ISBN: 9780135145791

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 sort… More...

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. Media >, [PU: Prentice Hall]<