Words Their Way: Letter and Picture Sorts for Emergent Spellers - Softcover

Bear, Donald R.; Invernizzi, Marcia; Johnston, Francine

Softcover

ISBN 10: 0131135910 ISBN 13: 9780131135918

Publisher: Pearson, 2005

Synopsis

For courses in Phonological Awareness & Phonics and Reading Methods.

This text is intended to serve as a companion volume to the core text, Words Their Way: Word Study for Phonics, Spelling, and Vocabulary Instruction.  Grounded in the same practical, research-based and classroom proven approach, this text enriches the main text’s content, specifically for emergent spellers.  In addition to emergent assessment tools, this volume provides teachers with concept sorting ideas followed by picture sorts for developing phonemic awareness, alphabet knowledge, letter recognition and concepts of words in print.  The book also includes activities for rhyming, syllabication, and sound play.

About this title

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 this edition

• Publisher: Pearson
• Publication date: 2005
• ISBN 10: 0131135910
• ISBN 13: 9780131135918
• Binding: Paperback
• Number of pages: 160