6/5/2014

Mimma Croce

Radford University

EDSP 461

WITHIN WORD PATTERN

Students in the within word pattern stage have developed sight word vocabularies that

have enabled them to read without the support of patterned or familiar text. Instead of spelling

sound-by-sound, students are able to chunk parts or words and process them in a more automatic

process. As a result, there is an increase in fluency, reading and writing.

Readers at this stage are more capable of attending to comprehension and meaning

instead of using all of their thinking power for decoding. Silent reading becomes more prevalent

throughout this stage. Students are able to write longer pieces and become more aware of their

audience. Students begin to master spelling patterns and are able to spell more homophones

correctly.

This stage includes five distinct features:

• Vowel-consonant –e patterns

• R-controlled vowel patterns

• Other common long vowel patterns

• Complex consonant patterns

• Abstract vowels

For the within word work study I chose to focus on Vowel-consonant –e (VCE). This is

classified as feature F and is one of the most comprehensive features within the stage. Students

may easily grasp the idea that adding a silent e to the end of a CVC pattern makes the vowel say

its name. In other words, changes it to a long vowel.

Activity 1

Teacher Guided word walk (closed sort) Small Groups

Short –I versus Long –I (CVCe)

Steps:

Once the teacher has established groups, hold up each card up ask the students to identify

the words. Say “let’s see if you can tell me what each word is. Make sure you are loud

enough for our friends to hear you.” Follow up on several of the words by asking the

students to tell me what the word means. If the word is unknown, discard it.

After the weeks words have been read and discussed, I will model the sort.

The sort begins by placing a key word for each of the categories in front of me making

sure I read the words as I lay them down. Say “Does anyone have idea about this week’s

sort? What do you think we are working on? Do you see a pattern?”

Say “today when we sort, I would like for you to think about the way the word sounds

and the way it looks.” Taking a word from the stack, I read aloud the word or picture and

try to match it with each of the key word sounds. Say “I’m going to sort some of the

words, but as soon as you can, show me where they go.”

As the columns begin to take its shape the student may begin detecting the word elements

that are associated to each category.

Once the children feel they are comfortable enough to join, they may take turns at

categorizing the words or pictures making sure they say the word and its match.

When students place a word in the oddball category, I will ask why they chose that

column. Their responses may help reveal much about their understanding but can also

make me aware of the pronunciation difference as a result of dialect

Once the sort is complete, encourage the students to anyalis the results. Say “now that we

have placed all the words, check over the categories and see if you can make any

discoveries about our sort. What do all of the words in each column have in common that

makes them different from words in the other columns?”

Activity 2

Reponses Lollipops

Short –I versus Long –I (CVCe)

Steps:

 Cut out the two faces of the lollipop and glue back-to-back on a large craft stick

Each student will receive a “lollipop”

The teacher will read out this week’s spelling words then give students a few seconds to

listen to it and they would repeat it.

Have the students show you "long" or "short" after you say each word aloud. 

Activity 3

Memory Game

Short –I versus Long –I (CVCe)

Steps:

Divide students into groups. Each group will have one deck of cards. Each deck of cards will contain a set of words and a set of corresponding pictures. Direct the children to place their deck of cards on the time face down in equal rows The first player takes a turn by turning over two cards. Direct the child to read the cards

aloud to their group. Have the player match the word with the picture. For example, if the card hike matches

the picutre hike the player can keep the cards. If a match is not made, the player must return them to the same spot The players with the most pairs win the game.

The word set in the memory game includes;

Dish Sticks Five Rich Dice Prize Gift Hike Flip Kick Swim

Drive Spill Mice

Directions Name: __________________

Read the sentence. Using your box of words, write the BEST word that fits the empty space.

1. The __________ ate the cheese! ( Hint: Long I )

2. I gave my friend a _________ for her birthday. ( Hint:

Short i)

3. The paint will __________ all over the floor. (Hint: Short i)

4. I have __________ books in the closet. ( Hint: Long I )

5. I cannot do a back _____________! ( Hint: Short i)

6. I won first ______________ at the race. ( Hint: Long I )

7. I like to _____________ up the mountain. ( Hint: Long I )

8. The ______________ man gave a lot of money to our

school. ( Hint: Short i)

9. Please get a fork and a _____________ before you eat

lunch. ( Hint: Short i)

Dish Five Rich Prize Gift

Flip Mice Spill Drive Hike

Activity 4

Fill-in-the-Blank Worksheet

Directions Name: __________________

Read the sentence. Using your box of words, write the BEST word that fits the empty space.

10. The __________ ate the cheese! ( Hint: Long I )

11. I gave my friend a _________ for her birthday. ( Hint: Short

i)

12. The paint will __________ all over the floor. ( Hint: Short i)

13. I have __________ books in the closet. ( Hint: Long I )

14. I cannot do a back _____________! ( Hint: Short i)

15. I won first ______________ at the race. ( Hint: Long I )

16. I like to _____________ up the mountain. ( Hint: Long I )

17. The ______________ man gave a lot of money to our school.

( Hint: Short i)

18. Please get a fork and a _____________ before you eat lunch.

( Hint: Short i)

Dish Five Rich Prize Gift

Flip Mice Spill Drive Hike