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LER 1638 Write-and-Wipe Desk Mats – Venn Diagram/T-Chart
LER 1640 Write-and-Wipe Desk Mats – Handwriting
LER 1951 Graphic Organizer Pocket Chart
• For open sorting activities, let students decide how they want to sort. Students
write the sorting characteristic at the top of the columns, and then use the
images to sort.
• Make content vocabulary word cards to coordinate with topics being studied.
Have students work together to sort vocabulary words in a variety of ways.
Put these great mats in a center or work station and the students will immediately
know what to do! Watch students work together as they figure out characteristics
that the cards have in common!
Intervention Strategies:
• Closed Sorts: Start off by filling in the top part of the T-chart with a category.
Work with the students to find all the cards that fall under that category.
Encourage students to write new words that fall into the same category.
• Word Characteristics: Always ensure that students are confident in sorting by
two characteristics before moving on to sorting by three characteristics.
Students should master the basic sort before moving on to more challenging
sorting activities.
• Word Relationships: Encourage students to connect the spelling and sound
relationships shared by known words and new words. Have students ask
themselves, “Do I know any other words that look and sound like this new
word? Are any of these words that look or sound alike related to each other?”
• Phonological Awareness: Read-alouds, singing and clapping, riddle guessing,
listening activities, and making rhymes are examples of activities that increase
students’ phonological awareness. When students have a strong grasp of
sounds and phonemes, they will be able to apply what they know to the
word-sorting activities.
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