Section 2. Sorting bundles of words into patterns WC 1 xiii Suggested implementation Source of evidence Spell: Create word using words the children identified in Section 1, ensuring Children: there is the same number and variety of patterns as children high-frequency sight describe and talk their words and familiar words understanding of spelling patterns Say: correctly when they describe why they have is a word sorting game. You are going to sort words into groups and “This sorted words in particular ways explain why you made those choices.” words identify words 1. Demonstrate how to sort one set of and how to play the game. words containing known write a list of words with the pattern 2. Distribute a bundle of words for each group of two–four children base words and word they have chosen Children: endings work in groups to sort bundles of into patterns. The group may play Resources the game two or three times, sorting using different patterns take turns individually explaining one of the patterns their group has bundles of words (on cards or paper) found. Appendix B: Observations identify — WC 1 xiv Ask: did you put all of words together?” and explain patterns “Why Appendix E: Word sort 3. Teachers’ record evidence of children’s descriptions and explanations Spell unfamiliar words using: in Appendix B. phonological knowledge Suggested time 4. Children select one pattern (or more) they have found and write a list of and sound–symbol other words with that same pattern. relationships 15 minutes groups working — vowels and simple independently long-vowel patterns by listening for rhyming patterns regular spelling patterns, including common vowel and consonant digraphs and consonant blends common letter clusters and morphemes in word families analogies and connections with known words
Section 2. Sorting bundles of words into patterns WC 1 xiii Suggested implementation Source of evidence Spell: high-frequency sight words and familiar words correctly words words containing known base words and word endings Create word using words the children identified in Section 1, ensuring there is the same number and variety of patterns as children Say: “This is a word sorting game. You are going to sort words into groups and explain why you made those choices.” 1. Demonstrate how to sort one set of and how to play the game. 2. Distribute a bundle of words for each group of two–four children Children: work in groups to sort bundles of into patterns. The group may play the game two or three times, sorting using different patterns take turns individually explaining one of the patterns their group has found. Ask: “Why did you put all of words together?” 3. Teachers’ record evidence of children’s descriptions and explanations in Appendix B. 4. Children select one pattern (or more) they have found and write a list of other words with that same pattern. Children: describe and talk their understanding of spelling patterns when they describe why they have sorted words in particular ways identify words write a list of words with the pattern they have chosen Resources bundles of words (on cards or paper) Appendix B: Observations — identify and explain patterns Appendix E: Word sort WC 1 xiv Spell unfamiliar words using: phonological knowledge and sound–symbol relationships vowels and simple long-vowel patterns by listening for rhyming patterns regular spelling patterns, including common vowel and consonant digraphs and consonant blends common letter clusters and morphemes in word families analogies and connections with known words Suggested time 15 minutes — groups working independently
yr1_jun_lit_check_spelling_search.docx