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We believe that the hands-on word sorting approach to word study is invaluable to you and your students. �Broaden your word study understanding and instruction with this expanded word sorting tool for week by week implementation with emergent spellers (ages 1 - 7).� This stage-specific companion volume to Words Their Way � : Word Study for Phonics, Vocabulary, and Spelling Instruction provides a complete curriculum of assessments, reproducible sorts, and detailed directions for the teacher working with students in the emergent stage of spelling.�
�
New!�This second edition boasts
- Targeted Learners sections that clarify which students will benefit most from the instruction
- An early bank of assessments to help you evaluate your students and pinpoint the most appropriate instruction
- Literature Connections to reinforce concepts being studied
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.��
- Sales Rank: #40852 in Books
- Brand: Bear, Donald R./ Invernizzi, Marcia/ Johnston, Francine/ Templeton, Shane
- Published on: 2009-02-02
- Original language: English
- Number of items: 1
- Dimensions: 10.70" h x .50" w x 8.40" l, .93 pounds
- Binding: Paperback
- 216 pages
Review
Responses from the field…
“The authors not only provide valuable information, but they consistently explain how to teach. Informing the reader about what is appropriate for each level of emergent speller is particularly helpful for both first year and experienced teachers.”
Barbara A. Schaudt, California State University, Bakersfield
�
“It does a remarkable job of laying out clear consistent frameworks for word study in a teacher friendly manner.”
�Rod Winters, Winona State University
�
From the Back Cover
We believe that the hands-on word sorting approach to word study is invaluable to you and your students. �Broaden your word study understanding and instruction with this expanded word sorting tool for week by week implementation with emergent spellers (ages 1 - 7).� This stage-specific companion volume to Words Their Way � : Word Study for Phonics, Vocabulary, and Spelling Instruction provides a complete curriculum of assessments, reproducible sorts, and detailed directions for the teacher working with students in the emergent stage of spelling.�
�
This second edition boasts
- Targeted Learners sections that clarify which students will benefit most from the instruction
- A�bank of assessments appropriate for early childhood to help you assess your students'�word concept and phonological knowledge�and pinpoint the most appropriate instruction
- Literature Connections to reinforce concepts being studied
What reviewers are saying…
“The authors not only provide valuable information, but they consistently explain how to teach. Informing the reader about what is appropriate for each level of emergent speller is particularly helpful for both first year and experienced teachers.”
Barbara A. Schaudt, California State University, Bakersfield
�
“It does a remarkable job of laying out clear consistent frameworks for word study in a teacher friendly manner.”
�Rod Winters, Winona State University�
�
�
About the authors
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 Templeton is 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.
About the Author
Donald is director of the E. L. Cord Foundation Center for Learning and Literacy where he and preservice, Master’s and doctoral students teach and assess children who struggle to learn to read and write. Donald is a professor in the Department of Educational Specialties in the College of Education at the University of Nevada, Reno. Donald has been a classroom teacher and he researches and writes about literacy development and instruction. He is an author of numerous articles, book chapters, and books, including Words Their Way �, Words Their Way � with English Learners, and Vocabulary Their Way.
�
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
�
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Most helpful customer reviews
15 of 16 people found the following review helpful.
We All Know the Strategy
By Loves teaching
I teach first grade and have been a Title I Reading Specialist in the past. We all know this strategy well; however, the illustrations are pretty lame. I would recommend the book 'Picture This' as a better resource for picture sorting. I did tweaked the order and sequence of the picture sorting, but the illustrations in "Picture This' are superior. If you know the strategy, I would skip this purchase and buy 'Picture This.'
0 of 0 people found the following review helpful.
Great Book!
By J. Walsh
I got this book to supplement the Words Their Way K and I'm so excited to use it with the kids this year. Everything is clear and easy to use and the students really enjoy the sorts. I like that they are working at different levels according to their skill, and I don't have to reinvent the wheel. I'm so happy with these books.
0 of 0 people found the following review helpful.
Five Stars
By Amazon Customer
WTW is helping my K class associate letters and sounds.
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