Overview

We 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 companion volume, provides word study for advanced readers and writers in the derivational relations stage of spelling development (Grades 5 – 12). The text focuses on spelling and vocabulary knowledge that grow primarily through processes of derivation—from a single base word or word root to a number of related words derived through the addition of prefixes and suffixes. Additionally, students explore word origins and word spelling-meaning relationships.

Full Product Details

Author:   Shane Templeton ,  Francine Johnston ,  Donald Bear ,  Marcia Invernizzi
Publisher:   Pearson Education (US)
Imprint:   Pearson
Edition:   2nd edition
Dimensions:   Width: 21.10cm , Height: 1.20cm , Length: 27.40cm
Weight:   0.410kg
ISBN:  

9780135145784

ISBN 10:   0135145783
Pages:   176
Publication Date:   03 July 2008
Audience:   Professional and scholarly ,  Professional & Vocational
Replaced By:   9780134773667
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 Contents

Unit I: Prefixes Sort 1 Prefixes (in-, un-, dis-, mis-) Sort 2 Prefixes (pre-, post-, fore-, after-) Sort 3 Prefixes (re-, ex-, in-, de-) Sort 4 Prefixes (sub-, com-, pro-, en-) Assessment for Sorts 1 -4 Unit II: Derivational Suffixes Sort 5 Suffixes (-y and -ly) Sort 6 comparative suffixes (-er, -est, -iest, -ier) Sort 7 Noun Suffixes (-er, -or, -ist, -ian) Suffixes (-ment, -less, -ness) Sort 9 Siffixes (-ary, -ery, -ory) Sort 10 Suffixes (-ty and -ity) Sort 11 suffixes (-al, -ial, -ic) Sort 12 Adjective Suffixes (-ful, -ous, -ious) Sort 13 Ver b Suffixes (-en, -ize, -ify) Assessment for Sorts 5 - 13 Unit III: The Suffix -ion Sort 14 Adding -ion to Base Words, No Spelling Change Sort 15 Adding -ion and -ian, no spelling change Sort 16 Adding -ion; e-drop and Spelling Change Sort 17 Adding -ation, -cation, and -ition Assessment for Sorts 14 - 17 Unit IV: Spelling-Meaning Patterns Sort 18 Consonant Alternation Sort 19 Vowel Alternation - Long to Short Sort 20 Vowel Alternation - Long to Short/Schwa Sort 21 Adding Suffixe -ity: Vowel Alternation, Schwa to Short Sort 22 Vowel Alternation, Long, Short, and Schwa Sort 23 Adding -ion: Vowel Alternation - Spelling Change Sort 24 Multiple Vowel Alternations Assessment for Sorts 18 - 24 Unit V: Greek and Latin Elements I Sort 25 Greek Number Prefixes mono- , uni-, bi-, tri-) Sort 26 More Number Prefixes Sort 27 Greek and Latin Elements: Size (micro-, mega-, super- hyper-) Sort 28 Greek Roots (tle, phon, photo, graph) Sort 29 More Greek Roots (geo, therm, scope, meter, logy) Sort 30 Latin Roots (spect, port, form) Sort 31 Latin Roots (dic, aud, vis) Sort 32 Latin Roots (gress, rupt, tract, mot) Sort 33 Latin Roots (fract, flect.flex, ject, mist./mit) Sort 34 Latin Roots (man, scrib/script, cred, fac) Assessment for Sorts 25 - 34 Unit VI: Greek and Latin Elements II Sort 35 Latin Roots (duc/duct, sequ/sec, flu, ver/vert) Sort 36 Latin Roots ( bene, mal) and Prefixes (ante-, post-) Sort 37 Greek and Latin Elements: Amount (magni, min, poly, omni) Sort 38 Greek and Latin Elements: Body (cap, corp, dent/don't, ped/pod) Sort 39 Greek and Latin Elements: (terr, astr/aster, hydra/hydro, bio) Sort 40 Latin Roots (gen, mort, bio) Sort 41 Latin Roots (ven/vent, junct, spir, sec/sect) Sort 42 Latin Roots (jud, leg, mod, biblio) Assessment for Sorts 35 - 42 Unit VII: Greek and Latin Elements III Sort 43 Latin and Latin Roots (voc, ling/lang, mem, psych) Sort 44 Greek and Latin Roots (path, sens/sent, med/medi, sol) Sort 45 Prefixes (intra-, inter-, intro-, circum-) Sort 46 Latin Roots (press, pur/purg, fus, pend) Sort 47 Latin Roots (pos, loc, sist, sta/stat/stit) Sort 48 Latin Roots (ced/cess/ceed, ten/tend, lit) Sort 49 Predictable Spelling Changes in Word Roots (ceive/cept, tain/ten, nounce/nun) Assessemnt for Sorts 43 - 49 Unit VIII: Advanced Spelling-Meaning Patterns Sort 50 Suffixes (-ent/-ence, -ant/-ance) Sort 51 Suffixes (-ent/-ence/-ency, -ant/-ance/-ancy) Sort 52 Suffixes (--able, -ible) Sort 53 Adding -able (e-drop and y to i) Sort 54 Accent and Doubling Sort 55 Words from French Assessment for Sorts 50 - 54 Unit IX: Prefix Assimilation Sort 56 Prefix Assimilation: in- Sort 57 Prefix Assimilation: com- Sort 58 Prefix Assimilation: sub- Sort 59 Prefix Assimilation: ex- and -ob Sort 60 Prefix Assimilation: ad- Assessment for Sorts 56 - 60 Appendices Blank Template Word Work at Home Word Sort Corpus

Reviews

<P><B><I>Responses from the fieldâ ¦</I></B></P><P>A strength of each chapter is the Notes for the Teacher section that introduces each set of sorts. &nbsp;This reminds teachers about developmental appropriateness and pacing variations based on learner needs.&nbsp; Clearly the gradual release of responsibility model of guided instruction is promoted and reinforced throughout the text.</P><P><I>Barbara Pettegrew, Otterbein College</I></P><P><I>&nbsp;</I></P><P>Chapter layout is excellent. &nbsp;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.</P><P><I>Susan K. McCloskey, California State University, Fresno</I></P>

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

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

Author Information

Meet the Authors 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. 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. A former first-grade teacher and reading specialist. 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

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