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OverviewFull Product DetailsAuthor: Francine Johnston , Marcia Invernizzi , Donald Bear , Shane TempletonPublisher: Pearson Education (US) Imprint: Pearson Edition: 2nd edition Dimensions: Width: 20.60cm , Height: 0.70cm , Length: 27.50cm Weight: 0.300kg ISBN: 9780135145807ISBN 10: 0135145805 Pages: 128 Publication Date: 08 April 2008 Audience: Professional and scholarly , Professional & Vocational Replaced By: 9781292041445 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 ContentsContents Overview 1 SORTS for Early Letter name Alphabetic Spellers SORTS 1-5 Review Sorts for Initial Consonants 3 Notes for the Teacher Spell Check 1: Initial Consonants SORTS 6-12 Same-Vowel Word Families with Pictures Notes for the Teacher Spell Check 2: Same-Vowel Word Families 27 SORTS 13-26 Digraphs and Blends Picture Sorts 29 Notes for the Teacher 29 Spell Check 3: Digraphs 35 and XX Spell Check 4: Blends X and X SPELL CHECK 4 SORTS for Middle Letter Name Alphabetic Spellers SORTS 27-33 Mixed-Vowel Word Families 51 Notes for the Teacher 51 Spell Check 4: Mixed-Vowel Word Families 55 and 63 SORTS 34-37 Picture Sorts for Short Vowels 65 Notes for the Teacher 73 SORTS for Late Letter Name Alphabetic Spellers SORTS 38-47 Short Vowels in CVC Words 73 Notes for the Teacher 73 Spell Check 5: Short Vowels 80 and 92 SORTS 48-49 Introduction to R-Influenced Short Vowels 93 Notes for the Teacher 93 Spell Check 6: R-influenced short vowels XX SORT 50 Contractions 97 Notes for the Teacher 97 Appendix 99ReviewsResponses 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*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. *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 *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. *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. Tab Content 6Author Website:Countries AvailableAll regions |
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