorting, students tell each other why they sorted the way they did, as they reflect on the sort.

Jj (juice) Hh (hand) (jet) (jar) (jog) (jeep) (jacks) (jacket) (jump)

(horse) (house) (hose) (hook) (horn) (hat) (ham)

Sort 47: /w/ /g/ Focused Picture Sorts to Contrast Beginning Consonants This sort contrasts /w/ and /g/. Before doing the teacher-guided sort, point out each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture, and sharing your thinking in the following way: “Here is a picture of a web. Does web sound like watch at the beginning or like game? Right! I’ll put web under the card with Ww and the watch on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Observe how easy or difficult your students find these similar-sounding words. Move quickly or slow down depending on the needs of your students. The students can then sort their own pictures with a partner. After checking their sorting, students tell each other why they sorted the way they did, as they reflect on the sort.

Ww (watch) Gg (game) (web) (worm) (wheel) (wig) (window) (well) (witch) (wing)

(girl) (goat) (gas) (gum) (gate) (gardener) (goose) (golf)

Sort 48: /d/ /j/Focused Picture Sorts to Contrast Beginning Consonants This sort contrasts /d/ and /j/. Before doing the teacher-guided sort, point out each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture, and sharing your thinking in the following way: “Here is a picture of dice. Does dice sound like dog at the beginning or like juice? Right! I’ll put dice

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under the card with Dd and the dog on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Observe how easy or difficult your students find these similar-sounding words. Move quickly or slow down depending on the needs of your students. The students can then sort their own pictures with a partner. After checking their sorting, students tell each other why they sorted the way they did, as they reflect on the sort.

Dd (dog) Jj (juice) (dice) (deer) (doll) (duck) (door) (desk) (dive) (dishes) (dinosaur)

(jet) (jar) (jog) (jeep) (jacks) (jacket) (jump)

Sort 49: /y/ /h/ Focused Picture Sorts to Contrast Beginning Consonants This sort contrasts /y/ and /h/. Before doing the teacher-guided sort, point out each picture card and ask students to give its name. Consider teaching the names of up to five unknown items. Additional unknown items can be set to the side for another time. Proceed through the sort by pointing out each picture, and sharing your thinking in the following way: “Here is a picture of a yo-yo. Does yo-yo sound like yarn at the beginning or like hand? Right! I’ll put yo-yo under the card with Yy and the yarn on it. Now, you help me sort the rest of these pictures.” Continue with the children’s help to sort all of the pictures. Model how to isolate, identify, and then categorize the beginning sound in each word. Observe how easy or difficult your students find these similar-sounding words. Move quickly or slow down depending on the needs of your students. The students can then sort their own pictures with a partner. After checking their sorting, students tell each other why they sorted the way they did, as they reflect on the sort.

Yy (yarn) Hh (hand) (yo-yo) (yolk) (yawn) (yogurt)

(horse) (house) (hose) (hook) (horn) (hat) (ham)

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INTRODUCTION TO BEGINNING CONSONANT DIGRAPHS AND BLENDS, ACTIVITIES 5.21 AND 5.22

Picture sorts 50–55 first introduce the consonant digraphs by comparing them to the letters they are composed of, for example, sorting words that begin with /c/, /h/, and /ch/ or by comparing them to other letters that may easily be confused (e.g., /j/ and /ch/).Consonant blends are introduced in picture sorts 56–72 in this section but will continue to be revisited throughout the letter name–alphabetic stage. Many English learners will find the blends to be new sounds. For example, the Spanish language does not have s blends. Sort 50: /c/ /h/ /ch/ Introduction to Beginning Consonant Digraphs &

Blends This sort compares words beginning with /c/, /h/, and /ch/. Demonstrate the sort with students and have them say the words as you show them the sort. Teach students the vocabulary they do not know before conducting the picture sort. Students then sort and check their sorts. When they are finished, students share their reflections about why they sorted the way they did and discuss some of the words they have been using.

Cc (cat) Hh (hand) ch (chair) (cup) (cow) (cake) (coat) (car)

(horn) (house) (horse) (hat)

(chimney) (chop) (chin) (check) (chain) (cheese)

Sort 51: /s/ /h/ /sh/ Introduction to Beginning Consonant Digraphs &

Blends This sort compares words beginning with /s/, /h/, and /sh/. Demonstrate the sort with students and have them say the words as you show them the sort. Teach students the vocabulary they do not know before conducting the picture sort. Students then sort and check their sorts. When they are finished, students share their reflections about why they sorted the way they did and discuss some of the words they have been using.

Ss (sun) Hh (hand) sh (ship) (seal) (sink) (seven) (soap)

(horse) (hill) (hut) (hook) (horn)

(sheep) (shirt) (shoe) (shark) (shell) (shop)

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Sort 52: /t/ /h/ /th/ Introduction to Beginning Consonant Digraphs & Blends

This sort compares words beginning with /t/, /h/, and /th/. Demonstrate the sort with students and have them say the words as you show them the sort. Teach students the vocabulary they do not know before conducting the picture sort. Students then sort and check their sorts. When they are finished, students share their reflections about why they sorted the way they did and discuss some of the words they have been using.

Tt (tent) Hh (hand) th (thorn) (top) (towel) (two) (turtle) (toes) (tire)

(heart) (house) (hook) (horn)

(thumb) (thermometer) (thief) (thermos) (thirteen)

Sort 53: /ch/ /sh/ /th/ Introduction to Beginning Consonant Digraphs &

Blends This sort compares words beginning with /ch/, /sh/, and /th/. Demonstrate the sort with students and have them say the words as you show them the sort. Teach students the vocabulary they do not know before conducting the picture sort. Students then sort and check their sorts. When they are finished, students share their reflections about why they sorted the way they did and discuss some of the words they have been using.

ch (chair) sh (ship) th (thorn) (cherries) (chick) (chin) (cheese) (chain)

(sheep) (shirt) (shoe) (shark)

(thumb) (thief) (thermometer) (thermos) (thirteen)

Sort 54: /j/ /ch/ Introduction to Beginning Consonant Digraphs & Blends This sort compares words beginning with /j/ and /ch/. Demonstrate the sort with students and have them say the words as you show them the sort. Teach students the vocabulary they do not know before conducting the picture sort. Students then sort and check their sorts. When they are finished, students share their reflections about why they sorted the way they did and discuss some of the words they have been using.

Jj (juice) ch (chair) (jet) (jar) (jog) (jeep) (jacks) (jacket) (jump)

(cherries) (chop) (chin) (check) (chain) (cheese) (chick)

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Sort 55: /wh/ /sh/ /th/ /ch/ Introduction to Beginning Consonant Digraphs & Blends

This sort compares words beginning with /wh/, /sh/, /th/, and /ch/. Demonstrate the sort with students and have them say the words as you show them the sort. Teach students the vocabulary they do not know before conducting the picture sort. Students then sort and check their sorts. When they are finished, students share their reflections about why they sorted the way they did and discuss some of the words they have been using.

wh (whale) sh (ship) th (thorn) ch (chair) (wheel) (whistle) (whiskers) (wheelbarrow)

(sheep) (shirt) (shoe) (shark)

(thumb) (thief) (thirteen)

(chin) (cheese) (chain)

Sort 56: /s/ /t/ /st/ Introduction to Beginning Consonant Digraphs & Blends This sort compares words beginning with /s/, /t/, and /st/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using.

Ss (sun) Tt (tent) st (star) (seal) (socks) (saw) (soap) (six)

(towel) (tie) (toes) (tire)

(stamp) (stool) (stir) (stop) (stick) (stem)

Sort 57: /s/ /p/ /sp/ Introduction to Beginning Consonant Digraphs &

Blends This sort compares words beginning with /s/, /p/, and /sp/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using.

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Ss (sun) Pp (pig) sp (spider) (sit) (socks) (soap) (six) (seal)

(paint) (pear) (pen) (pot)

(sponge) (spoon) (spear) (spool) (spill) (spot)

Sort 58: /st/ /sp/ /sk/ /sn/ Introduction to Beginning Consonant Digraphs

& Blends This sort compares words beginning with /st/, /sp/, and /sn/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using.

st (star) sp (spider)

sn (snail) sk (ski)

(stamp) (stem) (stir)

(sponge) (spoon) (spear) (spill)

(snake) (snowman) (snap)

(skirt) (skull) (skunk) (skeleton)

Sort 59: /sc/ /sm/ /sl/ /sw/Introduction to Beginning Consonant Digraphs

& Blends This sort compares words beginning with /sc/, /sm/, /sl/, and /sw/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using.

sc (scarf) sm (smile)

sl (slide) sw (swing)

(scale) (scout) (scarecrow) (scooter)

(smoke) (smell)

(slipper) (sled) (sleeve) (sleeping)

(swim) (sweater) (sweep) (switch)

Sort 60: /c/ /l/ /cl/ Introduction to Beginning Consonant Digraphs & Blends This sort compares words beginning with /c/, /l/, and /cl/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many

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unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using.

Cc (cat) Ll (lamp) cl (clouds) (cup) (cow) (candle) (coat) (car)

(lip) (leaf) (leg) (letter)

(clip) (clock) (clown) (climb) (clothes) (clap)

Sort 61: /sl/ /fl/ /pl/ Introduction to Beginning Consonant Digraphs &

Blends This sort compares words beginning with /sl/, /fl/, and /pl/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using.

sl (slide) fl (flower) pl (plug) (slipper) (sled) (sleeve) (sleeping)

(flag) (fly) (flashlight) (float)

(plane) (plant) (plate) (plus)

Sort 62: /bl/ /cl/ /gl/ Introduction to Beginning Consonant Digraphs &

Blends This sort compares words beginning with /bl/, /cl/, and /gl/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using.

bl (block) cl (clouds) gl (glue) (blouse) (blade) (blindfold) (blanket)

(clip) (clock) (clown) (climb)

(globe) (gloves) (glass) (glasses)

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Sort 63: /b/ /r/ /br/ Introduction to Beginning Consonant Digraphs & Blends

This sort compares words beginning with /b/, /r/, and /br/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using.

Bb (ball) Rr (ring) br (broom) (bell) (bus) (bee) (bed) (bird) (bike)

(road) (rug) (rat) (rose)

(bread) (brush) (bridge) (bride) (brick)

Sort 64: /b/ /br/ /l/ /r/ Introduction to Beginning Consonant Digraphs &

Blends This sort compares words beginning with /b/, /br/, /l/, and /r/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using.

Bb (ball) br (broom)

Rr (ring) Ll (lamp)

(bus) (bike) (bird)

(bread) (brush) (bridge) (bride) (brick)

(road) (rug) (rose)

(leg) (letter) (leaf)

Sort 65: /c/ /cr/ /f/ /fr/ Introduction to Beginning Consonant Digraphs &

Blends This sort compares words beginning with /c/, /cr/, /f/, and /fr/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using.

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Cc (cat) cr (crab) Ff (fish) fr (frog) (car) (cow) (coat)

(crayon) (cry) (crown) (crib)

(foot) (fox) (fire)

(freeze) (fruit) (freezer) (frame)

Sort 66: /g/ /gr/ /p/ /pr/ Introduction to Beginning Consonant Digraphs &

Blends This sort compares words beginning with /g/, /gr/, /p/, and /pr/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using.

Gg (girl) gr (grapes) Pp (pig) pr (prize) (gum) (goat) (gas)

(grass) (groceries) (grasshopper)(grill)

(paint) (pie) (pen) (pot)

(price tag) (printer) (pretzel)

Sort 67: /br/ /bl/ /gl/ /gr/ Introduction to Beginning Consonant Digraphs &

Blends This sort compares words beginning with /br/, /bl/, /gl/, and /gr/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using.

br (broom)

bl (block) gl (glue) gr (grapes)

(bread) (brush) (bridge)

(blouse) (blade) (blindfold) (blanket)

(globe) (gloves) (glass) (glasses)

(grasshopper)(groceries) (grass)

Sort 68: /t/ /tr/ /r/ Introduction to Beginning Consonant Digraphs & Blends This sort compares words beginning with /t/, /tr/, and /r/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students

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check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using.

Tt (tent) tr (tree) Rr (ring) (turtle) (tie) (toes) (tire)

(triangle) (truck) (train) (tractor) (trap) (trunk) (track)

(rake) (rabbit) (rag) (rain)

Sort 69: /ch/ /r/ /tr/ /t/ Introduction to Beginning Consonant Digraphs &

Blends This sort compares words beginning with /ch/, /r/, /tr/, and /t/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using.

ch (chair) Rr (ring) tr (tree) Tt (tent) (chain) (cherries) (chin)

(roof) (rake) (rug) (rope)

(triangle) (truck) (train) (tractor)

(top) (toes) (tire)

Sort 70: /d/ /r/ /dr/ Introduction to Beginning Consonant Digraphs &

Blends This sort compares words beginning with /d/, /r/, and /dr/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using.

Dd (dog) Rr (ring) dr (drum) (desk) (deer) (doll) (duck) (door)

(rain) (rake) (rug) (rope)

(drill) (dress) (drip) (drive) (dream) (dragon)

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Sort 71: /ch/ /dr/ /tr/ /j/ Introduction to Beginning Consonant Digraphs & Blends

This sort compares words beginning with /ch/, /dr/, /tr/, and /j/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using.

ch (chair) dr (drum) tr (tree) Jj (juice) (check) (cherries) (chop)

(drill) (dress) (dragon) (drive)

(triangle) (truck) (train) (tractor)

(jacket) (jar) (jog)

Sort 72: /br/ /tr/ /pr/ Introduction to Beginning Consonant Digraphs &

Blends This sort compares words beginning with /br/, /tr/, and /pr/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using.

br (broom) tr (tree) pr (prize) (bread) (brush) (bridge) (bride) (brick)

(triangle) (truck) (train) (tractor) (trap)

(printer) (price tag) (pretzel)

FOCUSED PICTURE SORTS TO CONTRAST BEGINNING

CONSONANT DIGRAPHS AND BLENDS, ACTIVITY 5.23 These picture sorts focus on contrasts that most English learners benefit from comparing because they are complex and closely-related sounds. For example, the /sh/ and /ch/ sounds can be quite difficult for students who do not have both of those sounds in their primary language. These sorts are presented on the website in Sorts 73–86. Sort 73: /s/ /ch/ Focused Picture Sorts to Contrast Beginning Consonant

Digraphs & Blends This sort compares words beginning with /s/ and /ch/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary

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they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

Ss (sun) ch (chair) (seal) (socks) (sit) (soap) (sink) (six) (saw)

(chop) (chin) (check) (chain) (cheese) (chick) (chimney) (cherries)

Sort 74: /sh/ /ch/ Focused Picture Sorts to Contrast Beginning Consonant

Digraphs & Blends This sort compares words beginning with /sh/ and /ch/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

sh (ship) ch (chair) (sheep) (shirt) (shoe) (shark) (shave) (shop) (shell)

(chop) (chin) (check) (chain) (cheese) (chick) (chimney) (cherries)

Sort 75: /s/ /sh/ /ch/ Focused Picture Sorts to Contrast Beginning

Consonant Digraphs & Blends This sort compares words beginning with /s/, /sh/, and /ch/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss

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some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

Ss (sun) sh (ship) ch (chair) (seal) (socks) (sick) (soap) (sink) (six) (saw)

(sheep) (shirt) (shoe) (shark) (shave) (shop) (shell)

(chop) (chin) (check) (chain) (cheese) (chick) (chimney)

Sort 76: /j/ /sh/ Focused Picture Sorts to Contrast Beginning Consonant

Digraphs & Blends This sort compares words beginning with /j/ and /sh/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

Jj (juice) sh (ship) (jog) (jeep) (jacks) (jacket) (jump) (jar) (jet)

(sheep) (shirt) (shoe) (shark) (shave) (shop)

Sort 77: /j/ /ch/ Focused Picture Sorts to Contrast Beginning Consonant

Digraphs & Blends This sort compares words beginning with /j/ and /ch/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

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Jj (juice) ch (chair) (jog) (jeep) (jacks) (jacket) (jump) (jar) (jet)

(chop) (chin) (check) (chain) (cheese) (chick) (chair)

Sort 78: /ch/ /y/ /j/ Focused Picture Sorts to Contrast Beginning Consonant

Digraphs & Blends This sort compares words beginning with /ch/, /y/, and /j/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

ch (chair) Yy (yarn) Jj (juice) (chop) (chin) (check) (chain) (cheese) (chick)

(yo-yo) (yolk) (yawn) (yogurt) (yell)

(jet) (jar) (jog) (jeep) (jacks) (jacket)

Sort 79: /y/ /ch/ /h/ /j/ Focused Picture Sorts to Contrast Beginning

Consonant Digraphs & Blends This sort compares words beginning with /y/, /ch/, /h/, and /j/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

Yy (yarn) ch (chair) Hh (hand)

Jj (juice)

(yawn) (yogurt)

(chin) (chop) (chick) (cheese) (chain)

(horse) (house) (hook)

(jet) (jar) (jog) (jeep)

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Sort 80: /j/ /h/ /wh/ Focused Picture Sorts to Contrast Beginning Consonant Digraphs & Blends

This sort compares words beginning with /j/, /h/, and /wh/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

Jj (juice) Hh (hand) wh (whale) (jacket) (jar) (jog) (jeep) (jacks)

(horse) (house) (hose) (hook) (horn) (hat)

(whistle) (whiskers) (wheelbarrow) (wheel)

Sort 81: /th/ /t/ Focused Picture Sorts to Contrast Beginning Consonant

Digraphs & Blends This sort compares words beginning with /th/ and /t/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

Tt (tent) Th (thorn) (top) (tie) (two) (tire) (toes) (towel) (turtle) (ten) (teacher)

(thumb) (thirteen) (thief) (thermos) (thirteen) (three) (thermometer)

Sort 82: /th/ /d/ Focused Picture Sorts to Contrast Beginning Consonant

Digraphs & Blends This sort compares words beginning with /th/ and /d/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown

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words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

Dd (dog) th (thorn) (dice) (deer) (doll) (duck) (door) (desk) (dive) (doctor)

(thumb) (thirteen) (thief) (thermos) (thirteen) (three) (thermometer)

Sort 83: /d/ /th/ /t/ Focused Picture Sorts to Contrast Beginning Consonant

Digraphs & Blends This sort compares words beginning with /d/, /th/, and /t/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

Dd (dog) th (thorn) Tt (tent) (dice) (deer) (doll) (duck) (door) (desk)

(thumb) (three) (thief) (thermos) (thirteen)

(towel) (toes) (two) (tire)

Sort 84: /f/ /th/ Focused Picture Sorts to Contrast Beginning Consonant

Digraphs & Blends This sort compares words beginning with /f/ and /th/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

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Ff (fish) th (thorn) (foot) (fox) (fire) (four) (fan) (fin) (food) (feather) (five)

(thumb) (three) (thief) (thermos) (thirteen) (thermometer) (thirty)

Sort 85: /h/ /wh/ Focused Picture Sorts to Contrast Beginning Consonant

Digraphs & Blends This sort compares words beginning with /h/ and /wh/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

Hh (hand) wh (whale) (horse) (house) (hose) (hook) (horn) (hat) (helicopter) (heart) (hammer)

(whistle) (whiskers) (wheelbarrow) (wheel)

Sort 86: /wh/ /qu/ Focused Picture Sorts to Contrast Beginning Consonant

Digraphs & Blends This sort compares words beginning with /wh/ and /qu/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

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wh (whale) Qq (quilt) (whistle) (whiskers) (wheelbarrow) (wheel) (whisper)

(question mark) (quarter) (queen)

FINAL CONSONANT PICTURE SORTS, ACTIVITY 5.24 These picture sorts introduce many English learners to sounds they are not accustomed to hearing at the ends of words. Pick and choose the final sounds that students do not pronounce or include in their spelling. English learners may have a hard time discriminating the final sounds of /t/, /d/, /g/, /p/, and /n/ among others. These sorts are presented on the website in Sorts 87–97. Sort 87: /-b/ /-m/ Final Consonant Picture Sorts This sort compares words ending with /-b/ and /-m/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

-b bib (bib) -m gum (gum) (tub) (web) (cab) (crib) (crab) (globe)

(swim) (ham) (drum) (stem) (plum) (game)

Sort 88: /-b/ /-m/ /-s/ Final Consonant Picture Sorts This sort compares words ending with /-b/, /-m/, and /-s/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

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-b bib (bib) -m gum (gum) -s bus (bus) (tub) (web) (cab) (crib) (crab)

(swim) (ham) (drum) (stem) (plum)

(lips) (socks) (gas) (house) (horse)

Sort 89: /-b/ /-m/ /-s/ /-l/ Final Consonant Picture Sorts This sort compares words ending with /-b/, /-m/, /-s/, and /-l/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

-b bib (bib)

-m gum (gum)

-s bus (bus)

-l doll (doll)

(crab) (web) (cab) (crib)

(plum) (ham) (drum) (stem)

(lips) (house) (gas)

(towel) (bell) (ball)

Sort 90: /-b/ /-m/ /-x/ Final Consonant Picture Sorts This sort compares words ending with /-b/, /-m/, and /-x/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

-b bib (bib) -m gum (gum) -x box (box) (tub) (web) (crib) (crab)

(game) (ham) (drum) (stem) (plum) (swim)

(fox) (axe) (six)

Sort 91: /-t/ /-p/ Final Consonant Picture Sorts This sort compares words ending with /-t/ and /-p/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have

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students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

-t net (net) -p mop (mop) (hat) (foot) (jet) (pot) (mat) (bat) (cat) (boat)

(map) (soap) (top) (cup) (rope) (jeep) (lip) (zip)

Sort 92: /-t/ /-p/ /-n/ Final Consonant Picture Sorts This sort compares words ending with /-t/, /-p/, and /-n/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

-t net (net) -p mop (mop) -n fan (fan) (bat) (foot) (mat) (pot)

(map) (jeep) (top) (cup) (rope)

(can) (man) (moon) (sun) (ten)

Sort 93: /-t/ /-p/ /-n/ /-k/ Final Consonant Picture Sorts This sort compares words ending with /-t/, /-p/, /-n/, and /-k/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

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-t net (net)

-p map (map)

-n fan (fan)

-k lock (lock)

(mat) (foot) (jet) (pot)

(rope) (cup) (top)

(sun) (man) (moon) (ten)

(beak) (cake) (book)

Sort 94: /-d/ /-f/ Final Consonant Picture Sorts This sort compares words ending with /-d/ and /-f/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

-d bed (bed) -f if (add) (bead) (road) (food) (sad) (sled) (blade) (bride)

(roof) (knife) (cliff) (leaf) (thief) (laugh)

Sort 95: /-d/ /-f/ /-r/ Final Consonant Picture Sorts This sort compares words ending with /-d/, /-f/, and /-r/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

-d bed (bed) -f if -r car (car) (add) (bead) (road) (sad) (food)

(roof) (knife) (leaf) (cliff) (thief)

(door) (fire) (four) (feather) (chair)

Sort 96: /-d/ /-f/ /-r/ /-g/ Final Consonant Picture Sorts This sort compares words ending with /-d/, /-f/, /-r/, and /-g/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the

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vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

-d bed (bed)

-f if -r car (car)

-g dog (dog)

(braid) (bead) (road) (sad)

(roof) (knife) (leaf) (cliff)

(car) (fire) (four)

(bug) (pig) (log)

Sort 97: /-v/ /-z/ Final Consonant Picture Sorts This sort compares words ending with /-v/ and /-z/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. Next, have students do the sort on their own or with a partner. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

-v (five) -/z/ (prize) (dive) (cave) (drive) (stove) (hive)

(toes) (nose) (hose) (rose) (maze) (peas)

FOCUSED PICTURE SORTS TO CONTRAST FINAL

CONSONANTS, ACTIVITY 5.25 These sorts build on the previous series and compare final sounds that are very similar to each other. For example, in the /m/ and /n/ sort (gum/ten), students practice feeling the differences between words that are easily confused in pronunciation. Often, these sounds differ only in whether they are voiced, as in /d/ and /t/ sounds (bed/net). These sorts are presented on the website in Sorts 98–105. Sort 98: /-d/ /-t/ Focus on Picture Sorts to Contrast Final Consonants This sort compares words ending with /-d/ and /-t/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown

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words to learn at once, choose three to five of the most useful to feature. As the teacher, pay special attention to enunciating the final sounds. Next, have students do the sort on their own or with a partner. As students sort and check, be sure they say the words out loud. If they do not pronounce the sounds in their conversational speech, they may have difficulty making these discriminations. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

-d bed (bed) -t net (net) (road) (mad) (head) (bead) (sad) (braid) (add)

(hat) (foot) (jet) (pot) (mat) (bat) (sit) (night) (nut)

Sort 99: /-p/ /-g/ Focus on Picture Sorts to Contrast Final Consonants This sort compares words ending with /-p/ and /-g/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. As the teacher, pay special attention to enunciating the final sounds. Next, have students do the sort on their own or with a partner. As students sort and check, be sure they say the words out loud. If they do not pronounce the sounds in their conversational speech, they may have difficulty making these discriminations. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

-g dog (dog) -p mop (mop) (leg) (bug) (log) (pig) (wig) (bug) (dig) (tag) (rug)

(map) (jeep) (top) (cape) (ape) (rope) (cup)

Sort 100: /-k/ /-g/ Focus on Picture Sorts to Contrast Final Consonants This sort compares words ending with /-k/ and /-g/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary

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they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. As the teacher, pay special attention to enunciating the final sounds. Next, have students do the sort on their own or with a partner. As students sort and check, be sure they say the words out loud. If they do not pronounce the sounds in their conversational speech, they may have difficulty making these discriminations. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

-g dog (dog) -k lock (lock) (leg) (bug) (log) (pig) (wig) (rug) (bag)

(bike) (cake) (sock) (chick) (brick) (stick) (rock) (block) (sick)

Sort 101: /-p/ /-b/ Focus on Picture Sorts to Contrast Final Consonants This sort compares words ending with /-p/ and /-b/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. As the teacher, pay special attention to enunciating the final sounds. Next, have students do the sort on their own or with a partner. As students sort and check, be sure they say the words out loud. If they do not pronounce the sounds in their conversational speech, they may have difficulty making these discriminations. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

-b bib (bib) -p mop (mop) (tub) (web) (cab) (crib) (crab) (cub) (tube) (globe)

(map) (jeep) (top) (pipe) (rope) (cup) (cap) (jeep)

Sort 102: /-n/ /-g/ Focus on Picture Sorts to Contrast Final Consonants This sort compares words ending with /-n/ and /-g/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary

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they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. As the teacher, pay special attention to enunciating the final sounds. Next, have students do the sort on their own or with a partner. As students sort and check, be sure they say the words out loud. If they do not pronounce the sounds in their conversational speech, they may have difficulty making these discriminations. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

-g dog (dog) -n fan (fan) (leg) (wig) (log) (pig) (bug) (rug)

(lion) (man) (moon) (yarn) (ten) (sun) (can) (hen) (chain)

Sort 103: /-n/ /-m/ Focus on Picture Sorts to Contrast Final Consonants This sort compares words ending with /-n/ and /-m/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. As the teacher, pay special attention to enunciating the final sounds. Next, have students do the sort on their own or with a partner. As students sort and check, be sure they say the words out loud. If they do not pronounce the sounds in their conversational speech, they may have difficulty making these discriminations. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

-m gum (gum) -n fan (fan) (game) (ham) (drum) (broom) (plum) (stem) (swim)

(lion) (man) (moon) (cane) (ten) (sun) (can) (chin) (nine)

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Sort 104: /-g/ /-t/ /-d/ Focus on Picture Sorts to Contrast Final Consonants This sort compares words ending with /-g/, /-t/, and /-d/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. As the teacher, pay special attention to enunciating the final sounds. Next, have students do the sort on their own or with a partner. As students sort and check, be sure they say the words out loud. If they do not pronounce the sounds in their conversational speech, they may have difficulty making these discriminations. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

-g hug (hug) -t net (net) -d bed (bed) (bug) (log) (pig) (wig) (bug)

(foot) (jet) (bat) (pot) (mat)

(bead) (road) (braid) (food) (sad)

Sort 105: /-p/ /-m/ /-n/ /-b/ Focus on Picture Sorts to Contrast Final

Consonants This sort compares words ending with /-p/, /-m/, /-n/, and /-b/. Demonstrate the sort with students and have them say the words as you work through the sort. Teach students the vocabulary they do not know before conducting the picture sort, and if there are too many unknown words to learn at once, choose three to five of the most useful to feature. As the teacher, pay special attention to enunciating the final sounds. Next, have students do the sort on their own or with a partner. As students sort and check, be sure they say the words out loud. If they do not pronounce the sounds in their conversational speech, they may have difficulty making these discriminations. When they are finished, students check their sorts, share their reflections about why they sorted the way they did, and discuss some of the words they have been using. Encourage students to talk about the “tricky parts” in these sorts, and to share tips for how they learn to differentiate the sounds.

-p mop (mop)

-m gum (gum)

-n fan (fan)

-b bib (bib)

(rope) (map) (top)

(broom) (ham) (drum) (stem)

(ten) (man) (moon)

(tub) (globe) (tube) (web)

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PICTURE SORTS TO INTRODUCE VOWEL SOUNDS, ACTIVITY 5.26

In this sequence of picture sorts, students contrast long- and short-vowel sounds. This activity serves as a foundation for future sorts, because if students can not tell the difference between the long and short sound aurally, future confusions will arise. It is hoped that these sorts will be fairly easy for most English learners. These sorts are presented on the website in Sorts 106–110. Sort 106: /ă/ /ā/ Picture Sorts to Introduce Vowel Sounds This sort compares words with long a and short a vowel sounds. Show students how to compare the short and long vowel sounds represented in these pictures. Use the terms long and short to describe these vowel sounds. Be sure to introduce the names of pictures they do not recognize. Ask students to help you sort as they listen for the sounds in the middles of these words. Next, have students sort on their own or with a partner. As students sort and check, be sure they say the words out loud. If they do not pronounce the sounds in their conversational speech, they may have difficulty making these discriminations. Notice the accuracy and speed with which they sort. Students should explain their sorts to the persons sitting next to them in the group.

/ă/ (cat) /ā/ (train) (hat) (grass) (flag) (bat) (mask) (gas) (can) (mat)

(skates) (snake) (game) (plane) (whale) (shave) (rain)

Sort 107: /ĕ/ /ē/ Picture Sorts to Introduce Vowel Sounds This sort compares words with long e and short e vowel sounds. Show students how to compare the short and long vowel sounds represented in these pictures. Use the terms long and short to describe these vowel sounds. Be sure to introduce the names of pictures they do not recognize. Ask students to help you sort as they listen for the sounds in the middles of these words. Next, have students sort on their own or with a partner. As students sort and check, be sure they say the words out loud. If they do not pronounce the sounds in their conversational speech, they may have difficulty making these discriminations. Notice the accuracy and speed with which they sort. Students should explain their sorts to the persons sitting next to them in the group.

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/ĕ/ (net) /ē/ (teeth) (jet) (pet) (leg) (egg) (hen) (desk)

(bead) (peas) (beach) (peach) (beak) (feet) (three) (cheese) (bee)

Sort 108: /ĭ/ /ī/ Picture Sorts to Introduce Vowel Sounds This sort compares words with long i and short i vowel sounds. Show students how to compare the short and long vowel sounds represented in these pictures. Use the terms long and short to describe these vowel sounds. Be sure to introduce the names of pictures they do not recognize. Ask students to help you sort as they listen for the sounds in the middles of these words. Next, have students sort on their own or with a partner. As students sort and check, be sure they say the words out loud. If they do not pronounce the sounds in their conversational speech, they may have difficulty making these discriminations. Notice the accuracy and speed with which they sort. Students should explain their sorts to the persons sitting next to them in the group.

/ĭ/ (six) /ī/ (slide) (crib) (wig) (pig) (lip) (hill) (fish) (fin) (lid)

(bride) (pie) (bike) (knife) (pipe) (kite) (five) (vine)

Sort 109: /ŏ/ /ō/ Picture Sorts to Introduce Vowel Sounds This sort compares words with long o and short o vowel sounds. Show students how to compare the short and long vowel sounds represented in these pictures. Use the terms long and short to describe these vowel sounds. Be sure to introduce the names of pictures they do not recognize. Ask students to help you sort as they listen for the sounds in the middles of these words. Next, have students sort on their own or with a partner. As students sort and check, be sure they say the words out loud. If they do not pronounce the sounds in their conversational speech, they may have difficulty making these discriminations. Notice the accuracy and speed with which they sort. Students should explain their sorts to the persons sitting next to them in the group.

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/ŏ/ (socks) /ō/ (soap) (dog) (clock) (lock) (box) (fox) (rock) (top)

(stove) (bone) (toad) (rose) (robe) (toast) (smoke) (coat) (road)

Sort 110: /ŭ/ /ū/ Picture Sorts to Introduce Vowel Sounds This sort compares words with long u and short u vowel sounds. Show students how to compare the short and long vowel sounds represented in these pictures. Use the terms long and short to describe these vowel sounds. Be sure to introduce the names of pictures they do not recognize. Ask students to help you sort as they listen for the sounds in the middles of these words. Next, have students sort on their own or with a partner. As students sort and check, be sure they say the words out loud. If they do not pronounce the sounds in their conversational speech, they may have difficulty making these discriminations. Notice the accuracy and speed with which they sort. Students should explain their sorts to the persons sitting next to them in the group.

/ŭ/ (bus) /ū/ (glue) (sun) (run) (cut) (hut) (gum) (mud) (bug) (brush) (hug)

(cube) (tube) (mule) (flute) (fruit) (suit) (two)

SAME VOWEL FAMILY PICTURE AND WORD SORTS,

ACTIVITY 5.27 Sorts 111–130 on the website present a sequence of same vowel family sorts beginning with a single vowel in which students compare the sounds across vowels. Sorts combine pictures and words at first, and later just words. Sort 111: at, ad Same Vowel Family Picture and Word Sorts This sort compares words in the same vowel family that end in -at or -ad. Before doing the teacher-guided sort, point out each picture and word card and ask students to give its name. Check that students know the names of pictures and understand the meanings of the words.

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Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Introduce the word family symbols and their key pictures on the headers. Model the onset–rime segmentation process involved in isolating and identifying each vowel family; for example, “In cat we hear /c/, /at/. In dad we hear /d/, /ad/.” Demonstrate the sorting process by saying each of the other words and pictures and comparing them each to the guide words. Have your students join in as you continue to model the isolation, identification, and categorization of the vowel family. It is critical that your students say the words out loud and enunciate their sounds rather than simply sorting by the visual pattern present. As you sort, tell students that even though they are now using words, they are to still listen for sounds and not just rely on how words look alike. This extra attention is helpful so that English learners can focus on final consonant sounds they are not accustomed to pronouncing.

-at cat (cat) -ad dad (dad) (hat) hat (rat) rat (mat) mat fat sat pat

(add) mad had sad glad (sad) (mad)

Sort 112: an, ad Same Vowel Family Picture and Word Sorts This sort compares words in the same vowel family that end in -an or -ad. Before doing the teacher-guided sort, point out each picture and word card and ask students to give its name. Check that students know the names of pictures and understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Introduce the word family symbols and their key pictures on the headers. Model the onset–rime segmentation process involved in isolating and identifying each vowel family; for example, “In fan we hear /f/, /an/. In dad we hear /d/, /ad/.” Demonstrate the sorting process by saying each of the other words and pictures and comparing them each to the guide words. Have your students join in as you continue to model the isolation, identification, and categorization of the vowel family. It is critical that your students say the words out loud and enunciate their sounds rather than simply sorting by the visual pattern present. As you sort, tell students that even though they are now using words, they are to still listen for sounds and not just rely on how words look alike. This extra attention is helpful so that English learners can focus on final consonant sounds they are not accustomed to pronouncing.

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-an fan (fan) -ad dad (dad) than (can) ran plan van (fan) can (van) (man)

(sad) (mad) had glad sad mad bad

Sort 113: at, an, ad Same Vowel Family Picture and Word Sorts This sort compares words in the same vowel family that end in -at, -an, or -ad. Before doing the teacher-guided sort, point out each picture and word card and ask students to give its name. Check that students know the names of pictures and understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Introduce the word family symbols and their key pictures on the headers. Model the onset–rime segmentation process involved in isolating and identifying each vowel family; for example, “In cat we hear /c/, /at/. In man we hear /m/, an/. In dad we hear /d/, /ad/.” Demonstrate the sorting process by saying each of the other words and pictures and comparing them each to the guide words. Have your students join in as you continue to model the isolation, identification, and categorization of the vowel family. It is critical that your students say the words out loud and enunciate their sounds rather than simply sorting by the visual pattern present. As you sort, tell students that even though they are now using words, they are to still listen for sounds and not just rely on how words look alike. This extra attention is helpful so that English learners can focus on final consonant sounds they are not accustomed to pronouncing.

-at cat (cat) -an man (man) -ad dad (dad) (bat) (hat) fat pat sat

tan pan (fan) van (can) ran

sad (mad) had (sad)

Sort 114: ap, ag Same Vowel Family Picture and Word Sorts This sort compares words in the same vowel family that end in -ap or -ag. Before doing the teacher-guided sort, point out each picture and word card and ask students to give its name. Check that students know the names of pictures and understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Introduce the word family symbols and their key pictures on the headers. Model the onset–rime segmentation process involved in isolating and identifying each vowel

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family; for example, “In map we hear /m/, /ap/. In tag we hear /t/, /ag/.” Demonstrate the sorting process by saying each of the other words and pictures and comparing them each to the guide words. Have your students join in as you continue to model the isolation, identification, and categorization of the vowel family. It is critical that your students say the words out loud and enunciate their sounds rather than simply sorting by the visual pattern present. As you sort, tell students that even though they are now using words, they are to still listen for sounds and not just rely on how words look alike. This extra attention is helpful so that English learners can focus on final consonant sounds they are not accustomed to pronouncing.

-ap map (map) -ag tag (tag) (snap) snap (cap) nap (clap) clap tap lap

(bag) bag (flag) flag (wag) wag rag nag

Sort 115: ap, ab Same Vowel Family Picture and Word Sorts This sort compares words in the same vowel family that end in -ap or -ab. Before doing the teacher-guided sort, point out each picture and word card and ask students to give its name. Check that students know the names of pictures and understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Introduce the word family symbols and their key pictures on the headers. Model the onset–rime segmentation process involved in isolating and identifying each vowel family; for example, “In map we hear /m/, /ap/. In crab we hear /cr/, /ab/.” Demonstrate the sorting process by saying each of the other words and pictures and comparing them each to the guide words. Have your students join in as you continue to model the isolation, identification, and categorization of the vowel family. It is critical that your students say the words out loud and enunciate their sounds rather than simply sorting by the visual pattern present. As you sort, tell students that even though they are now using words, they are to still listen for sounds and not just rely on how words look alike. This extra attention is helpful so that English learners can focus on final consonant sounds they are not accustomed to pronouncing.

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-ap map (map) -ab crab (crab) slap chap (nap) lap (snap) (cap) (clap) tap trap

(cab) dab jab lab tab grab

Sort 116: an, ag Same Vowel Family Picture and Word Sorts This sort compares words in the same vowel family that end in -an or -ag. Before doing the teacher-guided sort, point out each picture and word card and ask students to give its name. Check that students know the names of pictures and understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Introduce the word family symbols and their key pictures on the headers. Model the onset–rime segmentation process involved in isolating and identifying each vowel family; for example, “In man we hear /m/, /an/. In tag we hear /t/, /ag/.” Demonstrate the sorting process by saying each of the other words and pictures and comparing them each to the guide words. Have your students join in as you continue to model the isolation, identification, and categorization of the vowel family. It is critical that your students say the words out loud and enunciate their sounds rather than simply sorting by the visual pattern present. As you sort, tell students that even though they are now using words, they are to still listen for sounds and not just rely on how words look alike. This extra attention is helpful so that English learners can focus on final consonant sounds they are not accustomed to pronouncing.

-an man (man) -ag tag (tag) tan pan (fan) (van) (can) ran plan than

(bag) (flag) rag nag sag flag (wag) snag

Sort 117: an, am Same Vowel Family Picture and Word Sorts This sort compares words in the same vowel family that end in -an or -am. Before doing the teacher-guided sort, point out each picture and word card and ask students to give its name. Check that students know the names of pictures and understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask students if they notice anything about

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the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Introduce the word family symbols and their key pictures on the headers. Model the onset–rime segmentation process involved in isolating and identifying each vowel family; for example, “In man we hear /m/, /an/. In ham we hear /h/, /am/.” Demonstrate the sorting process by saying each of the other words and pictures and comparing them each to the guide words. Have your students join in as you continue to model the isolation, identification, and categorization of the vowel family. It is critical that your students say the words out loud and enunciate their sounds rather than simply sorting by the visual pattern present. As you sort, tell students that even though they are now using words, they are to still listen for sounds and not just rely on how words look alike. This extra attention is helpful so that English learners can focus on final consonant sounds they are not accustomed to pronouncing.

-an man (man) -am ham (ham) than fan (can) (van) (pan) ran tan plan

dam jam clam yam (clam) slam (dam)

Sort 118: ip, ib Same Vowel Family Picture and Word Sorts This sort compares words in the same vowel family that end in -ip or -ib. Before doing the teacher-guided sort, point out each picture and word card and ask students to give its name. Check that students know the names of pictures and understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Introduce the word family symbols and their key pictures on the headers. Model the onset–rime segmentation process involved in isolating and identifying each vowel family; for example, “In lip we hear /l/, /ip/. In crib we hear /cr/, /ib/.” Demonstrate the sorting process by saying each of the other words and pictures and comparing them each to the guide words. Have your students join in as you continue to model the isolation, identification, and categorization of the vowel family. It is critical that your students say the words out loud and enunciate their sounds rather than simply sorting by the visual pattern present. As you sort, tell students that even though they are now using words, they are to still listen for sounds and not just rely on how words look alike. This extra attention is helpful so that English learners can focus on final consonant sounds they are not accustomed to pronouncing.

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-ip lip (lip) -ib crib (crib) rip dip ship (zip) drip trip (clip) chip (ship)

bib (bib) fib rib

Sort 119: ig, ick Same Vowel Family Picture and Word Sorts This sort compares words in the same vowel family that end in -ig or -ick. Before doing the teacher-guided sort, point out each picture and word card and ask students to give its name. Check that students know the names of pictures and understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Introduce the word family symbols and their key pictures on the headers. Model the onset–rime segmentation process involved in isolating and identifying each vowel family; for example, “In wig we hear /w/, /ig/. In sick we hear /s/, /ick/.” Demonstrate the sorting process by saying each of the other words and pictures and comparing them each to the guide words. Have your students join in as you continue to model the isolation, identification, and categorization of the vowel family. It is critical that your students say the words out loud and enunciate their sounds rather than simply sorting by the visual pattern present. As you sort, tell students that even though they are now using words, they are to still listen for sounds and not just rely on how words look alike. This extra attention is helpful so that English learners can focus on final consonant sounds they are not accustomed to pronouncing.

-ig wig (wig) -ick sick (sick) big dig fig pig (pig) twig

lick kick brick (brick) chick trick (chick) (stick) stick

Sort 120: id, it Same Vowel Family Picture and Word Sorts This sort compares words in the same vowel family that end in -id or -it. Before doing the teacher-guided sort, point out each picture and word card and ask students to give its name. Check that students know the names of pictures and understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional

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unknown items can be set aside for another time. Ask students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Introduce the word family symbols and their key pictures on the headers. Model the onset–rime segmentation process involved in isolating and identifying each vowel family; for example, “In lid we hear /l/, /id/. In sit we hear /s/, /it/.” Demonstrate the sorting process by saying each of the other words and pictures and comparing them each to the guide words. Have your students join in as you continue to model the isolation, identification, and categorization of the vowel family. It is critical that your students say the words out loud and enunciate their sounds rather than simply sorting by the visual pattern present. As you sort, tell students that even though they are now using words, they are to still listen for sounds and not just rely on how words look alike. This extra attention is helpful so that English learners can focus on final consonant sounds they are not accustomed to pronouncing.

-id lid (lid) -it sit (sit) bid did hid kid (kid) skid slid

bit fit kit lit pit spit

Sort 121: it, in, ip Same Vowel Family Picture and Word Sorts This sort compares words in the same vowel family that end in -it, -in, or -ip. Before doing the teacher-guided sort, point out each picture and word card and ask students to give its name. Check that students know the names of pictures and understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Introduce the word family symbols and their key pictures on the headers. Model the onset–rime segmentation process involved in isolating and identifying each vowel family; for example, “In sit we hear /s/, /it/. In pin we hear /p/, /in/. In lip we hear /l/, /ip/.” Demonstrate the sorting process by saying each of the other words and pictures and comparing them each to the guide words. Have your students join in as you continue to model the isolation, identification, and categorization of the vowel family. It is critical that your students say the words out loud and enunciate their sounds rather than simply sorting by the visual pattern present. As you sort, tell students that even though they are now using words, they are to still listen for sounds and not just rely on how words look alike. This extra attention is helpful so that English learners can focus on final consonant sounds they are not accustomed to pronouncing.

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-it sit (sit) -in pin (pin) -ip lip (lip) bit hit fit kit spit

thin win (fin) tin

hip (ship) sip rip (zip) dip

Sort 122: ug, ut Same Vowel Family Picture and Word Sorts This sort compares words in the same vowel family that end in -ug or -ut. Before doing the teacher-guided sort, point out each picture and word card and ask students to give its name. Check that students know the names of pictures and understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Introduce the word family symbols and their key pictures on the headers. Model the onset–rime segmentation process involved in isolating and identifying each vowel family; for example, “In bug we hear /b/, /ug/. In nut we hear /n/, /ut/.” Demonstrate the sorting process by saying each of the other words and pictures and comparing them each to the guide words. Have your students join in as you continue to model the isolation, identification, and categorization of the vowel family. It is critical that your students say the words out loud and enunciate their sounds rather than simply sorting by the visual pattern present. As you sort, tell students that even though they are now using words, they are to still listen for sounds and not just rely on how words look alike. This extra attention is helpful so that English learners can focus on final consonant sounds they are not accustomed to pronouncing.

-ug bug (bug) -ut nut (nut) dug rug tug (hug) mug (plug) hug

but (cut) (hut) gut rut shut cut

Sort 123: ub, up, ud Same Vowel Family Picture and Word Sorts This sort compares words in the same vowel family that end in -ub, -up, or -ud. Before doing the teacher-guided sort, point out each picture and word card and ask students to give its name. Check that students know the names of pictures and understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Introduce the word family symbols and their key pictures on the headers. Model the onset–rime segmentation process involved in isolating and identifying each vowel family; for example, “In tub we hear /t/, /ub/. In cup we hear /c/, /up/. In mud we hear /m/, /ud/.” Demonstrate the sorting process by saying each of the

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other words and pictures and comparing them each to the guide words. Have your students join in as you continue to model the isolation, identification, and categorization of the vowel family. It is critical that your students say the words out loud and enunciate their sounds rather than simply sorting by the visual pattern present. As you sort, tell students that even though they are now using words, they are to still listen for sounds and not just rely on how words look alike. This extra attention is helpful so that English learners can focus on final consonant sounds they are not accustomed to pronouncing.

-ub tub (tub) -up cup (cup) -ud mud (mud) cub grub rub (cub)

pup up

bud dud stud

Sort 124: un, um Same Vowel Family Picture and Word Sorts This sort compares words in the same vowel family that end in -un or -um. Before doing the teacher-guided sort, point out each picture and word card and ask students to give its name. Check that students know the names of pictures and understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Introduce the word family symbols and their key pictures on the headers. Model the onset–rime segmentation process involved in isolating and identifying each vowel family; for example, “In gun we hear /g/, /un/. In drum we hear /dr/, /um/.” Demonstrate the sorting process by saying each of the other words and pictures and comparing them each to the guide words. Have your students join in as you continue to model the isolation, identification, and categorization of the vowel family. It is critical that your students say the words out loud and enunciate their sounds rather than simply sorting by the visual pattern present. As you sort, tell students that even though they are now using words, they are to still listen for sounds and not just rely on how words look alike. This extra attention is helpful so that English learners can focus on final consonant sounds they are not accustomed to pronouncing.

-un gun (gun) -um drum (drum) (bun) fun run (sun) sun

bum (gum) hum (plum) slum sum gum plum

Sort 125: ub, ug, ut Same Vowel Family Picture and Word Sorts This sort compares words in the same vowel family that end in -ub, -ug, or -ut. Before doing the teacher-guided sort, point out each picture and word card and ask students to give its name. Check that students know the names of pictures and understand the meanings of the

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words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Introduce the word family symbols and their key pictures on the headers. Model the onset–rime segmentation process involved in isolating and identifying each vowel family; for example, “In tub we hear /t/, /ub/. In bug we hear /b/, /ug/. In nut we hear /n/, /ut/.” Demonstrate the sorting process by saying each of the other words and pictures and comparing them each to the guide words. Have your students join in as you continue to model the isolation, identification, and categorization of the vowel family. It is critical that your students say the words out loud and enunciate their sounds rather than simply sorting by the visual pattern present. As you sort, tell students that even though they are now using words, they are to still listen for sounds and not just rely on how words look alike. This extra attention is helpful so that English learners can focus on final consonant sounds they are not accustomed to pronouncing.

-ub tub (tub) -ug bug (bug) -ut nut (nut) (cub) rub (sub) club

(plug) (rug) tug (hug) dug hug

but (cut) (hut) shut cut

Sort 126: op, og Same Vowel Family Picture and Word Sorts This sort compares words in the same vowel family that end in -op or -og. Before doing the teacher-guided sort, point out each picture and word card and ask students to give its name. Check that students know the names of pictures and understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Introduce the word family symbols and their key pictures on the headers. Model the onset–rime segmentation process involved in isolating and identifying each vowel family; for example, “In top we hear /t/, /op/. In dog we hear /d/, /og/.” Demonstrate the sorting process by saying each of the other words and pictures and comparing them each to the guide words. Have your students join in as you continue to model the isolation, identification, and categorization of the vowel family. It is critical that your students say the words out loud and enunciate their sounds rather than simply sorting by the visual pattern present. As you sort, tell students that even though they are now using words, they are to still listen for sounds and not just rely on how words look alike. This extra attention is helpful so that English learners can focus on final consonant sounds they are not accustomed to pronouncing.

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-op top (top) -og dog (dog) hop mop pop (chop) (mop) stop (stop) chop

log fog hog jog frog (frog) (jog) (log)

Sort 127: ot, od, ob Same Vowel Family Picture and Word Sorts This sort compares words in the same vowel family that end in -ot, -od, or -ob. Before doing the teacher-guided sort, point out each picture and word card and ask students to give its name. Check that students know the names of pictures and understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Introduce the word family symbols and their key pictures on the headers. Model the onset–rime segmentation process involved in isolating and identifying each vowel family; for example, “In pot we hear /p/, /ot/. In nod we hear /n/, /od/. In cob we hear /c/, /ob/.” Demonstrate the sorting process by saying each of the other words and pictures and comparing them each to the guide words. Have your students join in as you continue to model the isolation, identification, and categorization of the vowel family. It is critical that your students say the words out loud and enunciate their sounds rather than simply sorting by the visual pattern present. As you sort, tell students that even though they are now using words, they are to still listen for sounds and not just rely on how words look alike. This extra attention is helpful so that English learners can focus on final consonant sounds they are not accustomed to pronouncing.

-ot pot -od nod -ob cob (pot) (knot) hot lot got not

nod clod plod pod rod

sob job mob rob

Sort 128: ob, op, ot Same Vowel Family Picture and Word Sorts This sort compares words in the same vowel family that end in -ob, -op, or -ot. Before doing the teacher-guided sort, point out each picture and word card and ask students to give its name. Check that students know the names of pictures and understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Introduce the word family symbols and their key pictures on the headers. Model the onset–rime segmentation process involved in isolating and identifying each vowel family; for example, “In cob we hear /c/, /ob/. In top we hear /t/, /op/. In pot we hear /p/,

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/ot/.” Demonstrate the sorting process by saying each of the other words and pictures and comparing them each to the guide words. Have your students join in as you continue to model the isolation, identification, and categorization of the vowel family. It is critical that your students say the words out loud and enunciate their sounds rather than simply sorting by the visual pattern present. As you sort, tell students that even though they are now using words, they are to still listen for sounds and not just rely on how words look alike. This extra attention is helpful so that English learners can focus on final consonant sounds they are not accustomed to pronouncing.

-ob cob -op top -ot pot blob sob mob job slob rob

(top) hop stop pop (mop)

(knot) cot spot lot

Sort 129: ed, en, et Same Vowel Family Picture and Word Sorts This sort compares words in the same vowel family that end in -ed, -en, or -et. Before doing the teacher-guided sort, point out each picture and word card and ask students to give its name. Check that students know the names of pictures and understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Introduce the word family symbols and their key pictures on the headers. Model the onset–rime segmentation process involved in isolating and identifying each vowel family; for example, “In bed we hear /b/, /ed/. In hen we hear /h/, /en/. In net we hear /n/, /et/.” Demonstrate the sorting process by saying each of the other words and pictures and comparing them each to the guide words. Have your students join in as you continue to model the isolation, identification, and categorization of the vowel family. It is critical that your students say the words out loud and enunciate their sounds rather than simply sorting by the visual pattern present. As you sort, tell students that even though they are now using words, they are to still listen for sounds and not just rely on how words look alike. This extra attention is helpful so that English learners can focus on final consonant sounds they are not accustomed to pronouncing.

-ed bed (bed) -en hen (hen) -et net (net) fed led red (sled)

then when (pen) (ten) men pen

yet get let (jet) bet

Sort 130: et, ed, eg, en Same Vowel Family Picture and Word Sorts This sort compares words in the same vowel family that end in -et, -ed, -eg, or -en. Before doing the teacher-guided sort, point out each picture and word card and ask students to give

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its name. Check that students know the names of pictures and understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Introduce the word family symbols and their key pictures on the headers. Model the onset–rime segmentation process involved in isolating and identifying each vowel family; for example, “In net we hear /n/, /et/. In bed we hear /b/, /ed/. In leg we hear /l/, /eg/. In hen we hear /h/, /en/.” Demonstrate the sorting process by saying each of the other words and pictures and comparing them each to the guide words. Have your students join in as you continue to model the isolation, identification, and categorization of the vowel family. It is critical that your students say the words out loud and enunciate their sounds rather than simply sorting by the visual pattern present. As you sort, tell students that even though they are now using words, they are to still listen for sounds and not just rely on how words look alike. This extra attention is helpful so that English learners can focus on final consonant sounds they are not accustomed to pronouncing.

-et net (net)

-ed bed (bed)

-eg leg (leg)

-en hen (hen)

let get jet (jet)

fed led red

beg peg

den men (ten) (pen) when

MIXED SHORT VOWEL WORD FAMILY SORTS, ACTIVITY

5.28 In Sorts 131–139 found on the website, students study short vowels across families. Knowing the families, they concentrate on the sound differences among short vowels, as with e and o in net and not. Sort 131: ap, ip, op Mixed Short Vowel Word Family Sorts This sort compares words in the mixed short vowel word families of -ap, -ip, and -op. Before doing the teacher-guided sort, point out each word card and ask students to give its name. Check that students understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Highlight how the words end the same and how the vowels change. Students should find this sort fairly easy and can help you match the words as you sort. It may be possible for many students to move through this series of sorts at a fast pace.

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-ap cap (cap) -ip lip (lip) -op top (top) map rap tap zap sap nap

zip tip sip rip dip hip snip trip chip ship

hop pop mop stop chop

Sort 132: at, et, ot Mixed Short Vowel Word Family Sorts This sort compares words in the mixed short vowel word families of -at, -et, and -ot. Before doing the teacher-guided sort, point out each word card and ask students to give its name. Check that students understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Highlight how the words end the same and how the vowels change. Students should find this sort fairly easy and can help you match the words as you sort. It may be possible for many students to move through this series of sorts at a fast pace.

-at hat (hat) -et net (net) -ot pot (pot) bat cat fat sat rat mat

yet bet let met pet jet

hot rot not lot cot dot

Sort 133: ag, ig, og, ug Mixed Short Vowel Word Family Sorts This sort compares words in the mixed short vowel word families of -ag, -ig, -og, and -ug. Before doing the teacher-guided sort, point out each word card and ask students to give its name. Check that students understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Highlight how the words end the same and how the vowels change. Students should find this sort fairly easy and can help you match the words as you sort. It may be possible for many students to move through this series of sorts at a fast pace.

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-ag tag (tag)

-ig pig (pig)

-og log (log)

-ug bug (bug)

wag sag rag flag bag

wig dig big twig

dog fog hog smog frog

mug rug hug plug

Sort 134: an, en, in, un Mixed Short Vowel Word Family Sorts This sort compares words in the mixed short vowel word families of -an, -en, -in, and -un. Before doing the teacher-guided sort, point out each word card and ask students to give its name. Check that students understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Highlight how the words end the same and how the vowels change. Students should find this sort fairly easy and can help you match the words as you sort. It may be possible for many students to move through this series of sorts at a fast pace.

-an man (man)

-en hen (hen)

-in pin (pin)

-un sun (sun)

plan van tan ran fan

when ten pen men

fin win tin

bun spun run fun gun

Sort 135: ad, ed, id Mixed Short Vowel Word Family Sorts This sort compares words in the mixed short vowel word families of -ad, -ed, and -id. Before doing the teacher-guided sort, point out each word card and ask students to give its name. Check that students understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Highlight how the words end the same and how the vowels change. Students should find this sort fairly easy and can help you match the words as you sort. It may be possible for many students to move through this series of sorts at a fast pace.

-ad mad (mad) -ed bed (bed) -id kid (kid) bad dad had pad sad glad

fed led red wed sped sled

bid did hid slid lid skid

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Sort 136: ab, ib, ob, ub Mixed Short Vowel Word Family Sorts This sort compares words in the mixed short vowel word families of -ab, -ib, -ob, and -ub. Before doing the teacher-guided sort, point out each word card and ask students to give its name. Check that students understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Highlight how the words end the same and how the vowels change. Students should find this sort fairly easy and can help you match the words as you sort. It may be possible for many students to move through this series of sorts at a fast pace.

-ab cab -ib bib -ob cob -ub tub crab dab jab nab lab

crib fib rib

bob job mob rob sob

stub grub cub rub club

Sort 137: ell, ill Mixed Short Vowel Word Family Sorts This sort compares words in the mixed short vowel word families of -ell and -ill. Before doing the teacher-guided sort, point out each word card and ask students to give its name. Check that students understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Highlight how the words end the same and how the vowels change. Students should find this sort fairly easy and can help you match the words as you sort. It may be possible for many students to move through this series of sorts at a fast pace.

-ell bell (bell) -ill hill (hill) sell tell well shell smell spell

bill fill kill will chill spill still

Sort 138: ack, eck, ick, ock Mixed Short Vowel Word Family Sorts This sort compares words in the mixed short vowel word families of -ack, -eck, -ick, and -ock. Before doing the teacher-guided sort, point out each word card and ask students to give its name. Check that students understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Highlight how the words end the same and how the vowels change.

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Students should find this sort fairly easy and can help you match the words as you sort. It may be possible for many students to move through this series of sorts at a fast pace.

-ack back -eck neck -ick sick -ock rock sack black jack pack rack

deck speck peck check

lick kick stick tick chick

block shock sock clock lock

Sort 139: ast, est, ist, ust Mixed Short Vowel Word Family Sorts This sort compares words in the mixed short vowel word families of -ast, -est, -ist, and -ust. Before doing the teacher-guided sort, point out each word card and ask students to give its name. Check that students understand the meanings of the words. Consider teaching the names and meanings of up to five unknown items. Additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. Ask about the vowel sounds in the middles of the words. Do they all have the same vowel sound? Highlight how the words end the same and how the vowels change. Students should find this sort fairly easy and can help you match the words as you sort. It may be possible for many students to move through this series of sorts at a fast pace.

-ast cast -est nest -ist fist -ust just past last fast

test best rest pest

twist list mist

trust crust must rust bust

FOCUS ON WORD SORTS TO CONTRAST FINAL

CONSONANTS, ACTIVITY 5.30 Seven sorts on the website (140–147) contrast final consonants. Previously, students contrasted the sounds of final consonants with pictures. Now, with words, students are cued by letters to articulate a difference between contrasting sounds. For example, students sort words that end in d from words that end in t: bad, rod, kid, mat, jet, pot, net. Sort 140: /-d/ /-t/ Word Sorts to Contrast Final Consonants This sort contrasts words with the final consonant sounds of /-d/ and /-t/. Students say the words as they sort and match written words with key pictures at the top of the columns. Before placing a word in a column, have them say the word being sorted and then the appropriate key word at the top; for example, after matching jet to the picture of the net (jet–net), students then contrast the word jet to the key picture bed (jet–bed). After following the lesson plan format for the first sort in this series, students can complete the other sorts with partners and record them in their word study notebooks. In small groups, students brainstorm additional words that fit with these sorts.

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-d bed (bed) -t net (net) bad dad did rod kid lid mad slid

hat cat jet sit pot mat bat

Sort 141: /-g/ /-p/ Word Sorts to Contrast Final Consonants This sort contrasts words with the final consonant sounds of /-g/ and /-p/. Students say the words as they sort and match written words with key pictures at the top of the columns. Before placing a word in a column, have them say the word being sorted and then the appropriate key word at the top; for example, after matching top to the picture of the mop (top–mop), students then contrast the word top to the key picture dog (top–dog). After following the lesson plan format for the first sort in this series, students can complete the other sorts with partners and record them in their word study notebooks. In small groups, students brainstorm additional words that fit with these sorts.

-g dog (dog) -p mop (mop) leg bug log pig wig bug big tag

map up top step tap hip cup

Sort 142: /-g/ /-k/ Word Sorts to Contrast Final Consonants This sort contrasts words with the final consonant sounds of /-g/ and /-k/. Students say the words as they sort and match written words with key pictures at the top of the columns. Before placing a word in a column, have them say the word being sorted and then the appropriate key word at the top; for example, after matching sock to the picture of the pick (sock–pick), students then contrast the word sock to the key picture dog (sock–dog). After following the lesson plan format for the first sort in this series, students can complete the other sorts with partners and record them in their word study notebooks. In small groups, students brainstorm additional words that fit with these sorts.

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-g dog (dog) -k chick (chick) leg bug log pig wig hug dog rug

block sock sack pick brick stick rock sick

Sort 143: /-b/ /-p/ Word Sorts to Contrast Final Consonants This sort contrasts words with the final consonant sounds of /-b/ and /-p/. Students say the words as they sort and match written words with key pictures at the top of the columns. Before placing a word in a column, have them say the word being sorted and then the appropriate key word at the top; for example, after matching mop to the picture of hop (mop–hop), students then contrast the word mop to the key picture bib (mop–bib). After following the lesson plan format for the first sort in this series, students can complete the other sorts with partners and record them in their word study notebooks. In small groups, students brainstorm additional words that fit with these sorts.

-b bib (bib) -p hop (hop) tub web cab crib sub crab cub club

map mop top nap rip stop cup ship

Sort 144: /-g/ /-n/ Word Sorts to Contrast Final Consonants This sort contrasts words with the final consonant sounds of /-g/ and /-n/. Students say the words as they sort and match written words with key pictures at the top of the columns. Before placing a word in a column, have them say the word being sorted and then the appropriate key word at the top; for example, after matching man to the picture of the fan (man–fan), students then contrast the word man to the key picture hug (man–hug). After following the lesson plan format for the first sort in this series, students can complete the other sorts with partners and record them in their word study notebooks. In small groups, students brainstorm additional words that fit with these sorts.

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-g hug (hug) -n fan (fan) leg bug log pig wig dog

on man fin in ten sun can

Sort 145: /-m/ /-n/ Word Sorts to Contrast Final Consonants This sort contrasts words with the final consonant sounds of /-m/ and /-n/. Students say the words as they sort and match written words with key pictures at the top of the columns. Before placing a word in a column, have them say the word being sorted and then the appropriate key word at the top; for example, after matching man to the picture of the fan (man–fan), students then contrast the word man to the key picture gum (man–gum). After following the lesson plan format for the first sort in this series, students can complete the other sorts with partners and record them in their word study notebooks. In small groups, students brainstorm additional words that fit with these sorts.

-m gum (gum) -n fan (fan) clam ham drum dam plum stem swim mom

bun man pin on ten sun can grin

Sort 146: /-g/ /-t/ /-d/ Word Sorts to Contrast Final Consonants This sort contrasts words with the final consonant sounds of /-g/, /-t/, and /-d/. Students say the words as they sort and match written words with key pictures at the top of the columns. Before placing a word in a column, have them say the word being sorted and then the appropriate key word at the top; for example, after matching red to the picture of the bed (red–bed), students then contrast the word red to the key pictures hug (red–hug) and net (red–net). After following the lesson plan format for the first sort in this series, students can complete the other sorts with partners and record them in their word study notebooks. In small groups, students brainstorm additional words that fit with these sorts.

-g hug (hug) -t net (net) -d bed (bed) leg dig log pig wig dog big

hat chat jet bat pot mat sit

sad red nod bud mud had

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Sort 147: /-p/ /-m/ /-n/ /-b/ Word Sorts to Contrast Final Consonants This sort contrasts words with the final consonant sounds of /-p/, /-m/, /-n/, and /-b/. Students say the words as they sort and match written words with key pictures at the top of the columns. Before placing a word in a column, have them say the word being sorted and then the appropriate key word at the top; for example, after matching tub to the picture of the map (tub–map), matching tub to the picture of the gum (tub–gum), and matching tub to the picture of the fan (tub–fan), students then contrast the word tub to the key picture bib (tub–bib). Following the guided sort, students can complete the sort again with partners and record it in their word study notebooks. In small groups, students brainstorm additional words that fit with these sorts.

-p map (map)

-m gum (gum)

-n fan (fan)

-b bib (bib)

lip mop top tip

clam ham drum dam plum

thin man run fin ten

tub mob rib crab web

CVC SHORT VOWEL WORD SORTS, ACTIVITY 5.31 These word sorts, numbered 148–157 on the website, compare short vowels beyond word families. Making the generalization from rimes to the short vowel sound is important so that students do not overrely on rhyming in English. This series of sorts begins with easier contrasts and ends with finer contrasts (short i and short e). Sort 148: Short a, Short u Short Vowel Word Sorts This sort compares words from different word families that have short a or short u. Before doing the teacher-guided sort, point out each word card for students to read. Check that students can both read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. Ask about the vowel sounds in the middles of the words and the consonants at the ends of the words. Do they all have the same vowel family? Highlight how the words in this sort have the same vowel but not the same ending sound. Have students say the words along with you as you sort. Help them to pronounce the vowels and ending sounds in the words. Next, have students do the sort on their own or with partners. When they finish, they check their sorts to make sure the words have been correctly sorted. Students observe that the words in each sorted column sound alike in the middle. Students may have difficulty understanding how they sound alike in the middle and yet they end with different sounds. This activity helps them to see the CVC pattern. Students are encouraged to share their questions about this pattern and what might be confusing for them.

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[short a] (man) [short u] (tub) cab mad tap pan rag ham bad bat wax chat

cub mud run bug bus gum cut club fun cup

Sort 149: Short e, Short u Short Vowel Word Sorts This sort compares words from different word families that have short e or short u. Before doing the teacher-guided sort, point out each word card for students to read. Check that students can both read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. Ask about the vowel sounds in the middles of the words and the consonants at the ends of the words. Do they all have the same vowel family? Highlight how the words in this sort have the same vowel but not the same ending sound. Have students say the words along with you as you sort. Help them to pronounce the vowels and ending sounds in the words. Next, have students do the sort on their own or with partners. When they finish, they check their sorts to make sure the words have been correctly sorted. Students observe that the words in each sorted column sound alike in the middle. Students may have difficulty understanding how they sound alike in the middle and yet they end with different sounds. This activity helps them to see the CVC pattern. Students are encouraged to share their questions about this pattern and what might be confusing for them.

[short e] (web) [short u] (cup) fed leg ten pet web yet get red men jet

bun cut gum mug pup us up dug cup rug mud

Sort 150: Short i, Short u Short Vowel Word Sorts This sort compares words from different word families that have short i or short u. Before doing the teacher-guided sort, point out each word card for students to read. Check that students can both read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for

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another time. Ask your students if they notice anything about the words. Ask about the vowel sounds in the middles of the words and the consonants at the ends of the words. Do they all have the same vowel family? Highlight how the words in this sort have the same vowel but not the same ending sound. Have students say the words along with you as you sort. Help them to pronounce the vowels and ending sounds in the words. Next, have students do the sort on their own or with partners. When they finish, they check their sorts to make sure the words have been correctly sorted. Students observe that the words in each sorted column sound alike in the middle. Students may have difficulty understanding how they sound alike in the middle and yet they end with different sounds. This activity helps them to see the CVC pattern. Students are encouraged to share their questions about this pattern and what might be confusing for them.

[short i] (pig) [short u] (cup) him rip win sit pig bib lip in is six

hum bud lug rut rub bus cut bug thud stun cup

Sort 151: Short o, Short u Short Vowel Word Sorts This sort compares words from different word families that have short o or short u. Before doing the teacher-guided sort, point out each word card for students to read. Check that students can both read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. Ask about the vowel sounds in the middles of the words and the consonants at the ends of the words. Do they all have the same vowel family? Highlight how the words in this sort have the same vowel but not the same ending sound. Have students say the words along with you as you sort. Help them to pronounce the vowels and ending sounds in the words. Next, have students do the sort on their own or with partners. When they finish, they check their sorts to make sure the words have been correctly sorted. Students observe that the words in each sorted column sound alike in the middle. Students may have difficulty understanding how they sound alike in the middle and yet they end with different sounds. This activity helps them to see the CVC pattern. Students are encouraged to share their questions about this pattern and what might be confusing for them.

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[short o] (mop) [short u] (cup) job mom got mop log fox stop spot chop top nod

cub mud run bug bus gum cut mug cup tug

Sort 152: Short a, Short o Short Vowel Word Sorts This sort compares words from different word families that have short a or short o. Before doing the teacher-guided sort, point out each word card for students to read. Check that students can both read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. Ask about the vowel sounds in the middles of the words and the consonants at the ends of the words. Do they all have the same vowel family? Highlight how the words in this sort have the same vowel but not the same ending sound. Have students say the words along with you as you sort. Help them to pronounce the vowels and ending sounds in the words. Next, have students do the sort on their own or with partners. When they finish, they check their sorts to make sure the words have been correctly sorted. Students observe that the words in each sorted column sound alike in the middle. Students may have difficulty understanding how they sound alike in the middle and yet they end with different sounds. This activity helps them to see the CVC pattern. Students are encouraged to share their questions about this pattern and what might be confusing for them.

[short a] (man) [short o] (mop) ran mad tap pan rag ham bad man map dad had

pot box hot cob not top fox log stop box on

Sort 153: Short a, Short i Short Vowel Word Sorts This sort compares words from different word families that have short a or short i. Before doing the teacher-guided sort, point out each word card for students to read. Check that

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students can both read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. Ask about the vowel sounds in the middles of the words and the consonants at the ends of the words. Do they all have the same vowel family? Highlight how the words in this sort have the same vowel but not the same ending sound. Have students say the words along with you as you sort. Help them to pronounce the vowels and ending sounds in the words. Next, have students do the sort on their own or with partners. When they finish, they check their sorts to make sure the words have been correctly sorted. Students observe that the words in each sorted column sound alike in the middle. Students may have difficulty understanding how they sound alike in the middle and yet they end with different sounds. This activity helps them to see the CVC pattern. Students are encouraged to share their questions about this pattern and what might be confusing for them.

[short a] (man) [short i] (pig) at jab lap man sag wax yam bat lad pal

big fin fix his lip rim hit zip win sip

Sort 154: Short e, Short o Short Vowel Word Sorts This sort compares words from different word families that have short e or short o. Before doing the teacher-guided sort, point out each word card for students to read. Check that students can both read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. Ask about the vowel sounds in the middles of the words and the consonants at the ends of the words. Do they all have the same vowel family? Highlight how the words in this sort have the same vowel but not the same ending sound. Have students say the words along with you as you sort. Help them to pronounce the vowels and ending sounds in the words. Next, have students do the sort on their own or with partners. When they finish, they check their sorts to make sure the words have been correctly sorted. Students observe that the words in each sorted column sound alike in the middle. Students may have difficulty understanding how they sound alike in the middle and yet they end with different sounds. This activity helps them to see the CVC pattern. Students are encouraged to share their questions about this pattern and what might be confusing for them.

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[short e] (web) short o (octopus) bed den get jet men peg set beg fed hen

box top job pot nod lot got rob mom

Sort 155: Short i, Short o Short Vowel Word Sorts This sort compares words from different word families that have short i or short o. Before doing the teacher-guided sort, point out each word card for students to read. Check that students can both read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. Ask about the vowel sounds in the middles of the words and the consonants at the ends of the words. Do they all have the same vowel family? Highlight how the words in this sort have the same vowel but not the same ending sound. Have students say the words along with you as you sort. Help them to pronounce the vowels and ending sounds in the words. Next, have students do the sort on their own or with partners. When they finish, they check their sorts to make sure the words have been correctly sorted. Students observe that the words in each sorted column sound alike in the middle. Students may have difficulty understanding how they sound alike in the middle and yet they end with different sounds. This activity helps them to see the CVC pattern. Students are encouraged to share their questions about this pattern and what might be confusing for them.

[short i] (pig) [short o] (mop) big wig rip mix it is if fin six pin kid

cob got hot mob not rob log jog mop lot rot

Sort 156: Short e, Short a Short Vowel Word Sorts This sort compares words from different word families that have short e or short a. Before doing the teacher-guided sort, point out each word card for students to read. Check that students can both read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for

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another time. Ask your students if they notice anything about the words. Ask about the vowel sounds in the middles of the words and the consonants at the ends of the words. Do they all have the same vowel family? Highlight how the words in this sort have the same vowel but not the same ending sound. Have students say the words along with you as you sort. Help them to pronounce the vowels and ending sounds in the words. Next, have students do the sort on their own or with partners. When they finish, they check their sorts to make sure the words have been correctly sorted. Students observe that the words in each sorted column sound alike in the middle. Students may have difficulty understanding how they sound alike in the middle and yet they end with different sounds. This activity helps them to see the CVC pattern. Students are encouraged to share their questions about this pattern and what might be confusing for them.

[short e] (web) [short a] (man) fed leg net pet hen yet ten web wet red

tap wag van rat bat sad ham tag cab zap

Sort 157: Short e, Short i Short Vowel Word Sorts This sort compares words from different word families that have short e or short i. Before doing the teacher-guided sort, point out each word card for students to read. Check that students can both read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. Ask about the vowel sounds in the middles of the words and the consonants at the ends of the words. Do they all have the same vowel family? Highlight how the words in this sort have the same vowel but not the same ending sound. Have students say the words along with you as you sort. Help them to pronounce the vowels and ending sounds in the words. Next, have students do the sort on their own or with partners. When they finish, they check their sorts to make sure the words have been correctly sorted. Students observe that the words in each sorted column sound alike in the middle. Students may have difficulty understanding how they sound alike in the middle and yet they end with different sounds. This activity helps them to see the CVC pattern. Students are encouraged to share their questions about this pattern and what might be confusing for them.

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[short e] (web) short I (igloo) beg jet men set wed best yet yes wet nest

big wig rip mix hit his sit dim fix fin

BEGINNING CONSONANT DIGRAPH AND BLEND WORD

SORTS, ACTIVITY 5.32 In Sorts 158–198 on the website students see that digraphs and blends may be seen as one unit. They begin to pronounce them together, without a vowel between the consonants (formerly, the word split might have been pronounced “espalitah”) and without an ending vowel (formerly, lump might have been pronounced “lumpuh”). This learning creates more fluency in reading and writing short vowel words, and helps prepare students to understand the concept of a consonant-vowel-consonant (CVC) pattern. Sort 158: c, h, ch Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the digraph ch with words that begin with c or h. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the digraph ch? Highlight how the ch words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

Cc cat (cat) Hh hand (hand) ch chin (chin) can cub cap cup cot cut

had hug hen hot him ham hit hop

chip chat chick chap chop chest

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Sort 159: s, h, sh Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the digraph sh with words that begin with s or h. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the digraph sh? Highlight how the sh words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

Ss sun (sun) Hh hat (hat) sh ship (ship) sit six sap set sob sat sad

had hem hit hug ham has

shot shop shut shed shin

Sort 160: t, h, th Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the digraphs th with words that begin with t or h. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the digraph th? Highlight how the th words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

Tt ten (ten) Hh hat (hat) th thumb (thumb) tent tin top tug tag tax tip

ham hog hut hen had has

this thud that them then

Sort 161: sh, ch, th Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the digraphs sh, ch, and th. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the digraphs?

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Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

ch chin (chin) sh ship (ship) th thumb (thumb) chip chat chop chap chum

shell shop shack shed shin shut

thud them then thin that than this

Sort 162: w, h, wh Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the digraph wh with words that begin with w or h. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the digraphs? Highlight how the wh words include more than one consonant together. Note that wh and w words do not sound differently at the beginning, but they are spelled differently. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

Ww wed Hh him wh what wig wag web win well wax

ham hug hip hut hen has

whip wham when which

Sort 163: ch, sh, th, wh Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the digraphs ch, sh, th, and wh. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the digraphs? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

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ch chin sh ship th this wh what chip chat chop chap champ

shin shop shack shed

thud them then thin that

wham which when whack whip

Sort 164: s, t, st Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the st blend with words that begin with s or t Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

Ss sun (sun) Tt ten (ten) st stop (stop) sum sag sub sit sad set six sip

tell tan tip tub top tug tag

stuck step stub stem stab stud stun

Sort 165: s, p, sp Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the sp blend with words that begin with s or p. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

Ss sun (sun) Pp pig (pig) sp spot (spot) sell sip sad six set sag sit

pot peg pad pop pup pen

spill spud spank span spit spin sped

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Sort 166: s, k, sk Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the sk blend with words that begin with s or k. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

Ss sun (sun) Kk kid (kid) sk skip (skip) sum sag sub sit sad sob sap sell

keg kid kit kept kick kin

skid skim skin skill skit skunk skull

Sort 167: s, m, sm Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the sm blend with words that begin with s or m. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

Ss sun (sun) Mm mad (mad) sm smell (smell) sag sub sit sad sob

met mix mom mud mug

smog smash small smug smock

Sort 168: st, sp, sm, sk Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the digraphs st, sp, sm, and sk. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant

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blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

st step (step)

sp spot (spot)

sm smell (smell)

sk skip (skip)

stab stuck stop stub stem

spill spud spank span spit

smack smash smog smug

skit skim skid skill skin

Sort 169: s, n, sn Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the sn blend with words that begin with s or n. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

Ss sun (sun) Nn net (net) sn snap (snap) set sag sub sit sad sob six

nap nip nod not nest

snag sniff snip snug snack snot snob

Sort 170: s, w, sw Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the sw blend with words that begin with s or w. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

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Ss sun (sun) Ww web (web) sw swim (swim) sell sag sub sit sad sob sap

wag wax well wet wig west

swam swept swell Swiss swish swap

Sort 171: s, c, sc Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the sc blend with words that begin with s or c. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

Ss sun Cc cat sc scan sell sag sub sit sad sob sap

can cub cab cap cup cut cob

Scott scab scuff scum scat scalp scam

Sort 172: sc, sn, sw Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the blends of sc, sn, and sw. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

sc scan sn snap sw swim scat Scott scab scum

snag snob snip snug snack

swept swam swish swell

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Sort 173: b, l, bl Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the bl blend with words that begin with b or l. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

Bb bag (bag) Ll lamp (lamp) bl block (block) best bath but box big bet

lost list log lip let lap last

blab blob blast blip black bless

Sort 174: c, l, cl Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the cl blend with words that begin with c or l. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

Cc cat (cat) Ll leg (leg) cl clap (clap) cab cap cup cut cast cost

led lid lot lug lad lamp lost

clam clip class club clash cloth clack

Sort 175: g, l, gl Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the gl blend with words that begin with g or l. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant

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blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

Gg gum (gum) Ll leg (leg) gl glass (glass) gas get got gun gap gag

lap led lamp lip lit lot

Glen glad glob glum gloss

Sort 176: bl, cl, gl Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the blends of bl, cl, and gl. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

bl block (block) cl clap (clap) gl glass (glass) blab blob blast blip black

clam clip class club clash cloth clack

gloss glad glob glum

Sort 177: p, l, pl Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the pl blend with words that begin with p or l. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

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Pp pig (pig) Ll leg (leg) pl plug (plug) pan peg pin pot past path

lost list log lip let lap lamp

plan plod plop plot plug plum

Sort 178: s, l, sl Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the sl blend with words that begin with s or l. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

Ss sun (sun) Ll lid (lid) sl sled (sled) sad sit six sum sap sob

led lamp lot lug lad leg let

slab slam slim slip slap

Sort 179: f, l, fl Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the fl blend with words that begin with f or l. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

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Ff fish (fish) Ll lid (lid) fl flag (flag) fan fed fib fin fix fox fun

lap led leg lip lit lot log

floss flip flap flat flop flash flesh

Sort 180: sl, fl, pl Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the blends of sl, fl, and pl. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

sl sled (sled) fl flag (flag) pl plug (plug) slick slab slam slim slip slap slug

floss flap flat flip flop flash flesh

plum plan plop plot plus plod

Sort 181: b, r, br Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the br blend with words that begin with b or r. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

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Bb bag (bag) Rr rock (rock) br brick (brick) bad beg bib box bun but big

ran red rib rob rub run rat

brag brat brass brim brad brush

Sort 182: b, br, r, l Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the br blend with words that begin with b, r, or l. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

Bb bus (bus)

br brick (brick)

Rr rock (rock)

Ll lid (lid)

box bed bet big bit

brag brat brass brim

rut rig ran rap

lap last lip lot leg lamp

Sort 183: g, r, gr Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the gr blends with words that begin with g or r. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the digraphs and consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

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Gg gum (gum) Rr rock (rock) gr grass (grass) gap gas get got gull gun gut

rust rush rich rash run rip rob

grab grid grim grin grip grit

Sort 184: br, bl, gl, gr Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the blends of br, bl, gl, and gr. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

br brick (brick)

bl block (block)

gl glass (glass)

gr grass (grass)

brim brag brat brass

blab blob blast blip black

glad glass glob glum

grab grip grill grit grin

Sort 185: c, r, cr Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the cr blend with words that begin with c or r. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

Cc cat (cat) Rr rat (rat) cr crab (crab) cab can cap cost cub cut

ran red rib rob rub run rat

cram crib crop crash crisp crust crush

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Sort 186: p, r, pr Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the pr blend with words that begin with p or r. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

Pp pig Rr run pr press pad pen peg pit pot pup path

rag ran rap rat rib rid rub

prod prom prop prim

Sort 187: f, r, fr Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the pr blend with words that begin with f or r. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

Ff fish (fish) Rr rat (rat) fr frog (frog) fad fan fat fib fin fix fog

rust rush rich rash run rip red

from fresh frost fret frizz frill

Sort 188: cl, cr, fl, fr Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the blends of cl, cr, fl, and fr. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant

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blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

cl clap (clap)

cr crab (crab)

fl flag (flag)

fr frog (frog)

clash clam clip clod club

crib crest crop crash

floss flip flap flat flop

fresh from frost fret

Sort 189: cr, fr, gr, pr Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the blends of cr, fr, gr, and pr. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

cr crab fr frog gr grass pr press crib crest crop crust

from fresh fret frost

grip grim grub grab

prod prep prim prop prom

Sort 190: br, bl, gl, gr Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the blends of br, bl, gl, and gr. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

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br brick (brick)

bl block (block)

gl glass (glass)

gr grass (grass)

brim brag brat brass

blab blob blast blip black

gloss glad glob glum

grill grab grip grub grim

Sort 191: t, tr, r Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the tr blend with words that begin with t or r. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

Tt ten (ten) tr truck (truck) Rr rat (rat) tag tax tent tip top tub

trap trim trip trot trash trust

red run rod rim rib

Sort 192: ch, r, tr, t Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the digraphs and blends of ch or tr with words that begin with r or t. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the digraphs and consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

ch chin (chin)

Rr rat (rat)

tr truck (truck)

Tt ten (ten)

chip chop chap chat

rib rub ran red rip

trot trash trust trim trip

test tab tub tip tin

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Sort 193: d, r, dr Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the dr blend with words that begin with d or r. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

Dd dog (dog) Rr rat (rat) dr drum (drum) dad dig did dim dish

ran rib rest rob run red

drip drag drop dress drab

Sort 194: ch, dr, tr, j Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the digraphs and blends of ch, dr, and tr with words that begin with j. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the digraphs and consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

ch chin (chin)

dr drum (drum)

tr truck (truck)

Jj jug (jug)

chop champ chap chat chip

dress drip drop drag drab

trip trash trap trot trim

jam jet jog job

Sort 195: br, tr, pr Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the blends of br, tr, and pr. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have

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students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

br brick tr trap pr press brag brat brass brim brush

trip trash truck trot trim trust

prod prom prop prim press prep

Sort 196: dr, fr, gr Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the blends of dr, fr, and gr. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

dr drum (drum) fr frog (frog) gr grass (grass) drip drag drop drill drab dress

from fresh frost fret frizz frill

grab grid grim grin grip grit

Sort 197: t, w, tw Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with the tw blend with words that begin with t or w. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

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Tt ten (ten) Ww wig (wig) tw twins (twins) tab tax tent tip tub tan

wag wax west win wet

twig twill twist

Sort 198: k, qu, tw Beginning Consonant Digraph and Blend Word Sorts This sort compares words that begin with tw blends with words that begin with k or qu. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items; additional unknown items can be set aside for another time. Ask your students if they notice anything about the words. These words have more letters in them than the simple CVC words. Can students identify the consonant blends? Highlight how the words include more than one consonant together. Next, have students complete the sort with partners in small groups. When finished, they can read and share their words with other pairs of students.

Kk kid (kid) qu quilt (quilt) tw twins (twins) keg king kit kick kin kiss

quest quack quit quiz quick

twin twig twill twist

FOCUSED SORTS TO CONTRAST BEGINNING

CONSONANT DIGRAPHS, ACTIVITY 5.33 These sorts build on the previous series and compare consonant digraphs that are very similar to each other. For example, in the /sh/ and /ch/ sort, students practice feeling the differences between words that are easily confused in pronunciation. There are often only slight variations in how these sounds are produced in the mouth. Sort 199: Focused Word Sorts to Contrast Beginning Sounds s, ch This sort compares words with the beginning consonant digraphs of ch with s. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words have almost the same sound, but one is a digraph.”) Be aware that some of these digraph sounds may not exist in students’ home languages. Highlight the digraphs and their respective sounds. Next, have students complete the sort with partners in small groups. When finished, have them check their sorts together and read their words to other pairs of students. If students have already studied these sounds, then the pace can be

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fast if students easily discriminate among the sounds in the sorts in their speech. Some students may not be able to articulate these sound differences clearly, and these sorts help to clarify how the sounds vary.

Ss sun (sun) ch chin (chin) sad sit six sob sub such sum

chap chat check chip chop chum chest champ

Sort 200: Focused Word Sorts to Contrast Beginning Sounds sh, ch This sort compares words with the beginning consonant digraphs of sh and ch. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words all have consonant digraphs like those we have been studying. But now, these digraphs have almost the same sound.”) Be aware that some of these digraph sounds may not exist in students’ home languages. Highlight the digraphs and their respective sounds. Next, have students complete the sort with partners in small groups. When finished, have them check their sorts together and read their words to other pairs of students. If students have already studied these sounds, then the pace can be fast if students easily discriminate among the sounds in the sorts in their speech. Some students may not be able to articulate these sound differences clearly, and these sorts help to clarify how the sounds vary.

sh ship (ship) ch chin (chin) shed ship shop shot shut shack shell

chap chat champ chip chop chum chest

Sort 201: Focused Word Sorts to Contrast Beginning Sounds s, sh, ch This sort compares words with the beginning consonant digraphs of sh, and ch with the s. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words have almost the same sound, but one is a digraph.”) Be aware that some of these digraph sounds may not exist in students’ home languages. Highlight the digraphs and their respective sounds. Next, have students complete the sort with partners in small groups. When finished, have them check their sorts together and read their words to

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other pairs of students. If students have already studied these sounds, then the pace can be fast if students easily discriminate among the sounds in the sorts in their speech. Some students may not be able to articulate these sound differences clearly, and these sorts help to clarify how the sounds vary.

Ss sun (sun) sh ship (ship) ch chin (chin) sad sit six sob such

shed shack shop shot shut

chop chat chin chip

Sort 202: Focused Word Sorts to Contrast Beginning Sounds j, sh This sort compares words with the beginning consonant digraph of sh with j. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words have almost the same sound, but one is a digraph.”) Be aware that some of these digraph sounds may not exist in students’ home languages. Highlight the digraphs and their respective sounds. Next, have students complete the sort with partners in small groups. When finished, have them check their sorts together and read their words to other pairs of students. If students have already studied these sounds, then the pace can be fast if students easily discriminate among the sounds in the sorts in their speech. Some students may not be able to articulate these sound differences clearly, and these sorts help to clarify how the sounds vary.

Jj jug (jug) sh ship (ship) jab jam jet John job jog jack just

shed shell shop shot shut shack shift

Sort 203: Focused Word Sorts to Contrast Beginning Sounds j, ch This sort compares words with the beginning consonant digraphs of ch with j. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words have almost the same sound, but one is a digraph.”) Be aware that some of these digraph sounds may not exist in students’ home languages. Highlight the digraph and its sound. Next, have students complete the sort with partners in small groups. When finished, have them check their sorts together and read their words to other pairs of students. If students have already studied these sounds, then the pace can be fast if students easily discriminate among the sounds in the sorts in their speech. Some students may not be

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able to articulate these sound differences clearly, and these sorts help to clarify how the sounds vary.

Jj jug (jug) ch chin (chin) jab jam jet John job jog jack just

chap chat champ chip chop check chest

Sort 204: Focused Word Sorts to Contrast Beginning Sounds ch, y, j This sort compares words with the beginning consonant digraph of ch with y and j. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words have almost the same sound, but one is a digraph.”) Be aware that some of these digraph sounds may not exist in students’ home languages. Highlight the digraph and its sound. Next, have students complete the sort with partners in small groups. When finished, have them check their sorts together and read their words to other pairs of students. If students have already studied these sounds, then the pace can be fast if students easily discriminate among the sounds in the sorts in their speech. Some students may not be able to articulate these sound differences clearly, and these sorts help to clarify how the sounds vary.

ch chin (chin) Yy yes Jj jug (jug) chop chat champ chip chest

yak yam yell yet yum

jab jam jet jog job

Sort 205: Focused Word Sorts to Contrast Beginning Sounds y, h, j, ch This sort compares words with the beginning consonant digraph ch with y, h, and j. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words have sounds that are sometimes confusing, but one is a digraph.”) Be aware that some of these digraph sounds may not exist in students’ home languages. Highlight the digraphs and their respective sounds. Next, have students complete the sort with partners in small groups. When finished, have them check their sorts together and read their words to other pairs of students. If students have already studied these sounds, then the pace can be fast if students easily discriminate among the sounds in the sorts in their speech. Some students may not be able to articulate these sound differences clearly, and these sorts help to clarify how the sounds vary.

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Yy yes Hh hip Jj jug ch chin yum yak yam yet

had hat hen him hit

jab jam jet jack job

chip chest chat chop

Sort 206: Focused Word Sorts to Contrast Beginning Sounds j, h, wh This sort compares words with the beginning consonant digraph wh with j and h. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words have sounds that are sometimes confusing, but one is a digraph.”) Be aware that some of these digraph sounds may not exist in students’ home languages. Highlight the digraphs and their respective sounds. Next, have students complete the sort with partners in small groups. When finished, have them check their sorts together and read their words to other pairs of students. If students have already studied these sounds, then the pace can be fast if students easily discriminate among the sounds in the sorts in their speech. Some students may not be able to articulate these sound differences clearly, and these sorts help to clarify how the sounds vary.

Jj jug (jug) Hh hat (hat) wh when jab jam jet jog job

had hut hum hug hot hop hip

whip what whack which wham

Sort 207: Focused Word Sorts to Contrast Beginning Sounds t, th This sort compares words with the beginning consonant digraph of th with t. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words have sounds that are sometimes confusing, but one is a digraph.”) Be aware that some of these digraph sounds may not exist in students’ home languages. Highlight the digraphs and their respective sounds. Next, have students complete the sort with partners in small groups. When finished, have them check their sorts together and read their words to other pairs of students. If students have already studied these sounds, then the pace can be fast if students easily discriminate among the sounds in the sorts in their speech. Some students may not be able to articulate these sound differences clearly, and these sorts help to clarify how the sounds vary.

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Tt ten th this test tug tub tip tent tax

thud them then thin that than

Sort 208: Focused Word Sorts to Contrast Beginning Sounds d, th This sort compares words with the beginning consonant digraphs of th with d. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words start with sounds that are sometimes confusing, but one is a digraph.”) Be aware that some of these digraph sounds may not exist in students’ home languages. Highlight the digraphs and their respective sounds. Next, have students complete the sort with partners in small groups. When finished, have them check their sorts together and read their words to other pairs of students. If students have already studied these sounds, then the pace can be fast if students easily discriminate among the sounds in the sorts in their speech. Some students may not be able to articulate these sound differences clearly, and these sorts help to clarify how the sounds vary.

Dd dog (dog) th thumb (thumb) dust dish dug did dip dad dot

thud them then thin that than this

Sort 209: Focused Word Sorts to Contrast Beginning Sounds d, th, t This sort compares words with the beginning consonant digraph of th with d and t. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words start with sounds that are sometimes confusing, but one is a digraph.”) Be aware that some of these digraph sounds may not exist in students’ home languages. Highlight the digraphs and their respective sounds. Next, have students complete the sort with partners in small groups. When finished, have them check their sorts together and read their words to other pairs of students. If students have already studied these sounds, then the pace can be fast if students easily discriminate among the sounds in the sorts in their speech. Some students may not be able to articulate these sound differences clearly, and these sorts help to clarify how the sounds vary.

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Dd dog (dog) th thumb (thumb) Tt ten (ten) dam dig dot dip dim dad

thud them then thin that than thick this

tug top tin tax tan tab tag

Sort 210: Focused Word Sorts to Contrast Beginning Sounds f, th This sort compares words with the beginning consonant digraph of th with f. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words start with sounds that are sometimes confusing, but one is a digraph.”) Be aware that some of these digraph sounds may not exist in students’ home languages. Highlight the digraphs and their respective sounds. Next, have students complete the sort with partners in small groups. When finished, have them check their sorts together and read their words to other pairs of students. If students have already studied these sounds, then the pace can be fast if students easily discriminate among the sounds in the sorts in their speech. Some students may not be able to articulate these sound differences clearly, and these sorts help to clarify how the sounds vary.

Ff fish th this fad fat fib fin fix fox

thud them then thin that than thick

Sort 211: Focused Word Sorts to Contrast Beginning Sounds h, wh This sort compares words with the beginning consonant digraph wh with h. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words start with sounds that are sometimes confusing, but one is a digraph.”) Be aware that some of these digraph sounds may not exist in students’ home languages. Highlight the digraphs and their respective sounds. Next, have students complete the sort with partners in small groups. When finished, have them check their sorts together and read their words to other pairs of students. If students have already studied these sounds, then the pace can be fast if students easily discriminate among the sounds in the sorts in their speech. Some students may not be able to articulate these sound differences clearly, and these sorts help to clarify how the sounds vary.

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Hh hat wh when had has hand hem his hip hug

whip what whack which wham

Sort 212: Focused Word Sorts to Contrast Beginning Sounds wh, qu This sort compares words with the beginning consonant digraphs of wh with qu. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words start with sounds that are sometimes confusing, but one is a digraph.”) Be aware that some of these digraph sounds may not exist in students’ home languages. Highlight the digraphs and their respective sounds. Next, have students complete the sort with partners in small groups. When finished, have them check their sorts together and read their words to other pairs of students. If students have already studied these sounds, then the pace can be fast if students easily discriminate among the sounds in the sorts in their speech. Some students may not be able to articulate these sound differences clearly, and these sorts help to clarify how the sounds vary.

wh when Qq quilt whip whack what which wham

quack quit quiz quick quill

FINAL CONSONANT DIGRAPH AND BLEND WORD

SORTS, ACTIVITY 5.34 In this series of sorts, digraphs and blends are studied at the ends of words along with short vowels. The study of these final sounds continues into the next stage (Within Word Pattern) when long vowels are studied. The following sorts also include preconsonantal nasals (-ump, -unk, -ink, -ang) at the ends of words. Sort 213: -ch, -th, -sh Final Consonant Digraph and Blend Word Sorts This sort compares words with the final consonant digraphs of -ch, -th, and -sh. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words end with sounds that are sometimes confusing, and they are digraphs.”) Be aware that some of these digraph sounds may not exist in students’ home

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languages. Highlight the digraphs and their respective sounds. Next, have students complete the sort with partners in small groups. Following the teacher demonstrations, students should sort independently. Extending and overpronouncing the final sound is common as students learn how to pronounce the final sounds, sounds that may not exist in their primary languages. Students explain their sorts and they often comment on how similar the final sounds are. Show students that even words with final digraphs still follow the CVC short vowel pattern.

-ch rich -th bath -sh fish such much which

path math with cloth Beth

hush mesh cash wish ash flash brush mush

Sort 214: -s, -t, -st Final Consonant Digraph and Blend Word Sorts This sort compares words with the final sounds of -s, -t, and -st. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words end with sounds that are sometimes confusing, and one is a blend.”) Be aware that the blends may not exist in students’ home languages. Highlight the blend and its sound. Next, have students complete the sort with partners in small groups. Following the teacher demonstrations, students should sort independently. Extending and overpronouncing the final sound is common as students learn how to pronounce the final sounds, sounds that may not exist in their primary languages. Students explain their sorts and they often comment on how similar the final sounds are. Show students that even words with final blends still follow the CVC short vowel pattern.

-s bus (bus) -t net (net) -st vest (vest) class gas yes fuss

bat cut fit lot nut

best cast lost trust chest

Sort 215: -t, -st, -ft Final Consonant Digraph and Blend Word Sorts This sort compares words with the final sounds of -t, -st, and -ft. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words end with sounds that are sometimes confusing, and two are blends.”) Be aware that the blends may not exist in students’ home languages. Highlight the blends and their sounds. Next, have students complete the sort with partners in small groups. Following the teacher

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demonstrations, students should sort independently. Extending and overpronouncing the final sound is common as students learn how to pronounce the final sounds, sounds that may not exist in their primary languages. Students explain their sorts and they often comment on how similar the final sounds are. Show students that even words with final blends still follow the CVC short vowel pattern.

-t net (net) -st vest (vest) -ft gift (gift) lot hot bet vet cat hit spit

test pest dust list cost blast

drift craft left soft swift raft theft

Sort 216: -m, -p, -mp Final Consonant Digraph and Blend Word Sorts This sort compares words with the final consonant sounds of -m, -p, and -mp. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words end with sounds that are sometimes confusing, and one is a blend.”) Be aware that the blend may not exist in students’ home languages. Highlight the blend and its sounds. Next, have students complete the sort with partners in small groups. Following the teacher demonstrations, students should sort independently. Extending and overpronouncing the final sound is common as students learn how to pronounce the final sounds, sounds that may not exist in their primary languages. Students explain their sorts and they often comment on how similar the final sounds are. Show students that even words with final blends still follow the CVC short vowel pattern.

-m gum (gum) -p map (map) -mp lamp (lamp) ham sum slam him mom yam bam

up stop chap prop whip zip

jump lump stomp damp ramp bump stamp

Sort 217: -n, -d, -nd Final Consonant Digraph and Blend Word Sorts This sort compares words with the final consonant sounds of -n, -d, and -nd. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words end with sounds that are sometimes confusing, and one is a blend.”) Be aware that the blend may not exist in students’ home languages. Highlight the blend and its sounds. Next, have students complete the sort with partners in small groups. Following the teacher demonstrations, students should sort independently. Extending and

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overpronouncing the final sound is common as students learn how to pronounce the final sounds, sounds that may not exist in their primary languages. Students explain their sorts and they often comment on how similar the final sounds are. Show students that even words with final blends still follow the CVC short vowel pattern.

-n fan (fan) -d bed (bed) -nd hand (hand) pen tan pin can bin bun

thud glad wed pad mud did bad

stand land send wind end blend grand

Sort 218: -n, -t, -nt Final Consonant Digraph and Blend Word Sorts This sort compares words with the final consonant sounds of -n, -t, and -nt. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words end with sounds that are sometimes confusing, and one is a blend.”) Be aware that the blend may not exist in students’ home languages. Highlight the blend and its sounds. Next, have students complete the sort with partners in small groups. Following the teacher demonstrations, students should sort independently. Extending and overpronouncing the final sound is common as students learn how to pronounce the final sounds, sounds that may not exist in their primary languages. Students explain their sorts and they often comment on how similar the final sounds are. Show students that even words with final blends still follow the CVC short vowel pattern.

-n fan (fan) -t net (net) -nt tent (tent) then can gun man run win

sat pit spot shut cot hat nut

dent runt stunt print pant ant vent

Sort 219: -d, -t, -nd, -nt Final Consonant Digraph and Blend Word Sorts This sort compares words with the final consonant sounds of -d, -t, -nd, and -nt. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words end with sounds that are sometimes confusing, and two are blends.”) Be aware that the blend may not exist in students’ home languages. Highlight the blend and its sounds. Next, have students complete the sort with partners in small groups. Following the teacher demonstrations, students should sort independently. Extending and overpronouncing the final sound is common as students learn how to pronounce the final

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sounds, sounds that may not exist in their primary languages. Students explain their sorts and they often comment on how similar the final sounds are. Show students that even words with final blends still follow the CVC short vowel pattern.

-d bed (bed)

-t net (net)

-nd hand (hand)

-nt tent (tent)

nod bed did bud had

hot cot gut rut sit

end pond sand wind send lend

dent ant runt lint

Sort 220: -mp, -st, -nd, -nt Final Consonant Digraph and Blend Word Sorts This sort compares words with the final consonant blends of -mp, -st, -nd, and -nt. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words end with sounds that are sometimes confusing and are blends.”) Be aware that the blend may not exist in students’ home languages. Highlight the blends and their sounds. Next, have students complete the sort with partners in small groups. Following the teacher demonstrations, students should sort independently. Extending and overpronouncing the final sound is common as students learn how to pronounce the final sounds, sounds that may not exist in their primary languages. Students explain their sorts and they often comment on how similar the final sounds are. Show students that even words with final blends still follow the CVC short vowel pattern.

-mp lamp (lamp)

-st vest (vest)

-nd hand (hand)

-nt tent (tent)

dump camp stamp plump

just rest pest must mist

wind end band lend spend pond

vent bent chant ant punt

Sort 221: -n, -g, -ng Final Consonant Digraph and Blend Word Sorts This sort compares words with the final consonant sounds of -n, -g, and -ng. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words end with sounds that are sometimes confusing, and one is a blend.”) Be aware that the blend may not exist in students’ home languages. Highlight the blend and its sounds. Next, have students complete the sort with partners in small groups. Following the teacher demonstrations, students should sort independently. Extending and overpronouncing the final sound is common as students learn how to pronounce the final sounds, sounds that may not exist in their primary languages. Students explain their sorts and

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they often comment on how similar the final sounds are. Show students that even words with final blends still follow the CVC short vowel pattern.

-n fan (fan) -g pig (pig) -ng wing (wing) thin skin bun run on hen

bug fog peg bag wig slug drag

bang hang king sting song cling ring long

Sort 222: -ang, -ing, -ong, -ung Final Consonant Digraph and Blend Word

Sorts This sort compares words with the final consonant sounds of -ang, -ing, -ong, and -ung. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words end with sounds that are sometimes confusing, and are blends.”) Be aware that the blend may not exist in students’ home languages. Highlight the blend and its sounds. Next, have students complete the sort with partners in small groups. Following the teacher demonstrations, students should sort independently. Extending and overpronouncing the final sound is common as students learn how to pronounce the final sounds, sounds that may not exist in their primary languages. Students explain their sorts and they often comment on how similar the final sounds are. Show students that even words with final blends still follow the CVC short vowel pattern.

-ang fang -ing wing -ong gong -ung lung clang bang gang hang

ring king sing sting swing

prong song long wrong

hung sung rung

Sort 223: -n, -k, -nk Final Consonant Digraph and Blend Word Sorts This sort compares words with the final consonant sounds of -n, -k, and -nk. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words end with sounds that are sometimes confusing, and one is a blend.”) Be aware that the blend may not exist in students’ home languages. Highlight the blend and its sounds. Next, have students complete the sort with partners in small groups. Following the teacher demonstrations, students should sort independently. Extending and overpronouncing the final sound is common as students learn how to pronounce the final sounds, sounds that may not exist in their primary languages. Students explain their sorts and

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they often comment on how similar the final sounds are. Show students that even words with final blends still follow the CVC short vowel pattern.

-n fan (fan) -k sock (sock) -nk sink (sink) pan ten chin when sun fun grin

black stack check neck thick brick rock

bank blank honk junk pink stink

Sort 224: -ank, -ink, -unk Final Consonant Digraph and Blend Word Sorts This sort compares words with the final sounds of -ank, -ink, and -unk. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words end with sounds that are sometimes confusing, and are blends.”) Be aware that the blend may not exist in students’ home languages. Highlight the blend and its sounds. Next, have students complete the sort with partners in small groups. Following the teacher demonstrations, students should sort independently. Extending and overpronouncing the final sound is common as students learn how to pronounce the final sounds, sounds that may not exist in their primary languages. Students explain their sorts and they often comment on how similar the final sounds are. Show students that even words with final blends still follow the CVC short vowel pattern.

-ank tank -ink sink -unk trunk yank bank thank blank sank crank

wink link pink stink rink think

dunk punk clunk hunk sunk skunk bunk

Sort 225: -lp, -ld, -lf, -lt, -lk Final Consonant Digraph and Blend Word Sorts

(Print Version) This sort compares words with the final sounds of -lp, -ld, -lf, -lt, and -lk. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words end with sounds that are sometimes confusing, and are blends.”) Be aware that the blend may not exist in students’ home languages. Highlight the blend and its sounds. Next, have students complete the sort with partners in small groups. Following the teacher demonstrations, students should sort independently. Extending and overpronouncing the final sound is common as students learn how to pronounce the final sounds, sounds that may not exist in their primary languages. Students explain their sorts and

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they often comment on how similar the final sounds are. Show students that even words with final blends still follow the CVC short vowel pattern. (Note: The print and interactive versions are different for this sort.)

-lp scalp -ld cold -lf shelf -lt belt -lk milk pulp yelp help gulp

mold told bold

elf golf gulf self

felt bolt melt wilt

silk elk talk bulk

Sort 225: -lp, -lf, -lt, -lk Final Consonant Digraph and Blend Word Sorts

(Interactive Version) This sort compares words with the final sounds of -lp, -lf, -lt, and-lk. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words end with sounds that are sometimes confusing, and are blends.”) Be aware that the blend may not exist in students’ home languages. Highlight the blend and its sounds. Next, have students complete the sort with partners in small groups. Following the teacher demonstrations, students should sort independently. Extending and overpronouncing the final sound is common as students learn how to pronounce the final sounds, sounds that may not exist in their primary languages. Students explain their sorts and they often comment on how similar the final sounds are. Show students that even words with final blends still follow the CVC short vowel pattern. (Note: The print and interactive versions are different for this sort.)

-lp scalp -lf shelf -lt belt -lk milk pulp yelp help gulp

elf golf gulf self

felt bolt melt wilt

silk elk talk bulk

Sort 226: -ash, -ish, -ush Final Consonant Digraph and Blend Word Sorts This sort compares words with the final sounds of -ash, -ish, and -ush. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words end with sounds that are sometimes confusing, and have digraphs Be aware that the blend may not exist in students’ home languages. Highlight the blend and its sounds. Next, have students complete the sort with partners in small groups. Following the teacher demonstrations, students should sort independently. Extending and overpronouncing the final sound is common as students learn how to pronounce the final sounds, sounds that may not exist in their primary languages. Students explain their sorts and they often comment on how similar the final sounds are. Show students that even words with final digraphs still follow the CVC short vowel pattern.

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-ash trash (trash) -ish fish (fish) -ush brush (brush) smash flash crash rash mash dash

dish squish wish swish

slush flush crush hush blush rush

Sort 227: -ss, -ff, -ll Final Consonant Digraph and Blend Word Sorts This sort compares words with the final sounds of -ss, -ff, and -ll. Before doing the teacher-guided sort, point out each word card and ask students to read it. Check that students can read and understand the meanings of the words. Consider teaching the meanings of up to five unknown items. Ask your students if they notice anything about the words. (“These words end with double consonants.”) Next, have students complete the sort with partners in small groups. Following the teacher demonstrations, students should sort independently. Extending and overpronouncing the final sound is common as students learn how to pronounce the final sounds, sounds that may not exist in their primary languages. Students explain their sorts and they often comment on how similar the final sounds are. Show students that even words with double consonants still follow the CVC short vowel pattern.

-ss glass (glass) -ff cliff (cliff) -ll bell (bell) kiss dress miss floss grass cross

stiff cuff sniff bluff stuff muff

small drill smell spell chill