Word Study

Description

Word Study: Word Sorts for Within Word Pattern Spellers is the ideal stage-specific companion to Word Study for Phonics, Vocabulary, and Spelling Instruction (formerly titled Words Their Way™ for Phonics, Vocabulary, and Spelling Instruction). This volume presents 59 prepared, reproducible sorts, blackline masters, and other activities and assessments covering the full curriculum of word study for students in the within word pattern stage of spelling development. The word sort lessons in this book give you the tools to encourage your students to think about words and reach conclusions about how the spelling system works.

The 3rd Edition features new sorts, enhanced step-by-step directions for each sort, a new pacing chart and goal-setting record form and more.

Hallmark features of this title

• 59 prepared sorts cover the complete curriculum of word study for students in the within word pattern stage of spelling development. All sorts are reproducible.
• Literature Connections make links between features being studied and valuable children’s literature.
• Targeted Learners sections clarify which students will benefit most from the instruction.
• High Frequency Words receive special attention.
• Notes for the Teacher are found in each unit, providing placement guidelines and background information about the features of study. The notes also describe weekly routines that ensure practice and enrichment, while offering suggestions for literature connections and games.
• Directions for how to introduce the sort as well as additional teaching tips are included in each lesson.

About our authors

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 1st-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 coauthor of many books, including 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.

New and updated features of this title

• NEW: Clearly stated generalizations for each lesson, along with suggestions on how to explore the meaning of words, and application activities to help students use the generalization to spell unfamiliar words and develop spelling and decoding strategies.
• UPDATED: Step-by-step directions for how to introduce the sort, as well as additional teaching tips, are included in each lesson.
• NEW: Pacing chart and goal-setting form provide guidelines for placing students in the lesson progression, suggestions for modifying the progression of sorts, and tools to monitor students’ progress through each unit.

Additional information