Teacher:!!!Morwenna!Probert,Baker! !

Word+Study+Level:!!!!Le0er!Name!
Probable!Grade+Level:!!!!1
Title+of+Word+Sort+(focus+of+lesson):+Beginning+sounds,+picture+sort.+

Learning+Goals:!
During the Letter Name-Alphabetic Stage students are begining to read and write. In the
Emergent part of this stage students have only partial phonemic awareness (Bear et.al.,2012, p.
151). I have chosen to do a word sort with pitcures of words and having students sort them by
begnning sounds.
Given a stack of pitcures on cards, stuents will sort them into categories based off the begnning
sound.!
EALRs/GLEs:+
Grade!level:!1
1.2.D!
Phonological Awareness:
Demonstrate understanding of spoken words, syllables and sounds (phonemes).
-Segment spoken single-syllable words into their complete sequence of individual sounds
(phonemes).
Forma=ve!Assessment:!!
I will be watching the students to see if they are identifying matching beginning sounds. I will
also be listing for the students to be saying these words and specifically the sounds out loud.
!

InstrucDonal+Materials,+Resources,+and+Technology:+
-cards with pictures on them
-cards with letters on them
-paper for each student
-pencil for each student
-cards with pictures for the extension activity!

Time:

1!minute!

5!minutes!

3!minutes!

++++++++++++++++++++++++++++++++++++++++++INSTRUCTIONAL+SEQUENCE
DEMONSTRATE:!
Say: Today we are focusing on learning begnnning sounds.
Say: Please say these begnning sounds with me.
Say: M, R, S, B sounds.
I will hold up a picture of a bed
Say: this word is bed and ask the student to repeate it.
Say: the word bed starts with the b sound.
I will then show the students that I can put the pitcure of a bed under the B card.
Say: I put the picture of the bed under the B card. You will now have the
opportunity to sort the rest of your cards into each sound. Please say the word and
the begnning sound outloud as you work.!
SORT:!
Students will be given pitures that have been cut into squares. Students will be
asked to match the cards to other cards with the begnning sound. While they work
they will be asked to say the word that the picture represents out loud, as well as the
sound.!

CHECK:!
I will look at how the students have sorted their pictures. I will be listing for how
students isolate the begnning sounds.
Say: Why did you put this word here?
The student will explain why the word belongs in the group they put it in.
REFLECT:!!
Say: We sorted our pitcures into four groups. Each group represents a different
begnning sound. We are now going to say those begnning sound together one more
time.

Closure:!
Say: You now have the opportunity to practice begnning sounds by matching
pictures with different items to a picture that represents the same begnning sounds.
You need to say what the pitcure represents out loud as well as the begnning sound.
When you are done please sit quietly with your hand in your lap.
Watch students sort the words, and listen to the students saying the words out loud.

Addi$onal)Word)Pa-ern)Game/Ac$vity+Extension:+

Students will be given pictures and asked to match two pictures together that both
have the same beginning sound.
Say: We are now going to play a game. In this game you each have lots of pictures,
your job is to match each picture that represents a word with a picture that has the
same beginning sound. The word bag has the beginning sound B, the word bed has
the beginning sound B, these two cards go together. Now its your turn,match all
your cards.

Say: When you are done please come up with a word or picture that can be added
to each group. Then your job is to come up with another group that we have learned
the beginning sound for.

Cita=on:!
Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2012). Words their way: Word study
for phonics, vocabulary, and spelling instruction. New Jersey: Pearson Education, Inc.

ReecDon:
1. How did your students respond to your instruction? (Describe and analyze.)

Overall the lesson went very well. The students were engaged and enjoyed sorting the
pictures. Some of the pictures seemed to be a bit confusing for some of the student to
identify the correct word. I think if I was doing this with again I wouldnt have used
the same pictures I did, or I would have made sure they were really clear examples of
what word I wanted them to represent. All students understood the instruction and
followed them.
2. What could be a next-step sort for learners that would follow this one?

The next step for learners after this lesson would be to add words into the sort. My
lesson was with only pictures. Next I would add in sight words that they know along with the
pictures. Once they have been doing word sorts, not picture sorts, then they can begin pattern
sorts.
3. If you could do the word study experience again, what would you do differently and why?

I would choose different pictures to represent different things. My picture of a boy

was put under the M sound by most of the student because they thought it was man. I would
choose pictures that were really clear. Some of the students didnt know the rakeor mop
pictures. I know that this was a silly mistake by my student. However, made me realize if I
was doing this in a real classroom some student might not know what those items are. I need to
be aware that the pictures need to be familiar to the student.
4. What ideas about word study do you take away from this first attempt?

This was a huge learning experiment for me. I didnt really fully understand what
word study was from the reading. It took this lesson for me to really understand. I also found this
lesson plan was way harder to write than the more complex and detailed lessons from my SPED
classes. I do however really like word sorts now, I wasnt sure about them. I knew they were a
good thing to include in classrooms, but I didnt realize how great this can be for students until I
actually did it.
5. What do you see as the benefits and/or challenges of using word sorts and WTW activities in

your future classroom?

I like that word sorts are more individualized than whole group instruction. I like that
you assess the students and then work on what they need. I also like that in order to determine
where to start you go back. At first I thought this was a bit odd, but students need that foundation
to build on. Without that foundation student will struggle to continue. A challenge I found was if
you are doing this in small groups having time to do each word sort with each small group. My
lesson only took less than 10 minutes, but in a classroom with 30 students and limited time
scheduled out of the day for this I can imagine this being hard.

Materials: