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Words Their Way: Letter and Picture Sorts for Emergent Spellers
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Product Description
This book provides teachers with concept sorting ideas followed by picture sorts for developing phonemic awareness, alphabet knowledge, letter recognition and concept of words in print. This companion volume augments that content with numerous reproducible sorts that specifically address the needs of the syllables and affixes speller. Accompanying the sorts are step-by-step directions for guiding pupils through the sorting lessons, as well as follow-up activities and tips for using the sorts to their best advantage. Designed for elementary educators' use as part of a reading curriculum where emergent spelling is covered.
Product Details
- Amazon Sales Rank: #449100 in Books
- Published on: 2005-01-28
- Original language: English
- Number of items: 1
- Binding: Paperback
- 160 pages
Editorial Reviews
Review
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
From the Back Cover
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.
About the Author
Donald is director of the E. L. Cord Foundation Center for Learning and Literacy where he and preservice, Master’s and doctoral students teach and assess children who struggle to learn to read and write. Donald is a professor in the Department of Educational Specialties in the College of Education at the University of Nevada, Reno. Donald has been a classroom teacher and he researches and writes about literacy development and instruction. He is an author of numerous articles, book chapters, and books, including Words Their Way, Words Their Way with English Learners, and Vocabulary Their Way.
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
Customer Reviews
A MUST for K-2 teachers.
Like the other Words their Way materials, this volume continues the wonderful tradition of combining excellent teaching ideas with the black line masters so you can use the strategies immediately. This level is especially appropriate for students learning letter/sound relationships. It gives dozens of poems and stories which have sorts to support teaching them. There are old faithfuls such as "It's raining, it's pouring" to new poems that teach phonemic awareness, rhyming, visual discrimination and sight words. My favorite is the alphabet printed in several different fonts so students can learn all the ways 'A' might look. I wish I had this 21 years ago when I started teaching. I use it daily now.
A "must have" for anyone implementing Words Their Way.
Sorts 1-5 are concept sorts, 6-11 are picture sorts for phonological awareness, 12-14 are alphabet knowledge sorts, and 15-27 are sorts for beginning consonant sounds. Assessments are included for each group of sorts. Instructions for introducing/demonstrating the sorts are given, as well as notes for the teacher, literature links for read-aloud, extension activities and my favorite - shared reading texts. I think that this is a fabulous resource and after teaching first grade for 5 years, I plan on implementing Words Their Way in my kindergarten classroom in September. I also think that this is a must have for anyone planning on implementing the program. I don't think that the WTW textbook offers the range of resources in this book.
Reading Specialist
This is a very helpful book for ESL Kindergarteners! I have all the Words Their Way books and have used them at every grade level in my elementary school.
