Unit+3+Words+Their+Way

1.2 Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to: (B) distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite); 1.2 Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to: (A) orally generate a series of original rhyming words using a variety of phonograms (e.g., -ake, -ant, -ain) and consonant blends (e.g., bl, st, tr); 1.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (B) combine sounds from letters and common spelling patterns (e.g., consonant blends, long- and short-vowel patterns) to create recognizable words; (C) use common syllabication patterns to decode words, including: (i) closed syllable (CVC) (e.g., mat, rab-bit); (D) decode words with common spelling patterns (e.g., -ink, -onk, -ick);
 * TEKS**
 * Phonological Awareness**
 * Phonics** (in context and in isolation)

Words Their Way Word Families/Rhyming Go Fish Game

Rhyming Bingo

Week of October 3rd

Sort 8 – AP and AG Families with Words and Pictures Pgs. 16-18 in your red book for scripts and more ideas

Introduce the pictures with a rhyming sort as described for Sort 7*. Good headers for this sort might be //cap// and //bag//. As always be sure to ask the students how the words in each column are alike and why they are called word families.

Introduce the pictures with a **rhyming sort**. Place the picture of the //cap// and the //bag// as headers for the sort.Explain that the students need to listen for rhyming words and put them under the correct picture. Select another picture such as lap. Ask: //Does lap rhyme wtih cap or bag? Yes it rhymes with can so we will put it under the picture of cap.// Continue until all the pictures have been sorted. Have the students join in as you name them from top to bottom. Ask the students how the words in each column are alike: **These words rhyme.** Leave the headers and remove the other pictures. Hand out the pictures or place them randomly to the side or in a dek. Call on children to individually to help sort the words again by rhyme.

Next introduce the word cards. Arrange them randomly below or off to the side where everyone can see them. Name the first picture and ask if someone can find that word: //Can someone find the word cap? How did you know that word was cap?// Follow this procedure untail all the words are matched to a picture. Read down the lost of words in one column at a time and ask how they are alike. Children should note that they rhyme and then end in the same two letters. Remind the students that they studied the //at// family and now they are studying two more families: the //ap// and //ag// families.

Remove the words. Arrange them randomly, put them in a deck or hand them out to children in the group to match back to the words. Encourage children to tell how they could do the matching and once more ask how the words are alike.

Give each child a copy of the sory. Have them cut out and sort the pictures and word cards just as you modeled. Have them glue their sort into their Word Study Notebook.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline;">Materials <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">: Sort 8 Folder (Teacher copy of sort and student copies), “Word Study Notebook,” glue

<span style="background-color: #ffff00; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Week of October 10th

<span style="background-color: transparent; color: #990000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Sort 9 – OP, OT, and OG Families with Words and Pictures <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Pg. 17 and 10 in your red book for scripts and more ideas

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Introduce the sort in a manner similar to that described for Sort 7*, except set up three headers. Sort pictures by rhyme and then add the words. The sort will look something like on page 19 in your red book. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Introduce the pictures with a **rhyming sort**. Place the picture of the //hop// and the //hot// and //dog// as headers for the sort.Explain that the students need to listen for rhyming words and put them under the correct picture. Select another picture such as top. Ask: //Does van rhyme wtih hop, hot or dog? Yes it rhymes with can so we will put it under the picture of hop.// Continue until all the pictures have been sorted. Have the students join in as you name them from top to bottom. Ask the students how the words in each column are alike: **These words rhyme.** Leave the headers and remove the other pictures. Hand out the pictures or place them randomly to the side or in a dek. Call on children to individually to help sort the words again by rhyme.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Next introduce the word cards. Arrange them randomly below or off to the side where everyone can see them. Name the first picture and ask if someone can find that word: //Can someone find the word hop? How did you know that word was hop?// Follow this procedure untail all the words are matched to a picture. Read down the lost of words in one column at a time and ask how they are alike. Children should note that they rhyme and then end in the same two letters. Remind the students that they studied the //at// family and now they are studying two more families: the //op, ot,// and //og// families.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Remove the words. Arrange them randomly, put them in a deck or hand them out to children in the group to match back to the words. Encourage children to tell how they could do the matching and once more ask how the words are alike.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Give each child a copy of the sory. Have them cut out and sort the pictures and word cards just as you modeled. Have them glue their sort into their Word Study Notebook.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline;">Materials <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">: Sort 8 Folder (Teacher copy of sort and student copies), “Word Study Notebook,” glue

<span style="background-color: #ffff00; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Week of October 17th

<span style="background-color: transparent; color: #990000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Sort 10 – ET, EG, and EN Families with Words and Pictures <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Pg. 17 and 19 in your red book for scripts and more ideas

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Introduce this sort in a manner similar to sort 7*. The sort will look something like on page 19 in your red book. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Introduce the pictures with a **rhyming sort**. Place the picture of the //net, beg,// and the //hen// as headers for the sort.Explain that the students need to listen for rhyming words and put them under the correct picture. Select another picture such as jet. Ask: //Does jet rhyme wtih net, beg, or hen? Yes it rhymes with can so we will put it under the picture of net.// Continue until all the pictures have been sorted. Have the students join in as you name them from top to bottom. Ask the students how the words in each column are alike: **These words rhyme.** Leave the headers and remove the other pictures. Hand out the pictures or place them randomly to the side or in a dek. Call on children to individually to help sort the words again by rhyme.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Next introduce the word cards. Arrange them randomly below or off to the side where everyone can see them. Name the first picture and ask if someone can find that word: //Can someone find the word net? How did you know that word was net?// Follow this procedure untail all the words are matched to a picture. Read down the lost of words in one column at a time and ask how they are alike. Children should note that they rhyme and then end in the same two letters. Remind the students that they studied the //at// family and now they are studying two more families: the //et, eg// and //en// families.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Remove the words. Arrange them randomly, put them in a deck or hand them out to children in the group to match back to the words. Encourage children to tell how they could do the matching and once more ask how the words are alike.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Give each child a copy of the sory. Have them cut out and sort the pictures and word cards just as you modeled. Have them glue their sort into their Word Study Notebook.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline;">Materials <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">: Sort 10 Folder (teacher copy of sort and student copies), “Word Study Notebook,” glue