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OverviewWe 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. This first volume introduces the idea of concept sorts 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. Full Product DetailsAuthor: Donald Bear , Marcia Invernizzi , Francine Johnston , Shane TempletonPublisher: Pearson Education (US) Imprint: Pearson Edition: 2nd edition Dimensions: Width: 1.00cm , Height: 1.00cm , Length: 1.00cm Weight: 0.426kg ISBN: 9780135145791ISBN 10: 0135145791 Pages: 216 Publication Date: 23 January 2009 Audience: Professional and scholarly , Professional & Vocational Replaced By: 9781292041964 Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsOverview 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 PagesReviewsResponses 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 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 Author InformationDonald 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 Tab Content 6Author Website:Countries AvailableAll regions |
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