Show students how the words within those word families often follow a CVC or CVCC pattern. Introduce short-vowel word families one at a time. I would also enlist the ideas and help of the group members! It’s so interesting to see all of the different meaning-based categories students come up with! When students create an “oddball” category, I would be sure to push them to consider how those words may be classified into more meaningful categories. In the photo above, you can see that the words were sorted into meaning-based categories. Encourage students to make suggestions for additional words that could be added to the sorts or additional ways the words could be categorized as their classmates share. Have students share out with the group how they sorted their words. “These are all words that describe modes of transportation.”).Ī concept sort can be done individually or in pairs. Ask students to sort the words into categories that are meaningful to them and write the category on a sticky note or index card (i.e. Have students do a concept sort with a group of words that have the same consonant blend. If a student has misplaced a word, rather than tell them that they have made a mistake, I like to ask the student to read all of the words in a category and then ask, “Did all of the words you read here seem to fit this category (or ‘make this sound’)”? Usually, this question is not even necessary because students realize their mistake once the words have been read aloud.ĬONCEPT SORTS: A concept sort is a sort that focuses on word meaning. Discuss why certain words were placed in their category. Have students read aloud the words in a given category to share their sort with the group. While students sort their words, I observe and provide guidance. Provide closed sorts with various consonant clusters you have been focusing on for students to complete with a list of word cards. Have students take turns modeling how consonant blends should be read as well as how they sound when they are treated as separate sounds for the group.ĬLOSED SORTS: A closed sort is a sort where you give students the categories or spelling features that they must use to sort a group of words. Discuss what a consonant blend is and why it is important to learn about them as they continue to become more fluent readers. When you come to a good stopping place, ask students to turn and talk to each other about what they noticed. Students will begin to notice and comment on the way you are reading. Read a few pages of the book, taking care to separate the consonant blends as you read (i.e. USE PICTURE BOOKS: Choose excerpts from a familiar picture book to read to the group. READ THE ROOM: Have students "read the room" to look for written text or objects that spark ideas for words that contain the consonant blend. Students can use magnetic letters to create these words, record the words on an individual whiteboard or paper, and then you can add them to chart paper for the group. I recommend only introducing one or two at a time. GENERATE WORDS: Ask students to help you generate words that can be made with the consonant blend you are focusing on. Word Study Small Group Lesson Ideas: Share Word Search Findings! Students in your Letter-Name Alphabetic group should be studying same-vowel word families (using both pictures and words), mixed-vowel word families, digraphs and blends, short vowels, preconsonantal nasals in final blends, r-controlled vowels, and simple contractions. Students in this group must be guided to start recognizing patterns within words instead of solely relying on the sounds that they hear. They spell almost exclusively phonetically, representing most strong sounds and beginning consonants in words.Īt this stage of word study, learning word families, blends, digraphs, and short vowels in CVC words in order to increase students’ ability to correctly spell words, make new words, and read new words is essential. Let’s take a look at what makes the Letter Name-Alphabetic stage special first! A Snapshot of Letter Name-Alphabetic StageĮlementary students who fall into the Letter Name-Alphabetic Spellers stage of word study can already hear and spell single consonant sounds fairly well. A successful word study block incorporates both direct instruction, delivered in small, differentiated groups based on developmental assessments and opportunities for students to independently practice and apply what they have learned.Īfter making decisions about the activities you want your students to complete during their word study block, assessing them, and creating word study groups, many of us wonder what we are actually supposed to do with our students during their small group, meet with the teacher time?!?!.
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