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