A core text or supplement for phonics and reading methods courses. Words Their Way, Third Edition is designed to help teachers address the needs of all readers and spellers, by setting out a clear way to accomodate each student's developmental level, then providing the best methods for teaching to that level. In support of this philosophy, the authors provide more than 250 ready-to-use activities for teaching word study, spelling, vocabulary, and phonics. The text is organized by developmental sequence, and activities appropriate for each level are inclusive within each chapter. Additional word sorts and directions for games are located in the Appendix.
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Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, Third Edition, a phenomenon in word study, provides a practical way to study words with students. Based on the research on invented and developmental spelling, the framework of this text is keyed to the five stages of spelling or orthographic development. Ordered in this developmental format, Words Their Way complements the use of any existing phonics, spelling, and vocabulary curricula.
Chapters 1 through 3 introduce you to the stages and the necessary assessments to determine your students' levels. Chapters 4 through 8 each focus on a particular stage of literacy development. Sections of developmentally appropriate activities, tabbed in color for easy location, accompany each of these chapters. In the Appendix you will find all of the reproducible materials—games, assessments, word lists, sorts, and game templates—in one place.SPECIAL FEATURES:
Donald R. Bear is director of the E. L. Cord Foundation Center for Learning and Literacy in the College of Education at the University of Nevada, Reno. As a former preschool, third, and fourth grade teacher, Donald extends his experience working with children who experience difficulties learning to read and write both in the center and in numerous outreach programs. His recent research includes the study of literacy development in different languages and the influence of first language and literacy knowledge in learning to read in another language. He and his colleagues work with many schools and districts to conduct literacy instruction workshops.
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 specialist 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.
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Descripción Prentice Hall, 2003. Paperback. Estado de conservación: New. Nº de ref. de la librería B25S5-89
Descripción Prentice Hall, 2003. Paperback. Estado de conservación: New. book. Nº de ref. de la librería 0131113380
Descripción Prentice Hall, 2003. Paperback. Estado de conservación: New. 3. Nº de ref. de la librería DADAX0131113380
Descripción Prentice Hall, 2003. Paperback. Estado de conservación: New. Nº de ref. de la librería P110131113380
Descripción Prentice Hall. PAPERBACK. Estado de conservación: New. 0131113380 New Condition. Nº de ref. de la librería NEW6.1039137