These words sorts are aligned to "Words Their Way" program and compliment sorts 27-30 in the Alphabetic Spellers book.
In this pack, different vowels will be compared in the word family sorts. This helps students to pay close attention on the short-vowel sound in the middle of each word. Students will practice blending skills as they mix and match onsets and rimes to read and write new words.
There are 4 word family sorts included in this pack:
Sort 1: at, ot and it words
Sort 2: an, un, and in words
Sort 3: ad, ed, ab, and ob words
Sort 4: ag, eg, ig, og, and ug words
With each word family students will sort words by rime patterns,
isolate, identify, and blend the onsets and rimes as well as identify medial short vowel sounds. Students will then read/spell/practice the words through different activities.
The activities for each word sort include:
ABC Order: Students will practice putting the words in alphabetical order. This will help students pay particularly close attention to the spelling of each of the words.
Headers, Word Cards, and Sorting Sheet: Students will lay the headers out and short the 24 word cards into the correct category. Students should be paying close attention to way the word sounds and looks each and every time.
Rainbow Words: Students will rainbow write each of their words in as many colors as they are able.
Making New Words: After reading each of their words students will word to make new words by placing different onsets inf ront of the rime. Students will then write and draw a picture of their new word.
Word Hunt: There are two choices for this activity. One choice is to place the polka dot word cards around your classroom and have students hunt for them. Or you can have students look for words around the room (on walls, in anchor charts, on the word wall, ect.) as well as in books to find words that have the same rimes.
“No-Peeking Sorts:” Students will work with partners to hear the patterns in the words. One student reads the word while the other student listens (student should not look at the card) to the rhyme at the end of the word. The student listening will then sort words card (face down) into categories accordingly. This continues with each of the word cards until finished. Then, pairs check their work by flipping cards over and looking at the spellings.
These centers are aligned to the common core:
CCSS.ELA-Literacy.RF.K.2a Recognize and produce rhyming words.
CCSS.ELA-Literacy.RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words.
CCSS.ELA-Literacy.RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
CCSS.ELA-Literacy.RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
CCSS.ELA-Literacy.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
CCSS.ELA-Literacy.RF.1.3b Decode regularly spelled one-syllable words.