From the Back Cover
-------------------
This book would be very useful for both university reading
courses and classroom teachers. I use Words Their Way both in my
first grade classroom and with college students as a way to
implement word study.
Kristi McNeal, CSU Fresno
Words Their Way’s developmentally-driven, hands-on instructional
approach has been a phenomenon in word study, providing a
practical way to study words with students. The keys to this
research-based approach are to know your students’ literacy
progress, organize for instruction, and implement word study.
This streamlined text and the DVD and CD-ROM that accompany it
gives you all the tools you need to carry out word study
instruction that will motivate and engage your students, and help
them to succeed in literacy learning. Ordered in a developmental
format, Words Their Way complements the use of any existing
phonics, spelling, and vocabulary curricula.
Knowing Your Students
* Streamlined Chapter 2 provides step by step guidelines for
assessing students.
* NEW! Words Their Way Word Study Resources CD: Assessment
Planning and Additional Interactive Word Sorts contains
computerized assessments to gauge students’ developmental levels.
* Word Study with English Learner sections in each chapter help
you organize and adapt instruction to meet the needs of students
whose first language is not English.
Organizing for Instruction
* NEW! Words Their Way DVD Tutorial: Planning for Word Study in
K-8 Classrooms reinforces and illustrates classroom organization
and management, as outlined in Chapter 3.
* Word Study Routines and Management sections in every chapter
give you practical guidance on managing and implementing word
study in your classroom.
* NEW! Tech Notes throughout chapters pinpoint rtunities for
you to use the DVD and CD-ROM to prepare for instruction.
Implementing Word Study
* Classroom-proven, research-driven activities end each
developmental chapter, giving you the instructional practices to
get your word study instruction up and running immediately.
* NEW! Words Their Way Word Study Resources CD: Assessment
Planning and Additional Interactive Word Sorts provides more than
just assessments. You’ll also find hundreds of additional word
and picture sorts, games and templates, and an interactive Create
Your Own section.
* The Appendix at the back of the book contains a comprehensive
bank of word lists, word sorts, picture sorts, games and
templates.
The theory behind and practice for word sorts allows even the
novice teacher to understand how to use the assessments to
organize instruction. The organization of the last five chapters
creates a useful resource for teachers. Each begins with a
research-based description and moves into sound instructional
practices, giving the teacher a complete understanding of how to
meet the needs of students.
Cathy Blanchfield, CSU Fresno
Meet 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.
* 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 spet.
Read more ( javascript:void(0) )
About the Author
----------------
Donald R. Bear 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.
Shane Templeton is Foundation Professor of Curriculum and
Instruction at the University of Nevada, Reno, where he is
Program Coordinator for Literacy Studies. A former elementary and
secondary teacher, his research focuses on the development of
orthographic 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. He
is author of the "Spelling Logics" column in Voices from the
Middle, the middle school journal of the National Council of
Teachers of English.
Marcia Invernizzi is a professor of reading education at the
Curry School of Education at the University of Virginia. Marcia
is also the director of the McGuffey Reading Center, where she
teaches the clinical practica in reading diagnosis and remedial
reading. Formerly an English and reading teacher, she works with
Book Buddies, Virginia's Early Intervention Reading Initiative
(EIRI), and Phonological Awareness Literacy Screening (PALS).
Francine Johnston is a former first grade teacher and reading
spet who learned about word study during her graduate work
at the University of Virginia. She is now an associate professor
in the School of Education at the University of North Carolina at
Greensboro, where she teaches courses in reading, language arts,
and children's literature. Francine frequently works with
regional school systems as a consultant and researcher. Her
research interests include current spelling practices and
materials as well as the relationship between spelling and
reading achievement.
Read more ( javascript:void(0) )