These words have sometimes been called exceptions to the rule.
What are oddballs (pg.176)
100
Vowel knowledge distinguishes where students fall in the stage.
What is the within word patterns stage (pg.171)
100
Asking students to go through what they have recently read to find words that fit a particular sound or pattern.
What are word hunts (pg.187)
100
The teacher writes the word, the students copy, and then the teacher leads the class in discussion.
What is introduction and discussion (pg.182)
200
The presence of an "r" following a vowel robs the sound from the vowel before it.
What is an R-influenced vowel (pg. 177)
200
These are usually studied beyond this stage, but reading and language arts content standards require that simple examples such as un-, dis-, -ly, and -ful be taught at the transitional stage.
What are prefixes and suffixes (pg.178)
200
This is a characteristic of what students in this category fall under:
"-ed and other common inflections: MARCHT for marched, BATID for batted."
What is using and confusing (pg.172)
200
This can serve as an organizational collection of words students examine for different purposes.
What are word study notebooks (pg.187)
200
Students write the word as the teacher calls, with no additional assistance.
What is final test (pg.182)
300
The following sentence contains these kinds of words:
"The weigh Peat cot the bare was knot fare."
What are homophones (pg. 177)
300
The silent -e in ride, the y in play, and the w in snow are examples of silent what?
What are vowel markers (pg.175)
300
Teachers observe that this characteristic/gesture of the beginning stage drops away as transitional readers approach oral reading rates of 100 words per minute.
What is fingerpointing (pg.172)
300
Students, including many who speak with a dialect in which the pronunciation of long vowels is quite different than the standard ways the vowels are pronounced in English.
What are students who are Spanish speaking students? (pg.183)
300
Students look at the word, say it, cover the word, write the word, check it, and then write it again if incorrect.
What is self-studied method (pg.182)
400
Another name for teacher-directed sorts
What are "Closed Sorts"? (pg. 185)
400
Three-letter blends and digraphs such as spr (spring), thr (throw), scr (scream), and silent letters such as kn (knife), wr (wrong), gn (gnaw).
What are complex consonants (pg.177)
400
This is a characteristic that falls under Early Within Word Pattern category, but is not using or confusing:
"vowels in unaccented syllable FLOWR for flower."
What is absent (pg.172)
400
Sorts that involve students sorting words by sound as a partner reads them aloud because students must not only distinguish the sound of the vowel, but associate it with a particular orthographic pattern.
What are blind sorts (pg.186)
400
Teacher calls the word, students spell the word, students check it by looking at the chart.
What is practice test (pg.182)
500
At this pace the students will be using more words spelled with blends and digraphs, oddballs, and less common patterns.
What is the advanced pace (pg.180)
500
A vowel sound represented by a variety of different spelling patterns or vowel patterns that represent a wide range of sounds.
What are ambiguous vowels (pg.175)
500
The acronym for this reading exercise is DEAR.
What is Drop Everything And Read (pg.172)
500
Students look for their own categories and are asked to explain why they sorted the way they did.
What are open sorts (pg.185)
500
Students cover the word after having brief discussion, teacher calls out the word, and the students write it, then self-check immediately. If there are any incorrect, they should re-write them.