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Readers at this stage are beginning to read the initial consonant sounds of words. They recognize sight words and use picture clues to help figure out unknown words.
Writers at this stage are learning to write sentences. They use all they know about letter sounds when spelling.
Word Study
Students at this stage know their alphabet and the letter-sound relationship. They are beginning to learn short vowels and are decoding simple C-V-C words in reading and encoding this pattern in spelling. Students are also learning "word families" in this stage and using these to help them decode words when reading and encode words when writing and spelling. In this stage students are also learning initial sounds including digraphs (th, sh, ch) and blends (br, st, cr). They can also sort these words to practice!
Word Lists for Short Vowel Sorts in the C-V-C Pattern and Digraphs/Blends
Writers at this stage are learning to write sentences. They use all they know about letter sounds when spelling.
Word Study
Students at this stage know their alphabet and the letter-sound relationship. They are beginning to learn short vowels and are decoding simple C-V-C words in reading and encoding this pattern in spelling. Students are also learning "word families" in this stage and using these to help them decode words when reading and encode words when writing and spelling. In this stage students are also learning initial sounds including digraphs (th, sh, ch) and blends (br, st, cr). They can also sort these words to practice!
Word Lists for Short Vowel Sorts in the C-V-C Pattern and Digraphs/Blends
Ways to Sort Words
1) Teacher-directed closed sort: You define the categories, model the sort, and and then have students complete it. ("This sort is for _________ words and ___________ words." "I’m going to start with___________ and ___________." "It will go in the __________ column." "Can you finish the sort?")
2) Student-directed closed sort: As kids are ready, they create the categories and sort. You check for accuracy. ("Can you tell me how you sorted?" "What do you notice about _________ words?" "Tell me about your oddball words.")
3) Word Hunt: Students would hunt through reading and writing, in books, on signs, etc. for additional examples of the sound or pattern they were studying. They would write the words they found in the appropriate columns.
4) Draw and Label / Cut and Paste: Young spellers are given drawing paper that has been divided into columns headed by a key letter. They cut out pictures that begin with each letter and glue them into the appropriate column. Some students may be able to draw the pictures instead.
5) Speed Sort: Some students will enjoy using a stopwatch to time how quickly they can sort their words and work toward improvement as the week progresses.
6.) Writing Sort: Follow the same procedure as with a blind sort – but this time, students write each word in its appropriate column. This is a good one to use toward the end of the week when preparing for the weekly check in.
7) Blind sort: In partners, students work together reading each word to one another. Students point to the column (on a clear desk or table) where each word should go. Mistakes are addressed as they occur.
Bear, D., & Invernizzi, M. (2012). Word Study for Phonics, Vocabulary, and Spelling Instruction (5th ed.). Boston: Pearson/Allyn and Bacon.
1) Teacher-directed closed sort: You define the categories, model the sort, and and then have students complete it. ("This sort is for _________ words and ___________ words." "I’m going to start with___________ and ___________." "It will go in the __________ column." "Can you finish the sort?")
2) Student-directed closed sort: As kids are ready, they create the categories and sort. You check for accuracy. ("Can you tell me how you sorted?" "What do you notice about _________ words?" "Tell me about your oddball words.")
3) Word Hunt: Students would hunt through reading and writing, in books, on signs, etc. for additional examples of the sound or pattern they were studying. They would write the words they found in the appropriate columns.
4) Draw and Label / Cut and Paste: Young spellers are given drawing paper that has been divided into columns headed by a key letter. They cut out pictures that begin with each letter and glue them into the appropriate column. Some students may be able to draw the pictures instead.
5) Speed Sort: Some students will enjoy using a stopwatch to time how quickly they can sort their words and work toward improvement as the week progresses.
6.) Writing Sort: Follow the same procedure as with a blind sort – but this time, students write each word in its appropriate column. This is a good one to use toward the end of the week when preparing for the weekly check in.
7) Blind sort: In partners, students work together reading each word to one another. Students point to the column (on a clear desk or table) where each word should go. Mistakes are addressed as they occur.
Bear, D., & Invernizzi, M. (2012). Word Study for Phonics, Vocabulary, and Spelling Instruction (5th ed.). Boston: Pearson/Allyn and Bacon.