The ideal stage-specific companion to Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction In keeping with the authors' belief that the hands-on, word sorting approach to word study is invaluable to teachers and students alike, this volume presents prepared sorts and activities covering the full curriculum of word study for students who are in the emergent stage of spelling development. Complete with 26 sorts, and dozens of other activities and assessments, this book provides all of the resources needed to teach phonological awareness, alphabet knowledge, initial…mehr
The ideal stage-specific companion to Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction
In keeping with the authors' belief that the hands-on, word sorting approach to word study is invaluable to teachers and students alike, this volume presents prepared sorts and activities covering the full curriculum of word study for students who are in the emergent stage of spelling development. Complete with 26 sorts, and dozens of other activities and assessments, this book provides all of the resources needed to teach phonological awareness, alphabet knowledge, initial letter sounds, concepts about print, and concept of word in text. Together, the Words Their Way core text and this supplement provide teachers with the knowledge and tools to meet the wide range of needs in today's classrooms.
The 3rd Edition includes enhanced step-by-step directions for each sort; additional assessments; expanded syllable, rhyme, and font sorts; and reorganized chapters to make word study more teacher- and student-friendly. Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Donald R. Bear is Professor Emeritus in Literacy and Director of Literacy Centers at Iowa State University and University the University of Nevada, Reno. A former elementary teacher, Donald currently researches literacy development with a special interest in students who speak different languages and he partners with schools and districts to think about how to assess and conduct literacy instruction. Marcia Invernizzi is Henderson Professor of Reading Education in the Curry School of Education at the University of Virginia. She and her multilingual doctoral students enjoy exploring developmental universals in non-English orthographies. A former English and reading teacher, Marcia extends her experience working with children who experience difficulties learning to read and write in numerous intervention programs, such as Virginia’s Early Intervention Reading Initiative and Book Buddies. Francine Johnston is retired from the Department of Teacher Education at the University of North Carolina at Greensboro where she served as Director of Graduate Studies, Coordinator of the Reading Masters Program, and ran a clinic for struggling readers. Francine worked as a first grade teacher and reading specialist for 12 years before getting her doctorate at the University of Virginia where she first learned about a developmental approach to word study and worked with Dr. Marcia Invernizzi to develop word study materials and activities. She consults with school districts across the country and frequently serves as a professional development speaker. Francine is a co-author of many books, including Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. Shane Templeton is Foundation Professor Emeritus of Literacy Studies in the College of Education at the University of Nevada, Reno. A former classroom teacher at the primary and secondary levels, he has focused his research on the development of orthographic and vocabulary knowledge. He has written several books on the teaching and learning of reading and language arts and is a member of the Usage Panel of the American Heritage Dictionary. Francine, Donald, Marcia, and Shane are the core authors of the Words Their Way® series.
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BRIEF TABLE OF CONTENTS 1. Assessments for the Emergent Stage 2. Concept Sorts 3. Phonological Awareness Picture Sorts 4. Alphabet Knowledge 5. Word Study for Initial Letter Sounds 6. Concepts about Print and Concept of Word in Text DETAILED TABLE OF CONTENTS 1. Assessments for the Emergent Stage Notes for the Teacher Assessment Summary Sheet and Other Forms Alphabet Assessments Alphabet Recitation and Tracking Alphabet Recognition Alphabet Production Phonological Assessments Syllables Rhyme Alliteration Phonemes Phonics and Spelling Assessments Beginning Consonant Sounds and Letters Qualitative Spelling Checklist Kindergarten Spelling Inventory Concepts About Print Assessments Name Writing Writing During Reading Concepts about Print Sort: “Picture, Letter, Word, or Sentence?” Concept of Word In Text Assessments Tracking Memorized Lines of Print Word Recognition in Context Word List Reading or Recognition in Isolation Teaching Notes Sort 1a Sort 1b Sort 1c Sort 1d Sort 2a Sort 2b Sort 2c Sort 2d Sort 3a Sort 3b Sort 3c Sort 3d Emergent Assessment Summary Sheet Alphabet Recognition: Capitals Alphabet Recognition: Lowercase Syllable Sort with Pictures Rhyme Identification with Pictures Alliteration-Beginning Sound Match Beginning Consonant Sounds and Letters Beginning Consonant Sounds and Letters (continued) Qualitative Spelling Checklist for Emergent and Letter Name-Alphabetic Stages Emergent Class Record Kindergarten Spelling Inventory Concepts about Print Assessment Concepts about Print Sort: “Picture, Letter, Word, or Sentence” Concept of Word in Text: Recording Form for Humpty Dumpty Humpty Dumpty Word Recognition in Isolation for Humpty Dumpty Concept of Word in Text: Recording Form Template 2. Concept Sorts Notes for the Teacher Standard Routines for Concept Sorts Sort 4A: Food and Not Food Sort 4B: Australian Notes and Coins Sort 5: Fruits and Vegetables Sort 6: Food Sort Sort 7A: Shapes: Circles, Triangles, and Squares Sort 7B: Shapes: Rectangles, Diamonds and Stars Sort 8A: Animals and Plants Sort 8B: Australian Native Animals/Pets Sort 9: Clothing Sort 10: Cleaning Items 3. Phonological Awareness Picture Sorts Notes for the Teacher Standard Routines for Phonological Awareness Rhyme Sorts Sort 11A: Oh, A-Hunting We Will Go and Rhyming Pairs Sort 11B: Rhyming Words Sort 12: Rhyming Dust Bunnies Sort 13: Frog on a Log? and Rhyming Pairs Sort 14: Here Are My Hands and Rhyming with Body Parts Sort 15A, B, and C: Rhyming Sorts for “I Can’t,” Said the Ant Syllable Sorts Sort 16A and B: Syllables and The Very Hungry Caterpillar Sort 16C: How Many Syllables Can You Hear? Sort 17A and B: Animals and Syllables Sort 18A and B: Compound Cupcakes 4. Alphabet Knowledge Notes for the Teacher Letters I Read Standard Routines for Learning the Alphabet Sort 19: Rhyming Letters Alphabet Tracking Alphabet Tracking Strips Alphabet Squares for Sequencing and Matching Alphabet Squares (Capitals) Alphabet Squares (Lowercase) Letter Lotto Letter Lotto Board Sort 20 A, B, C, and D: Font Sorts Sort 20 A: Fonts For B, P, D, Q Sort 20 B: Fonts For F, I, J, T Sort 20 C: Fonts For H, M, N, U So
BRIEF TABLE OF CONTENTS 1. Assessments for the Emergent Stage 2. Concept Sorts 3. Phonological Awareness Picture Sorts 4. Alphabet Knowledge 5. Word Study for Initial Letter Sounds 6. Concepts about Print and Concept of Word in Text DETAILED TABLE OF CONTENTS 1. Assessments for the Emergent Stage Notes for the Teacher Assessment Summary Sheet and Other Forms Alphabet Assessments Alphabet Recitation and Tracking Alphabet Recognition Alphabet Production Phonological Assessments Syllables Rhyme Alliteration Phonemes Phonics and Spelling Assessments Beginning Consonant Sounds and Letters Qualitative Spelling Checklist Kindergarten Spelling Inventory Concepts About Print Assessments Name Writing Writing During Reading Concepts about Print Sort: “Picture, Letter, Word, or Sentence?” Concept of Word In Text Assessments Tracking Memorized Lines of Print Word Recognition in Context Word List Reading or Recognition in Isolation Teaching Notes Sort 1a Sort 1b Sort 1c Sort 1d Sort 2a Sort 2b Sort 2c Sort 2d Sort 3a Sort 3b Sort 3c Sort 3d Emergent Assessment Summary Sheet Alphabet Recognition: Capitals Alphabet Recognition: Lowercase Syllable Sort with Pictures Rhyme Identification with Pictures Alliteration-Beginning Sound Match Beginning Consonant Sounds and Letters Beginning Consonant Sounds and Letters (continued) Qualitative Spelling Checklist for Emergent and Letter Name-Alphabetic Stages Emergent Class Record Kindergarten Spelling Inventory Concepts about Print Assessment Concepts about Print Sort: “Picture, Letter, Word, or Sentence” Concept of Word in Text: Recording Form for Humpty Dumpty Humpty Dumpty Word Recognition in Isolation for Humpty Dumpty Concept of Word in Text: Recording Form Template 2. Concept Sorts Notes for the Teacher Standard Routines for Concept Sorts Sort 4A: Food and Not Food Sort 4B: Australian Notes and Coins Sort 5: Fruits and Vegetables Sort 6: Food Sort Sort 7A: Shapes: Circles, Triangles, and Squares Sort 7B: Shapes: Rectangles, Diamonds and Stars Sort 8A: Animals and Plants Sort 8B: Australian Native Animals/Pets Sort 9: Clothing Sort 10: Cleaning Items 3. Phonological Awareness Picture Sorts Notes for the Teacher Standard Routines for Phonological Awareness Rhyme Sorts Sort 11A: Oh, A-Hunting We Will Go and Rhyming Pairs Sort 11B: Rhyming Words Sort 12: Rhyming Dust Bunnies Sort 13: Frog on a Log? and Rhyming Pairs Sort 14: Here Are My Hands and Rhyming with Body Parts Sort 15A, B, and C: Rhyming Sorts for “I Can’t,” Said the Ant Syllable Sorts Sort 16A and B: Syllables and The Very Hungry Caterpillar Sort 16C: How Many Syllables Can You Hear? Sort 17A and B: Animals and Syllables Sort 18A and B: Compound Cupcakes 4. Alphabet Knowledge Notes for the Teacher Letters I Read Standard Routines for Learning the Alphabet Sort 19: Rhyming Letters Alphabet Tracking Alphabet Tracking Strips Alphabet Squares for Sequencing and Matching Alphabet Squares (Capitals) Alphabet Squares (Lowercase) Letter Lotto Letter Lotto Board Sort 20 A, B, C, and D: Font Sorts Sort 20 A: Fonts For B, P, D, Q Sort 20 B: Fonts For F, I, J, T Sort 20 C: Fonts For H, M, N, U So
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