Word sorts for beginning and struggling readers
http://www.readwritethink.org/lessons/lesson_view.asp?id=795
A lesson plan for grades K–1 English Language Arts
In this lesson that introduces short vowel word families, the teacher begins the lesson by reading The Magic Hat and modeling strategies for making predictions using illustrations and rhyming words. The teacher then explains word families using the short “a” family as an example and demonstrates how to blend the onset and rime together to make words. In the following sessions, students work in pairs to sort word cards and practice reading the words aloud. Then, in a whole group, students read a column of words to the class and explain how the words differ between families. Students gain confidance with identifying word families by individually sorting words with increased speed and accuracy. Finally, the teacher models how to open and use the online interactive word family sort and students practice identifying word families using this technology. Readwritethink provides interesting extension activities, links to word family flash cards, and an interactive word family sort to enrich this lesson.
North Carolina Curriculum Alignment
English Language Arts (2004)
Grade 1
- Goal 1: The learner will develop and apply enabling strategies and skills to read and write.
- Objective 1.01: Develop phonemic awareness and demonstrate knowledge of alphabetic principle:
- count syllables in a word.
- blend the phonemes of one-syllable words.
- segment the phonemes of one-syllable words.
- change the beginning, middle, and ending sounds to produce new words.
- create and state a series of rhyming words that may include consonant blends (e.g., flag, brag).
- Objective 1.02: Demonstrate decoding and word recognition strategies and skills:
- generate the sounds from all the letters and appropriate letter patterns which should include consonant blends and long and short vowel patterns.
- use phonics knowledge of sound-letter relationships to decode regular one-syllable words when reading words and text.
- recognize many high frequency and/or common irregularly spelled words in text (e.g., have said, where, two).
- read compound words and contractions.
- read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., looks, looked, looking).
- read appropriate word families.
- Objective 1.04: Self-monitor decoding by using one or two decoding strategies (e.g., beginning letters, rimes, length of word, ending letters).
- Objective 1.01: Develop phonemic awareness and demonstrate knowledge of alphabetic principle:
Kindergarten
- Goal 1: The learner will develop and apply enabling strategies to read and write.
- Objective 1.01: Develop book and print awareness:
- identify the parts of books and function of each part.
- demonstrate an understanding of directionality and voice-print match by following print word for word when listening to familiar text read aloud.
- demonstrate an understanding of letters, words, and story.
- identify the title, name of the author and the name of the illustrator.
- Objective 1.02: Develop phonemic awareness and knowledge of alphabetic principle:
- demonstrate understanding that spoken language is a sequence of identifiable speech sounds.
- demonstrate understanding that the sequence of letters in the written word represents the sequence of sounds in the spoken word.
- demonstrate understanding of the sounds of letters and understanding that words begin and end alike (onsets and rimes).
- Objective 1.01: Develop book and print awareness:
