Unit+2+Words+Their+Way


 * TEKS**
 * Phonological Awareness**

1.2(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) 1.2(B) distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite) 1.2(D) blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr) 1.2(E) isolate initial, medial, and final sounds in one-syllable spoken words KSS 1.3 – use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written 1.3(A) (i) single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z (ii) single letters (vowels) including short a, short e, short I, short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long i 1.3(B) combine sounds from letters and common spelling patterns (e.g., consonant blends, long- and short-vowel patterns) to create recognizable words
 * Phonics** *in context and in isolation

Week of September 12th

Sort 3 – Beginning Consonant Sounds C,H,F,D Pgs. 4-6 in your red book for scripts and more ideas

Tell the students that we are going to study more letters if the alphabet and their sounds by trying another sort.

Begin the lesson by cutting the red cards for Sort 3. Be sure to model this in front of the class because they will be cutting out their own cards later. Using the document camera, display the cards and ask the students to tell you what they notice/see about these pictures. Be sure to guide the students to recognize the lower-case and upper-case model of each letter. Explain to students what “sort” means and how they are going to help you sort these picture cards to match the beginning consonant sounds. Be sure to emphasize beginning letter sounds as you and the students say the name of each picture.

Give each student a copy of the same picture sort that you have copied for them. Have them cut it out, as you modeled. Have them sort the pictures, as you did together.

Have students take out their “Word Study Notebook” and open to the next clean page. Have students write the date at the top. Model and guide students to glue their sorted pictures onto the first page. This is the procedure they will follow each week as they learn new sorts: cut, sort, and glue.

Display your red card sort in a pocket chart somewhere in the classroom for the week.

Materials : Sort 3 Folder (Red cards, student copies), “Word Study Notebook,” glue

Week of September 19th

Sort 6 – "at" Family with words and pictures Pg. 16 in your red book for scripts and more ideas

Use the red teacher ards for teacher-directed modeling. Introduce the sort with a matching activity. Arrange the pictures in a column beginning with the most familiar words such as cat or hat. Have students join in as you name them from top to bottom. Ask the students how those words are alike. If no one mentions that they rhyme you should supply that term: //These words **rhyme**//. Then arrange the word cards randomly below or off to the side where everyone can see them. Name the first picture and ask: //Can someone find the word// cat? //How did you know that word was// cat? //Yes it starts with a// c. Follow this procedure until all the words are matched to a picture.

Read down the list of words and ask how they are alike. The idea that they rhyme should be restated as well as the idea that they all end in an a and **a-t**. Introduce the idea that these words make up a **word family** because they all end with the same group of letters. They all end with a-t.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Remove the pictures. Give each student a copy of the sort for individual practice and assign the students the task of cutting out the pictures and words to match them on their own in the same way they did in the group. Have them let you check their sort when they're done or check with a buddy. Then, they can glue down onto the next page in their Word Story 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 6 Folder (Red cards, 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 September 26th

<span style="background-color: transparent; color: #990000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Sort 7 – "an" and "ad" 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 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 pictures with a **rhyming sort**. Place the picture of the //can// and the //dad// 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 van. Ask: //Does van rhyme wtih can or dad? Yes it rhymes with can so we will put it under the picture of can.// 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 can? How did you know that word was can?// 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 //an// and //ad// 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 7 Folder (Red cards, student copies), “Word Study Notebook,” glue