SORT

38
Ending Sounds t, x
Student Objective Sort pictures by ending
Pictures
sounds and match each sound with the letter
t or x that names it. bat ax

Materials hit cat fox wax

jet sit ox box
• Big Book of Rhymes, “Fox in a Box”
pot dot six mix
• Word Study Notebook, pages 149–152
• Classroom Library, Fix It, Fox
• SavvasRealize.com
ºº Interactive Sort
ºº Find the Picture

Introduce, Model, and Reflect

Read a Rhyme Point to the title and read Children may need help understanding some
it. Ask: Do you remember this poem? Why pictures. Define these pictures as follows.
does Fox look frustrated? (Children may
ox: a large animal that is often used on farms
remember he doesn’t want Cat and Frog to
to pull heavy loads or do hard work
come in his box.) Read the poem, pointing
to the words as you read them. Reread it, wax: a sticky material that comes from honey-
having children listen for rhyming words. combs made by bees; Candles are made
Say: I’ll read the poem again. Listen for the of wax.
word sit and find a word that rhymes with mix: to stir something; This picture shows
it. Read the poem again, emphasizing sit, someone mixing batter with a spoon.
and pausing at fit, allowing children to fill in
the word. Display sit and fit, and encourage Introduce the Sort Display the grid and point
children to generate more words that rhyme. out the headers. Say: What sound does bat end
For example, say mmmmm____ for mitt. Then with? (/t/) What letter makes the /t/ sound?
help children generate bit, quit, and sit as (t) What sound does ax end with? (/ks/) What
you display the words. Ask: Why can’t Cat and letter makes the /ks/ sound? (x) Ask: How do
Frog come in the box? (They won’t fit.) you think we will be sorting the pictures?
Help children conclude they will be sorting the
Say: Last time we sorted pictures with begin- pictures by their ending sounds, /t/ or /ks/.
ning y, z, and v sounds. This time we will be
sorting pictures whose names end with the Model Display the jet. Ask: What is this?
/t/ and /ks/ sounds. Read the title again. Say: Exaggerate the ending sound as you say je-ttttt.
fo-xxxxx. What sound do you hear at the end Jet ends with the same sound as bat. I will put
of fox? (/ks/) Let’s find another word that ends the jet on the grid under the bat. Then display
with the /ks/ sound. Read the poem again, the ox. Say: This is an ox. Exaggerate the ending
emphasizing the /ks/ sound in box. Display sound: o-xxxxx. It ends with the same sound as
the words in a column. Then follow a similar ax. I will put the ox under the ax.
procedure for the words that end with the /t/ Sort by Ending Sounds Display the rest of
sound: sit and fit. the picture cards. Say the name of each,
Expand Vocabulary Display the pictures emphasizing the final sound. Have children
and invite children to name them with you. repeat after you. Then pick one picture at a
time, asking children to say its name and decide
116 • EMERGENT-EARLY LETTER NAME
where it goes on the grid. When you have can understand what you are saying. Please
finished the sort, check it by saying each picture speak clearly. Don’t talk too fast or too slowly.
name in the first column and asking: Does this Allow different answers, but help children
word end with the sound we hear at the end of conclude that words have ending sounds.
bat: the /t/ sound? Do the same for pictures in Prompt children to speak clearly and at an
the column with the ax and the /ks/ sound. appropriate pace. The picture names in the
sort end with the final sound in bat: the /t/
Reflect What did you learn from this sort? As
sound, or the final sound in ax: the /ks/ sound.
you respond, make sure that your classmates

Practice and Extend

Sort Again Review the headers bat and ax, Children can trade with a partner and identify
emphasizing their final sounds. Have children the partner’s pictures to check their work.
work with a partner. Have them mix up the
Read the Little Book Read the title Fix It,
cards, pick one at a time, and say the picture’s
Fox and discuss the illustration on the cover:
name and its ending sound. Then they can
What do you think a “Fix-It Shop” is? What
sort it into the correct column. Have children
is Fox’s job? Then track the print as you read
check their sorts by naming each picture name
the book. Reread it, inviting children to chant
and listening carefully to its final sound. Have
along as you read the repeating sentence
them re-sort the pictures several times during
“Fix it, Fox.” Ask children what words rhyme
the next few days.
in the poem. Read the poem again, helping
Independent Sort Have children work alone to children find the words pan/fan. Have children
sort the pictures again. Review the headers with generate additional rhyming words, such as:
children first, and then have them complete the man, can, and ran. Then ask: Why do Fox’s
sort. Be available for guidance. Help children friends help him? (Fox couldn’t fix everything.)
check their sorts and re-sort the pictures two
Word Hunt Reread the book, having children
more times. Ask them to notice whether the
listen for words that end with the /t/ sound
sort gets easier and faster each time.
and the /ks/ sound. Add words to the chart
Writing Sort Have children complete the you started with the poem “Fox in a Box.”
Writing Sort on page 152. Say: Look at the bat Point out that Fox appears in both the poem
in the left column. Draw two pictures of things and the little book. Then add the following to
that end with the same sound that bat does, the chart: t: it, put, pot; and x: fix.
the /t/ sound. Label your pictures, spelling the
More Practice Schedule time for children
best you can. Then do the same thing in the
to play Find the Picture, which you can
column with the ax and the /ks/ sound.
download from SavvasRealize.com.

Apply and Assess

Additional Words hot, lox, pet, relax, sit, tax how to sort one picture for each category.
Then pick one picture at a time and have
Additional Words Activity Read the additional
children tell where it goes.
words, having children repeat them after you.
Have children listen for the ending sounds and Assess Ask children questions as they work to
decide which group each word belongs in. assess their understanding.
Alternative Sort: Living or Nonliving Set • What is this a picture of?
aside the cards for sit, hit, and mix. Then have • What is the sound at the end of the word?
children re-sort the pictures into groups of • Which column does it go in? Why?
living and nonliving things. Start by modeling

EMERGENT-EARLY LETTER NAME • 117

SORT 38 (continued)

Supporting All Learners

School-Home Connections
Word Hunt Choose a favorite Blind Sort Fold a piece of Draw and Label Pick four
picture book (or get permission paper in half to make a two- pictures from the picture
to bring one home from column chart. Write bat and cards—two that end with the
school). Have a family member ax at the top of each column. same sound as bat and two
read the book aloud. Then Then turn all the picture cards that end with the same sound
reread the book together, upside down. Have a family as ax. Draw a silly picture that
pointing out words that have member pick a card and say includes all of them in the same
either the same ending sound the picture name, but not setting. For example, you might
as bat or ax. Have your family show you the picture. Repeat draw a fox and a cat sitting on
member help you sort the the word, listening to the a box with a dot on it. Have a
words by writing them in two ending sound. Decide which family member help you label
columns. column the picture belongs the things in your drawing that
in. Continue with all of the end with the same sound as bat
picture cards. and the same sound as ax.

Supporting Multilingual Learners

Language Acquisition To help Language Production Have L1 Considerations English-
children learn the meanings children play a match game language learners from various
of the words in this sort, to practice pronunciation. language backgrounds may
introduce the picture names Working in pairs, have children find the /ks/ sound confusing.
by using each word in a simple turn two sets of picture cards Children may pronounce the
sentence. Have children repeat face down. Children take turns /ks/ sound like the s sound.
the sentence, and then use the turning over two cards at a Tell children x makes the /ks/
word in a sentence of their time, trying to find a match. sound at the end of words.
own. Each time they turn over a (In the middle of words it has
card, they must name it. Their the /gz/ sound in exam.) Help
partner can help them with children practice saying the x
pronunciation. When someone words in this sort, separating
finds a match, they keep the the two sounds /k/ /s/, and then
cards. Play continues until all blending them to make /ks/.
the matches are found.

Differentiated Support
Extra Support To provide additional practice Challenge Have children create ending sound
with ending sounds of /t/ and /ks/, say pairs of webs. Have them write bat in the center of a
words that end with these sounds. Tell children piece of paper and circle the t. Show them how
to stand if both words end with the same to draw several spokes coming out from the
sound and to stay seated if they do not. Use word. At the end of the spokes, they should
word pairs such as fox, six; cut, ax; hot, mat; write other words that end with the /t/ sound.
and so on. When they have written all the words they can,
have them create a similar web for ax and the
ending /ks/ sound.

118 • EMERGENT-EARLY LETTER NAME

 Copyright © Savvas Learning Company LLC. All Rights Reserved.
Ending Sounds
t, x

Sort 38: Ending Sounds t, x

38
S or t

149
 Ending Sounds t, x

bat ax

Sort 38: Ending Sounds t, x

151
Copyright © Savvas Learning Company LLC. All Rights Reserved.
 Draw pictures of two things that end with
Tt and Xx. Write the word below each picture.

bat ax

152 Sort 38: Ending Sounds t, x