s o r t short a (cvc) and long a (cvce and cvvc-ai 11 · 11 s o r t short a (cvc) and long a (cvce...

11Sort Short a (CVC) and Long a (CVCe and CVVC-ai)

Words

aCVC aCVVC-ai aCVCe Oddball

black brain bake said

camp faint blame want

dash main crane

flash paint mane

snack snail place

stamp train snake

Objectives•Toidentifyshortandlongavowelsoundsandspellingpatterns

•Toread,sort,andwritewordswiththeshortaCVCspellingpatternandthelongaCVCeandCVVC-aispellingpatterns

Materials for Within Word Pattern

BigBookofRhymes,“PancakesforBreakfast,”page17

WhiteboardActivitiesDVD-ROM,Sort11

TeacherResourceCD-ROM,Sort11andVowelaPatternsGame

StudentBook,pages41–44

WordsTheirWayLibrary,Pancakes!

Introduce/Model Small Groups

• Read a Rhyme Read“PancakesforBreakfast.”Writethewordpancakesanddrawalinebetweenpan andcakes.Callattentiontotheshorta inpan andthelonga incakes.Readthepoemagainandaskstudentstolistenforandnamemoreshortawords(pan, as, can, can’t, stacks, dad, am, glad) andlonga words(makes, wait, plate, ate, made).

• ModelUsethewhiteboardDVDortheCDwordcards.DemonstratehowtosortwordsbytheshortaCVC,longa CVCe,andCVVC-ai patterns.Said andwant areoddballs.Helpstudentssortandexplaintheir sorts.

Practice the Sort Independent/Partner

• HavestudentsusetheStudentBookorwhiteboardDVDtoreadthewordsandusethegridtosortaccordingtoashortorlongaspellingpattern.

• Havestudentscheckandexplaintheirsorts.

Apply Independent/Partner/Small Groups

• ReadaloudthedirectionsonStudentBookp.44.Havestudentsreadeachwordandwriteitintheappropriatecolumnaccordingtospellingpattern.

• GameAllowtimeforstudentstoplayVowelaPatterns,whichisontheCD.

• Little BookReadPancakes!withstudents.HavethemidentifywordswithshortaCVC,longaCVCe,andlongaspelledai.

Extend the Sort

Alternative Sort: How Many Letters?Havestudentsre-sortthecardsaccordingtohowmanylettersineachword.Studentswillneedtwostacks:oneforfour-letterwordsandoneforfive-letterwords.

ELL English Language LearnersModelthepronunciationofoddballwordssaidandwantsothatstudentscanhearthedifferenceandseethatyourmouthformsthevowelsoundsinthesewordsdifferentlythaninshortaorlongawords.Havestudentsrepeatthewordsafteryou,carefullyusingproperpronunciation.

Vocabulary Building VocabularyPointoutthewordcamp.Explainthatcampcanbeanaction—goingoutintonaturetosleepanddootherleisureactivities—aswellasaplacewhereyougotodothesethings.

Teacher TipWhenstudentscompleteasort,remindthemtoreadeachwordinacolumnandnoteitsspellingpatterntochecktheirwork.Somestudentsmayfindithelpfultotraceeachshortaandlongaspellingpatternwithadifferentcolorcrayonormarker.

146 Within Word Pattern

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12SortShort a (CVC) and Long a (CVCe, CVVC-ai and

Open Syllable-ay)

Words

aCVC aCVCe aiˉˉCVVC ayˉˉˉCVV class blame brain clay grass brave drain gray past shade gain play smash shape grain stay stand taste nail stray trash wade raise tray

Bonus Words grand grave faith jay brass graze stain sway task slate fail ray tramp stale praise slay

Objectives•Toidentifyshortandlongavowelsoundsandspellingpatterns

•Toread,sort,andwritewordswiththeshortaCVCandlonga CVCe,CVVC-ai,andopensyllable-ay spellingpatterns

Materials for Within Word PatternBigBookofRhymes,“TheCatChaser,”page19


TeacherResourceCD-ROM,Sort12andAnimalRaceGame


WordsTheirWayLibrary,Who Has a Tail?


• Read a RhymeRead“TheCatChaser."Writethetitleandpointoutshorta inCat andlonga inChaser.Rereadthepoemandaskstudentstolistenforandnamemoreshorta words(have, as, fast, can, at, and)andlongawords(named, Ray, chases, Nate, way, space, waits, chase).

• ModelUsethewhiteboardDVDortheCDwordcards.Demonstratehowtosortthewordsbythespellingpatternsshorta CVC,longaCVCe,longaCVVC-ai,andlongaCVV-ay.Explainthatasyllableoraone-syllablewordendingina longvowelsound,suchasstray,iscalledanopensyllable.Anopen-syllablepatterncanbelabeledCVorCVV,sincethey actsasavowelintheselongawords.Helpstudentssortandexplaintheirsorts.


• HavestudentsusetheStudentBookorwhiteboardDVDtoreadthewordsandusethegridtosort.




• GameAllowtimeforstudentstoplayAnimalRace,whichisontheCD.

• Little BookReadWho Has a Tail?withstudents.HavethemidentifywordswithshortaCVC,longaCVCe,andlongaspelledaioray.

Extend the Sort

Alternative Sort: One Sound or Two?Tellstudentsthatsomeofthissort'swords,suchassmashandbrave,beginwithaconsonantblend.Havestudentssortwordsintotwopiles:wordsthatbeginwithaconsonantblendandwordsthatdonot.

ELL English Language LearnersCheckstudents'pronunciationandunderstandingofthewords.Ensuretheycandiscriminatebetweenshortaandlongavowelsounds.Explainthat,althoughtherearedifferentspellingpatternsforthelongawords,allhavethesamevowelsound.

Bonus Words ActivityAskstudentstothinkofotherwordswithshortaandlongaspellingpatterns.Ifneeded,makesuggestionsfromtheBonusWordslist.ThenhavestudentsplaySpellingPatternTicTacToe.Eachplayerchoosesacoloredpencilormarkerandaspellingpattern.Player1beginsbywritingawordwithhisorherchosenspellingpatternontheTicTacToeboard.Player2thenwritesawordfromhisorherchosenspellingpattern.Playcontinuesuntiloneplayerwritesthreewordsinarowacross,down,ordiagonallyoruntilallninespaceshavebeenfilledin.

Within Word Pattern 147

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13Sort

Words

oCVC oCVCe oCVVC Oddball

clock chose boat love

crop joke coat none

cross note float

knock slope soap

lock stone toad

shop whole toast

Objectives•Toidentifyshortandlong ospellingpatterns

•Toread,sort,andwritewordswiththeshortoCVCandthelongoCVCeandCVVC-oaspellingpatterns


BigBookofRhymes,“Let’sGotoGrandma’s!,”page21


TeacherResourceCD-ROM,Sort13andPairofLongo’sGame


WordsTheirWayLibrary,Tiger's Tummy Ache


• ReadaRhymeRead“Let’sGotoGrandma’s!”Reviewthesoundsofshortandlongo.Rereadthepoemandhavestudentslistenforwordswiththeshortovowelsoundandthelongovowelsound.Listthewordsinseparatecolumns.PointoutanexampleoftheCVCeandCVVC-oapatternsinthelongowords.

• ModelUsethewhiteboardDVDortheCDwordcards.DemonstratehowtosortthewordsbytheshortoCVCandthelongo CVCeandCVVC-oa patterns.Placethewordslove andnone intheoddballcolumn.Helpstudentssortandexplaintheir sorts.

PracticetheSort Independent/Partner

• HavestudentsusetheStudentBookorwhiteboardDVDtoreadthewordsandusethegridtosortaccordingtoashortorlongospellingpattern.



• ReadaloudthedirectionsonStudentBookp.52.Havestudentsreadeachwordandwriteitintheshortoorlongocolumnaccordingtospellingpattern.

• GameAllowtimeforstudentstoplayPairofLongo’s,whichisontheCD.

• LittleBookReadTiger’s Tummy Achewithstudents.HavethemidentifywordswithshortoCVC,longoCVCe,andlongospelledoa.

ExtendtheSort

Alternative Sort: /t/ or /p/ EndingsAskstudentstore-sortthewordcardsaccordingtotheirendingsounds.Cardswithwordsthatendin/t/shouldgoinonepile(note, boat, float, coat, toast)andcardswithwordsthatendin/p/shouldgoinasecondpile(crop, shop, slope, soap).Allothercardsshouldgoinathirdpile.

ELL English Language LearnersToreinforcevocabulary,giveeachstudentawordcardtoillustrateonaseparatesheetofpaper.Showtheillustrationsoneatatimeandaskstudentstoguessthewords.

Vocabulary Building VocabularyTellstudentsthatsomewordscanbebothnounsandverbs.Pointoutthewordnote.Explainthatasanoun,thewordnotecanbeamusicalsymbolorashortwrittenmessage.Whennoteisusedasaverbitmeans“toseeandnotice”or“tostate.”Usenoteinonesentenceasanounandinanothersentenceasaverb.Havestudentsidentifythemeaningandpartofspeecheachtime.

Teacher TipSomestudentsmaybenefitfromcompletingthesortintwosteps.First,encouragestudentstosortthewordcardsaccordingtoshort o orlongo.Thenhavethemexaminethespellingpatternsinthesortedlongowordsandcompletethesort.

13Sort Shorto(CVC)andLongo(CVCeandCVVC-oa)

148 WithinWordPattern


14SortShort o (CVC) and Long o (CVCe, CVVC-oa, and

CVV-ow)

Words

oCVC oCVCe oaCVVC owCVV Oddball

chop close boat blow lose drop dome coach grow gloss globe loaf know long note roam slow shop wrote roast throw

Bonus Words dock sole cloak flow prompt pose boast glow stomp quote coax show blond zone loan stow

Objectives•Toidentifyshortandlongospellingpatterns

•Toread,sort,andwritewordswithshortoCVCandlongo CVCe,CVVC-oa,andCVV-ow spellingpatterns

Materials for Within Word PatternBigBookofRhymes,“FollowtheWind,”page23


TeacherResourceCD-ROM,Sort14andSnowRideGame


WordsTheirWayLibrary,Grandpa, Grandma, and the Tractor

Extend the Sort

Alternative Sort: Rhyming WordsEncourage students to further sort each column into words that rhyme and words that do not rhyme. Help students understand that all of the -ow words rhyme because the -ow spelling pattern comes at the end of the word.

Vocabulary Building VocabularyExplain to students that a dome is a shape found on the top of some buildings. Show children a globe. Tell students to imagine cutting the globe in half. The result would be a dome.

Bonus Words ActivityHave students sort the Bonus Words according to spelling patterns. Allow students to play a game in small groups. Using a small cube-shaped box, write a spelling pattern on each side. You can use a pattern more than once. Invite Player 1 to roll the “pattern cube” and identify the spelling pattern. The student should then say and spell a Bonus Word with the corresponding spelling pattern. Another player then takes a turn.


• Read a Rhyme Read “Follow the Wind,” emphasizing the end rhymes. Write ow and oa as column heads, and write words from the poem in the appropriate column. Tell students they will learn more words with these spelling patterns and other long o patterns in this week’s sort.

• Model Use the whiteboard DVD or the CD word cards. Work with students to sort the words by the target spelling patterns. Explain that a one-syllable word that ends with a long vowel sound, such as slow, is called an open syllable. Place lose in the oddball category. Help students sort and explain their sorts.


• Have students use the Student Book or whiteboard DVD to read the words and use the grid to sort.

• Have students check and explain their sorts.


• Read aloud the directions on Student Book p. 56. Have students read each word and write it in the short o or long o column according to spelling pattern.

• Game Allow time for students to play Snow Ride, which is on the CD.

• Little Book Read Grandpa, Grandma, and the Tractor with students. Have them identify words with short o CVC, long o CVCe, and long o spelled ow.



15Sort Long o (CVCe, CVVC-oa, CVV-ow, VCC)

Objectives• To identify long o spelling patterns

• To read, sort, and write words with the long o CVCe, CVVC-oa, CVV-ow, and VCC spelling patterns


Big Book of Rhymes, “The Snow Ride,” page 25

Whiteboard Activities DVD-ROM, Sort 15

Teacher Resource CD-ROM, Sort 15 and Vowel Pattern Match Game

Student Book, pages 57–60

Words Their Way Library, Wilbert Took a Walk


• Read a Rhyme Read“TheSnowRide.”Reviewthesoundsoflongoandthevariousspellingpatterns.Rereadthepoem,havingstudentsdrawaletterointheairwhentheyhearalongoword.Writethewordsstudentsidentifyintheappropriatecolumn.

• ModelUsethewhiteboardDVDortheCDwordcards.DemonstratehowtosortthewordsbythelongoCVCe,CVVC-oa,CVV-ow,andVCCspellingpatterns.Helpstudentssortandexplaintheirsorts.


• HavestudentsusetheStudentBookorwhiteboardDVDtoreadthewordsandusethegridtosortaccordingtolongospellingpatterns.




• GameAllowtimeforstudentstoplayVowelPatternMatch,whichisontheCD.

• Little BookReadWilbert Took a Walkwithstudents.HavethemidentifywordswithshortoCVC,longoCVCe,andlongospelledoaorow.

Extend the Sort

Alternative Sort: /k/ or /g/ BeginningsAskstudentstore-sortthewordcardsaccordingtothefirstsoundofthewords.Cardswithwordsthatbeginwith/k/shouldgoinonepileandcardswithwordsthatbeginwith/g/shouldgoinasecondpile.Allothercardsshouldgoinathirdpile.

Vocabulary Building VocabularyIfstudentsareunfamiliarwiththewordcoast,explainthatacoastisthelandalonganoceanorsea.Onamap,showstudentswheretheEastandWestcoastsoftheUnitedStatesandtheGulfCoastalongtheGulfofMexicoare.

Teacher TipWhenstudentsworktogetherinpairsorsmallgroups,suggestthattheytaketurnsbeingthe“teacher.”Itistheteacher’sresponsibilitytochecktheworkoftheotherstudentorstudentsandhelpthemunderstandhowtocorrectlysortthecards.

Words

o CVCe oa¯¯ CVVC ow¯¯ CVV o VCC Oddball

cone coast blown both toe

owe groan glow cold

rode loan know ghost

those road slow poll

throne throw told



16SortShort u (CVC) and Long u (CVCe and CVVC)

Words

uCVC uCVCe uCVVC Oddball oo ui bump crude bloom bruise build grunt cute moon cruise built plus flute smooth juice skunk mule spoon suit trust prune tooth

Bonus Words rust mute loop fuss fume scoop blush fuse loom gust muse booth

Objectives•ToidentifyshortandlonguCVCeandCVVCspellingpatterns

•Toread,sort,andwritewordswiththeshortuCVCspellingpatternandthelonguCVCeandCVVCspellingpatterns


BigBookofRhymes,“Goodbye,Flu!,"page27


TeacherResourceCD-ROM,Sort16andOneCard!Game


WordsTheirWayLibrary, The Doctor Has the Flu


• Read a RhymeRead“Goodbye,Flu!”Reviewthesoundsofshortandlongu.Rereadthepoemandhavestudentslistenforwordswithshortandlongu.Listthewordsinseparatecolumns.Pointoutthedifferentspellingsofthelongusound.Helpstudentsidentifyanexampleofeachspellingpattern.

• ModelUsethewhiteboardDVDortheCDwordcards.Demonstratehowtosortthewordsbyshortandlonguvowelsounds.Thenmodelhowtosortthewordsaccordingtothefollowingpatterns:shortuCVCandlonguCVCe,CVVC-ui,CVVC-oo.Puttheoddballwords(build, built)inaseparatepile.Helpstudentssortandexplaintheirsorts.


• HavestudentsusetheStudentBookorwhiteboardDVDtoreadthewordsandusethegridtosortaccordingtoashortorlonguspellingpattern.



• ReadaloudthedirectionsonStudentBookp.64.Havestudentsreadeachwordandwriteitintheshortuorlongucolumnaccordingtospellingpattern.

• GameAllowtimeforstudentstoplayOneCard!,whichisontheCD.

• Little BookReadThe Doctor Has the Fluwithstudents.HavethemidentifywordswithshortuCVC,longuCVCe,andlonguspelleduioroo.

Extend the Sort

Alternative Sort: Perfect FitDrawfivesmallboxes.Instructstudentstomaketwopiles,onepileforfive-letterwords(thewordsthatwouldfitoneletterperfectlyintoeachofthefiveboxes)andonepilefortheotherwords.

Bonus Words ActivityDrawafour-leafcloverasamodel.Haveeachstudentdrawandcutapartalargefour-leafcloverfromgreenconstructionpaper.InstructthemtowriteLucky Uonthestemandwordsoneachofthefourleaves,usingadifferentspellingpatternoneachleaf(shortuCVC,longuCVCe,longuCVVC-ui,andlonguCVVC-oo).Ifstudentsneedpromptingtohelpthemthinkofwords,makesuggestionsfromtheBonusWordslist.

Vocabulary Building VocabularyDiscussthewordtrust.Explainthatifyoucancountonsomeonetodowhatisright,youcantrustthatperson.Namesomethingyoutrustthestudentstodo.Forexample,tellstudentsyoutrustthemtodotheirbestonthewordsorts.



17Sort

Extend the Sort

Alternative Sort: Many MeaningsHave students sort the words according to those that have one meaning (knew) and those that have more than one meaning (brush). Then have them read each word and identify its meaning or meanings.

ELL English Language LearnersHave English language learners work with more proficient English speakers as they complete the sort. Encourage the English language learner to say each word with the more proficient speaker.

Bonus Words ActivityAsk students to name other words with the short and long u spelling patterns from this sort. If students need prompting, make suggestions from the Bonus Words list. Then help students use a blank grid to make word cards for these new words. Have students work independently or with a partner to sort the words into categories.


• Read a Rhyme Read “Big Baby Sue” and ask students to name words that rhyme with Sue. (knew, grew, true, to, do) Write the words and point out the spelling patterns. Then ask students to identify the vowel sound they hear in much. (long u)

• Model Use the whiteboard DVD or the CD word cards. Demonstrate how to sort the words according to spelling patterns short u CVC, long u CVV-ew, and long u CVV-ue. Tell students that the w in ew acts like a vowel and makes an open-syllable pattern. Place do, truth, and sew in the oddball column. Help students sort and explain their sorts.





• Read aloud the directions on Student Book p. 68. Have students write the words in the short u or long u column according to spelling pattern.

• Game Allow time for students to play Match the Pattern, which is on the CD.

• Little Book Read The World’s Biggest Baby with students. Have them identify words with short u CVC, long u CVCe, and long u spelled ue or ew.

Objectives• Toidentifyshortandlonguvowelsoundsandspellingpatterns

• Toread,sort,andwritewordswiththeshortuandlonguspellingpatterns

Materials for Within Word PatternBigBookofRhymes,“BigBabySue,”page29


TeacherResourceCD-ROM,Sort17andMatchthePatternGame


WordsTheirWayLibrary,The World's Biggest Baby

Words

u CVC ewˉˉ CVV ueˉˉ CVV Oddball

brush chew blue glue do dump drew cluesue sew junk few flue true truth plump grew truck knew trunk stew Bonus Words

crumb shrew hue tusk whew cue husk brew rue slump dew argue

Short u (CVC) and Long u (Open Syllable-ew and -ue)



18Sort

Extend the Sort

Alternative Sort: Twin LettersHave students re-sort the cards by words with “twin” (double) consonants or vowels and words without twin consonants or vowels.

Bonus Words ActivityOn index cards, have students write and illustrate words that show the different spelling patterns from this sort: short e CVC, long e CVVC-ee, and long e CVVC-ea. If students need prompting to help them think of words, make suggestions from the Bonus Words list. Display the cards on a bulletin board or mount them in a photo album. Have students help you group them according to the various spelling patterns.

Vocabulary Building VocabularyWrite the words week and weak, and ask students to read the two words. Explain that some words, called homophones, sound alike but have different spellings and different meanings. Review the definitions of week (seven days) and weak (not strong). Help students think of another pair of long e words that sound alike but have different spellings and meanings (meet/meat).


• Read a Rhyme Read “Shopping.” Review the sounds of short and long e. Reread the poem and instruct students to raise their hands when they hear a long e and to lower their hands when they hear a short e. Ask students to find examples of spelling patterns for short and long e: short e CVC (spent), long e CVVC-ee (need, succeed), and long e CVVC-ea (beat).

• Model Use the whiteboard DVD or the CD word cards. Read each word. Demonstrate how to sort the words by short and long e. Then show students how to sort by spelling patterns short e CVC, long e CVVC-ee, and long e CVVC-ea. Explain that been does not fit the spelling/pronunciation pattern, so it is an oddball. Help students sort and explain their sorts.





• Read aloud the directions on Student Book p. 72. Have students read each word and write it in the short e or long e column according to spelling pattern.

• Game Allow time for students to play Shopping Spree, which is on the CD.

• Little Book Read Something Everyone Needs with students. Have them identify words with short e CVC and long e spelled ee or ea.

Short e (CVC) and Long e (CVVC)

Words eCVC eeˉˉCVVC eaˉˉCVVC Oddball dress jeep clean been next keep heat vest sleep leaf web sweep team west teeth weak when week wheat

Bonus Words stem speech least pest speed deal went greed meal them creep treat

Objectives•Toidentifyshortandlongevowelsoundsandspellingpatterns

•Toread,sort,andwritewordswiththeshorteCVCandlongeCVVCspellingpatterns


BigBookofRhymes,“Shopping,”page31


TeacherResourceCD-ROM,Sort18andShoppingSpreeGame


WordsTheirWayLibrary,Something Everyone Needs



19Sort More Short e (CVC and CVVC) and Long e (CVVC)

Objectives• To identify short and long e vowel sounds and

spelling patterns

• To read, sort, and write words with short e CVC, short e CVVC, and long e CVVC spelling patterns

Materials for Within Word PatternBig Book of Rhymes, “Eagles Fly,” page 33


Teacher Resource CD-ROM, Sort 19 and Eagle Race Game


Words Their Way Library, An Eagle Flies High


• Read a Rhyme Read“EaglesFly.”Askstudentstoidentifywordsfromthepoemwithshortebetweentwoconsonants.(head, when)Pointoutthedifferentspellingsofshorteinthesewords.Thenhavechildrennamewordswiththelongesound.(see, eagle, breeze, trees)Pointouttheeeandeaspellingsforthelongevowelsound.

• ModelUsethewhiteboardDVDortheCDwordcards.Readeachword.Demonstratehowtosortthewordsbyspellingpatterns:shorteCVC,shorteCVVC-ea,longeCVVC-ea,andlongeCVVC-ee.Explainthatgreatisanoddballbecauseithasneitherashortnorlongevowelsound.Helpstudentssortandexplaintheirsorts.





• ReadaloudthedirectionsonStudentBookp.76.Havestudentsreadeachwordandwriteitintheshorteorlongecolumnaccordingtospellingpattern.

• GameAllowtimeforstudentstoplayEagleRace,whichisontheCD.

• Little BookReadAn Eagle Flies Highwithstudents.HavethemidentifywordswithshorteCVC,shorteCVVC,andlongespelledeeorea.

Extend the Sort

Alternative Sort: Beginning BlendsHavestudentsre-sortthecardsbywordsthatbeginwithconsonantblendsandwordsthatdonot.

ELL English Language LearnersReviewthewordcardswithstudents,havingthemrepeateachwordafteryou.Asstudentssaythewords,watchstudents'mouthstomakesuretheyarepronouncingthewordsclearlyandcorrectly.

Bonus Words ActivityHaveeachstudentfoldapaperinhalfverticallyandthenhorizontally.Instructstudentstocutalongthefoldstomakefoursquares.Tellstudentstowriteawordoneachofthefoursquares,usingadifferentspellingpatternfromthissortoneachsquare.MakesuggestionsfromtheBonusWordslistifneeded.Havestudentsworktogethertoarrangetheirsquaresintogroupsthatcontainfourwordswiththesamespellingpatternforshortorlonge.

Teacher TipWhendecoding,studentsmaynotknowhowtopronounceaneaword.Theymaywonderifthevowelsoundshouldbeshorteorlonge.Suggestthatstudentstrybothwaysandthenselectthepronunciationthatproducesarealword.

Words

e CVC ea˘ CVVC eaˉˉ CVVC eeˉˉ CVVC Oddball

best bread beach greed great desk breath bead queen next head dream sleep sled thread reach street web threat steam sweet

Bonus Words swept health flea beef shelf read peak geese help dread leak breeze left tread leash greet


WTW_WWP_TRG_B3_136-159.indd 154 7/22/11 2:57 PM

20SortReview CVVC Patterns ai, oa, ee, ea

Words a---i oa--- e---e e---a

bait coast beet beach grain coat cheek beast pail goat need cheat tail road sheep cream train throat three neat wait toast wheel seat

Bonus Words rail moan sleep pea chain load teeth feast claim croak green least plain coach meet reach

Objectives•Toreviewthelongvowelspellingpatternsai, oa, ee, and ea

•Toread,sort,andwritewordswiththelongvowelspellingpatternsai, oa, ee, and ea


BigBookofRhymes,“ABadDay,”page35


TeacherResourceCD-ROM,Sort20andMatchtheCategoryGame


WordsTheirWayLibrary,Pete's Bad Day


• Read a RhymeRead“ABadDay”andthenwrite“___ai___.”Askstudentstolookthroughthepoemandidentifyawordwiththelongasoundspelledai.(pain)Haveastudentfillintheblankstowritepain.Continuewithlongospelledoa(groaned),longespelledee(feet),andlongespelledea(eat, screamed).

• ModelUsethewhiteboardDVDortheCDwordcards.Readeachword,anddefineincontextanythatmaybeunfamiliartostudents.Demonstratehowtosortthewordsintofourcolumns:ai, oa, ee,andea.Startingwiththefirstcolumn,havestudentsreadthewordswithyou.Askvolunteerstoexplainhowallthewordsinthecolumnarealikeandhowtheyaredifferent.Continuewiththeothercolumns.Helpstudentssortandexplaintheirsorts.




• ReadaloudthedirectionsonStudentBookp.80.Havestudentswritetwowordsthatfolloweachlongvowelpatternanddrawpicturestomatch.

• GameAllowtimeforstudentstoplayMatchtheCategory,whichisontheCD.

• Little BookReadPete’s Bad Daywithstudents.Havethemidentifywordswithlongvowelsspelledoa,ee,orea.Youmayalsowantstudentstoidentifylongawordsspelleday.

Extend the Sort

Alternative Sort: Alphabet SortHavestudentssorttheircardsalphabeticallyintotwopiles,oneforwordsthatbeginwithlettersAtoNandoneforwordsthatbeginwithlettersOtoZ.

ELL English Language LearnersReviewthewordcardswithstudents,havingthemrepeateachwordafteryou.Topracticelanguageskills,giveeachstudentoneortwocards,andhavehimorhercreatesentencesusingthosewords.

Bonus Words ActivityProvideoldmagazinesandhelpstudentsfindwordswiththelongvowelsoundsspelledai, oa, ee,andea.Ifstudentscannotfindwords,theycancutoutandcombineletterstocreatetheirownwords.Ifstudentsneedprompting,makesuggestionsfromtheBonusWordslist.Thentheycansortthewordsintofourpiles,oneforeachspellingpattern.

Teacher TipEncouragestudentstocontinuetoaddwordstotheirsortpiles(BonusWordsactivity)astheycomeacrosswordswithlongvowelCVVCspellingpatterns.



21Sort

Extend the Sort

Alternative Sort: Rhyme TimeStudents can re-sort the words according to whether they rhyme with might or whether they do not rhyme with might. Remind them that rhyming words will have the same vowel sound and end sound but are not always spelled the same way.

ELL English Language LearnersTo help students with letter-sound association, focus on one column at a time. Point to each word, read it, and have students repeat it. Then say a word at random. Have students locate the word, point to it, read the word, and identify the spelling pattern. Repeat with several words from the sort.

Bonus Words ActivityAsk students to name other words with a long or short i spelling pattern. If students need prompting, make suggestions from the Bonus Words list. Have students use a blank grid to make word cards for these new words and use the cards to play charades. One player draws a card and acts out the word; other students guess the word.

Teacher TipGive advanced students consonant letter cards, vowel letter cards, and cards with some of the spelling patterns learned so far (oa, ow, ew, ue, igh). Invite students to use the cards to create words. Have them make a list of the words and see how many different words they can create.

Words iCVC iCVCe ighVCC y=iCV bliss grime bright cry grill quite fight dry grim rise high shy quit twice night sky whisk white sigh try

Bonus Words filth chime fright fly risk crime light sly swift prime slight spry twist spice thigh why

Objectives• Toidentifythespellingpatternsofshortiandlongi

• Toread,sort,andwritewordswithshortiandlongispellingpatterns

Materials for Within Word PatternBigBookofRhymes,“Don’tCry,”page37


TeacherResourceCD-ROM,Sort21andFlyAwayGame


WordsTheirWayLibrary,The Princess and the Wise Woman

Short i (CVC) and Long i (CVCe, VCC-igh, and CV Open Syllable-y)


• Read a Rhyme Read “Don’t Cry,” emphasizing the end rhymes. Write the rhyming words cry, sky and mile, while. Have students identify the vowel sound and note the spelling in each pair. Read the poem again and ask students to identify and name other long i words. (my, kite, flying, high, smile, lights) Repeat with short i words. (little, in, it, will, string)

• Model Use the whiteboard DVD or the CD word cards. Model how to sort the words by the following spelling patterns: short i CVC and long i CVCe, VCC-igh, and CV open syllable-y. Ask students to describe how the words in each column are alike and how they are different. Help students sort and explain their sorts.





• Read aloud the directions on Student Book p. 84. Have students read each word and write it in the appropriate column according to spelling pattern.

• Game Allow time for students to play Fly Away, which is on the CD.

• Little Book Read The Princess and the Wise Woman with students. Have them identify words with short i CVC, long i CVCe, and long i spelled igh or y.




• ReadaRhymeRead“OnceUponaTime”andhavestudentslistenforwordswiththelongisound.Listthewordsinseparatecolumns.Pointoutthedifferentspellingsofthelongisound:CVCe(nice, time),VCC-igh(fight),andVCC (kind, wild).

• ModelUsethewhiteboardDVDortheCDwordcards.Introducethewordsanddefineincontextanythatmaybeunfamiliartostudents.ModelhowtosortthewordsaccordingtothelongispellingpatternsCVCe,VCC-igh,CVopensyllable-y,andiCC.Puttheoddballword(guy)inaseparatepile.Helpstudentssortandexplaintheirsorts.

PracticetheSort Independent/Partner

• HavestudentsusetheStudentBookorwhiteboardDVDtoreadthewordsandusethegridtosortaccordingtolongispellingpatterns.




• GameAllowtimeforstudentstoplaySpellingMatch,whichisontheCD.

• LittleBookReadAll About Batswithstudents.HavethemidentifywordswithlongiCVCeandlongispelledighory.

ExtendtheSort

Alternative Sort: Person, Place, or ThingInstructstudentstore-sortthecardsintotwopiles:onepileforwordsthatnameaperson,place,orthing(nouns)andonepilefortheotherwords.

ELL English Language LearnersReviewthewordcardsbyhavingstudentsrepeateachwordafteryou.Toreinforcevocabulary,giveeachstudentawordcardtoillustrateonaseparatesheetofpaper.Showtheillustrationsoneatatimeandaskstudentstoguessthewords.

Vocabulary Building VocabularyDiscussthewordmind.Explainthatmindcanbebothanoun(anamingword)andaverb(anactionword).Thenounmindreferstothepartofapersonthatthinks,feels,andmakesdecisions.Theverbto mindmeans“topayattentionto”(asin“Mindyourmanners!”)or“tohaveaconcernabout”(asin“Idon’tmindgettingwet”).

MonitorProgress Spell Check 2AftercompletingSort22,administerSpellCheck2.Seep.135inthisTeacherResourceGuideforinstructions.

Objectives• To identify long i spelling patterns

• To read, sort, and write words with long i spelling patterns


Big Book of Rhymes, “Once Upon a Time,” page 39


Teacher Resource CD-ROM, Sort 22 and Spelling Match Game


Words Their Way Library, All About Bats

Words

iCVCe ighVCC y=iCV iiCC Oddball

mice flight fly blind guy

nice might fry child

spice right my kind

stripe sight spy mind

write why sign

Longi(CVCe,VCC-igh,CVOpenSyllable-y,iCC) 22Sort

WithinWordPattern 157


s o r t short a (cvc) and long a (cvce and cvvc-ai 11 · 11 s o r t short a (cvc) and long a (cvce...

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