![]() ![]() ![]() Invite students to look for “oddballs,” exceptions to the pattern, and discuss why these words don’t follow the same pattern. Ensure that there is immediate opportunity for transfer by inviting students to add additional words that apply the same pattern.ĥ. There will always be words that don’t follow the guidelines, which is why we also examine the “oddballs.”Ĥ. It’s important to remind students that these are not rules, but guidelines about patterns in English. The key here is for students to construct their own understandings. ![]() Sometimes more or less teacher intervention is needed to guide their thinking. Students create generalizations about patterns that they observe. “Closed” sort: the teacher defines the sorting criteria, such as plurals and possessives.ģ.(Rule of thumb: you can create as many groups as you need as long as there are at least two words in each group.) “Open” sort: students determine what groups to form.In fact, one category might even be words that don’t fit into the other two. Two groups make comparisons easier, but there could be several groups, depending on the purpose of the sort. Have students sort the words into groups, according to defined or free choice criteria. Provide students with a list of words to sort or have them brainstorm (e.g., musical instruments) or hunt for words in a passage (e.g., ing verbs).Ģ. ![]()
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