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Words Their Way
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Words Their Way (TM) companion volumes, 2eWe believe that the hands-on word sorting approach to word study is invaluable to you and your students. These stage-specific companion volumes to Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction provide a complete curriculum of reproducible sorts and detailed directions for the teacher working with students in each stage of spelling development, from emergent through derivational relations. NEW! All second editions boast

  • Literature Connections making links between features being studies and valuable children's literature
  • Targeted Learners sections that clarify which students will benefit most from the instruction
  • Spell Checks and other Assessments available more frequently throughout
  • High Frequency Words receive special attention
This first volume introduces the idea of sorting through concept sort for students in the emergent stage of spelling development (Pre-K through Grade 1). The word study lesson plan format of demonstrate, sort, check, and reflect is expanded in this stage to include reading aloud and writing activities. The early concept sorting activities are followed with picture sorts that develop phonemic awareness and include activities for rhyming, syllabication, and sound play. Alphabet knowledge and letter recognition are then covered, along with sorts that look at concept of word in print, as well as poems, jingles and short text selections that can be shared with children. Students are then ushered into sorts that introduce beginning consonants with pictures, laying the foundation for the letter-name stage.

Table of Contents

  • Overview
  • Chapter 1
  • Assessment Notes for the teacher
  • Alphabet Assessments
  • Phonological Assessments
  • Letter Sound Assessments
  • Concept Of Word Assessment
  • Chapter 2
  • Notes for the Teacher
  • Sort 1 Fruit
  • Selection 1 Fruit
  • Sort 2 Selection 2
  • Chapter 3
  • Phonological Awareness Picture Sorts
  • Notes for the Teacher
  • Chapter 4
  • Notes for the Teacher
  • Chapter 5
  • Beginning Sound Sorts
  • Notes for the Teacher
  • Selection 1 The Gingerbread Man
  • Sort 1 Beginning Sounds: M & R
  • Sort 2 Rhyming Words (man and cat)
  • Sort 3 Fonts for M, R, D, C
  • Selection 2 Hey Diddle Diddle
  • Sort 4 Beginning Sounds: D & C
  • Sort 5 Concepts: Real and Make Believe
  • Chapter 6
  • Concept of Word in Print
  • Notes for the Teacher
  • Appendices Template 3 X 4 Template 4 x 5 Template 5 X 6 List of Pictures on Letter Pages

About the Author

Donald Bear is Director of the E.L. Cord Foundation Center for Learning and Literacy at the University of Nevada, Reno, assessing and teaching students who experience difficulties learning to read and write. A former preschool and elementary teacher, Donald currently researches literacy development with a special interest in students who speak languages other than English, and he partners with schools and districts to consider assessment and literacy instruction. Marcia Invernizzi is Director of the McGuffey Reading Center at the University of Virginia exploring developmental universals in non-English orthographies. A former English and reading teacher, Marcia works with children experiencing difficulties learning to read and write in intervention programs such as Virginia's Early Intervention Reading Initiative and Book Buddies Francine Johnston is Associate Professor in the School of Education at the University of North Carolina at Greensboro, where she teaches reading, language arts, and children's literature. Francine is a former first-grade teacher and reading specialist. Shane Templetonis Foundation Professor of Literacy Studies at the University of Nevada, Reno. A former classroom teacher at the primary and secondary levels, he researches the development of orthographic and vocabulary knowledge

Reviews

Responses from the field! A strength of each chapter is the Notes for the Teacher section that introduces each set of sorts. This reminds teachers about developmental appropriateness and pacing variations based on learner needs. Clearly the gradual release of responsibility model of guided instruction is promoted and reinforced throughout the text. Barbara Pettegrew, Otterbein College Chapter layout is excellent. Format is designed to include anything that might be needed for the lesson, and each takes you step by step through the process being taught, allowing time for students to internalize and firm up the skills and strategies. Susan K. McCloskey, California State University, Fresno

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