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Words Their Way : Word Study for Phonics, Vocabulary, and Spelling Instruction,9780131113381

Words Their Way : Word Study for Phonics, Vocabulary, and Spelling Instruction

by ; ; ;
Edition:
3rd
ISBN13:

9780131113381

ISBN10:
0131113380
Format:
Paperback
Pub. Date:
1/1/2004
Publisher(s):
Prentice Hall
List Price: $36.67
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Summary

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.

Author Biography

Francine Johnston is Associate Professor in the School of Education at the University of North Carolina at Greensboro. Shane Templeton is Foundation Professor of Literacy Studies at the University of Nevada, Reno. Marcia Invemizzi is Director of the McGuffey Reading Center at the University of Virginia. Donald Bear is Director of the El Cord Foundation Center for Learning and Literacy at the University of Nevada, Reno.

Table of Contents

Introduction Why Word Study? 1(2)
Word Study and the Development of Orthographic Knowledge
3(28)
Why Is Word Study Important?
4(1)
What Is the Purpose of Word Study?
4(1)
What Is the Basis for Word Study?
5(3)
Alphabet
5(1)
Pattern
6(1)
Meaning
6(1)
What Students Need to Learn to Read and Spell English
7(1)
Word Study Is Developmental
8(2)
The Development of Orthographic Knowledge
8(2)
Levels of Learning
10(1)
Stages of Spelling Development
10(11)
Stage I: Emergent Spelling
11(2)
Stage II: Letter Name-Alpliabetic Spelling
13(2)
Stage III: Within Word Pattern Spelling
15(2)
Stage IV: Syllables and Affixes Spelling
17(2)
Stage V: Derivational Relations Spelling
19(2)
The Synchrony of Literacy Development
21(4)
Emergent Readers
22(1)
Beginning Readers
22(1)
Transitional Readers
23(1)
Intermediate and Advanced Readers
23(2)
Using Invented Spelling as a Guide for Instruction
25(1)
Where Do I Begin?
26(1)
Words Their Way
27(4)
Guide to the Book
27(4)
Getting Started: The Assessment of Orthographic Development
31(28)
Informal Observations to Assess Orthographic Knowledge
32(2)
Observe Students' Writing
32(1)
Observe Students' Reading
33(1)
Qualitative Spelling Inventories
34(4)
What Are Spelling Inventories?
34(2)
An Overview: Three Steps to Assess Spelling
36(2)
How to Administer Spelling Inventories
38(3)
Create a Relaxed Atmosphere
38(1)
Call the Words Aloud
38(2)
Know When to Stop
40(1)
How to Score and Analyze Spelling Inventories
41(7)
Global Analysis
41(1)
Common Confusions in Scoring
42(1)
Words Spelled Correctly and the Stages of Development
43(1)
Feature Guides
43(2)
Error Guides
45(3)
Word Study Groups
48(4)
Why Group?
48(1)
Classroom Composite Chart
48(2)
Spelling-by-Stage Classroom Organization Chart
50(1)
Organize Groups
50(2)
More Information About Inventories
52(3)
Qualitative Spelling Checklist
52(1)
Emergent Class Record
52(1)
Kindergarten Spelling Inventory
52(1)
Primary Spelling Inventory
53(1)
Elementary Spelling Inventory-1
53(1)
Intermediate Spelling Inventory
53(1)
Upper Level Spelling Inventory
53(1)
The McGuffey Spelling Inventory
54(1)
Spanish Spelling Inventory
54(1)
Spelling Among Students Who Speak Other Languages
55(1)
The Influence of Spanish on Spelling in English
55(1)
Word Study Teachers as Dialecticians
56(1)
Sample Practice
56(3)
Organizing for Word Study: Principles and Practices
59(35)
The Role of Word Sorting
61(2)
Types of Sorts
63(10)
Sound Sorts
63(2)
Pattern Sorts
65(1)
Meaning Sorts
66(2)
Variations of Sorts
68(5)
Guidelines for Preparing and Introducing Word Sorts
73(4)
Introducing a Class to Sorting
73(1)
Teacher-Created Sorts
73(1)
Teacher-Directed Lesson Plan
74(2)
Making Sorts Harder or Easier
76(1)
Dealing with Mistakes
77(1)
Organization of Word Study Instruction
77(13)
Getting Materials Ready for Word Study Instruction
77(3)
Scheduling Issues
80(1)
Progressive Skill Development
81(1)
Word Study Schedules
82(1)
Betty Lee's Routine for Emergent to Early Letter Name-Alphabetic Spellers
82(2)
A Weekly Schedule for Students in the Primary and Elementary Grades
84(2)
Alternative Weekly Plan
86(1)
Organizing Word Study in the Secondary Grades
87(1)
Integrating Word Study into the Language Arts Curriculum
87(1)
Selecting Written Word Study Activities: A Caveat Regarding Tradition
87(1)
Word Study Homework and Parental Expectations
88(1)
Expectations for Editing and Accuracy in Children's Written Work
89(1)
Spelling Tests and Grades
90(1)
Ten Principles of Word Study Instruction
90(4)
Word Study for Learners in the Emergent Stage
94(44)
From Speech to Print: The Synchromesh of Units
95(2)
The Phrase and Sentence Level
96(1)
Words in Phrases
96(1)
Sounds in Syllables
96(1)
Characteristics of the Emergent Stage of Reading and Spelling
97(4)
Emergent Reading
97(1)
Emergent Writing and Spelling
98(1)
Emergence of Invented Spelling
98(2)
Early Literacy Learning and Instruction
100(1)
Components of Early Literacy Learning
101(14)
Vocabulary Growth and Concept Development
102(1)
Phonological Awareness
103(3)
Alphabet Knowledge
106(2)
Letter-Sound Knowledge
108(2)
Concept of Word in Print
110(2)
Word Study Routines and Management
112(3)
Activities for Emergent Readers
115(1)
Concept Sorts
115(3)
Thematic Units as a Starting Point for Concept Sorts
118(1)
Playing with Sounds to Develop Phonological Awareness
119(5)
Alphabet Activities and Games
124(7)
Working with Beginning Sounds
131(3)
Helping Children Acquire a Concept of Word
134(4)
Word Study for Beginners in the Letter Name-Alphabetic Stage
138(42)
Literacy Development of Letter Name-Alphabetic Students
140(1)
Reading and Writing in the Letter Name-Alphabetic Stage
141(1)
Supporting Beginning Literacy Learning
141(1)
Characteristics of Orthographic Development
142(1)
How Consonant Sounds Are Articulated in the Mouth
143(1)
The Issue of Vowels in the Letter Name-Alphabetic Stage
144(3)
Talking About Vowels
144(1)
How Vowels Are Articulated in the Mouth
145(1)
A Letter Name Strategy to Spell Short Vowels
146(1)
Other Orthographic Features
147(1)
Consonant Digraphs and Blends
147(1)
Influences on the Vowel
147(1)
Preconsonantal Nasals
148(1)
Word Study Instruction for the Letter Name-Alphabetic Stage
148(10)
Sequence of Word Study
148(10)
Further Study of Vowels at the End of the Letter Name-Alphabetic Stage
158(1)
Word Study and English Language Learning in the Letter Name-Alphabetic Stage
159(1)
Word Study Routines and Management
160(2)
Activities for Beginning Readers in the Letter Name-Alphabetic Stage
162(1)
Development and Use of Personal Readers and Word Banks
162(4)
Review of Beginning Sounds Including Digraphs and Blends
166(4)
The Study of Word Families
170(6)
Study of Short Vowels
176(4)
Word Study for Transitional Learners in the Within Word Pattern Stage
180(38)
Literacy Development and Instruction for Students in the Within Word Pattern Stage
182(2)
Reading and Writing
182(1)
Literacy Learning and Instruction
183(1)
Characteristics of Orthographic Development During the Within Word Pattern Stage
184(4)
The Complexities of English Vowels
184(2)
The Influence of Consonants on Vowels
186(1)
Consonant Patterns and Another Look at Digraphs and Blends
187(1)
Homophones and Homographs
187(1)
Word Study Instruction for the Within Word Pattern Stage
188(3)
Sequence of Word Study
189(2)
Word Study and English Language Learning in the Within Word Pattern Stage
191(1)
Word Study Routines and Management
192(6)
The Word Study Lesson Plan in the Within Word Pattern Stage
192(2)
Guidelines for Creating Word Sorts
194(1)
Dialects and Sorting
194(1)
Word Study Notebooks in the Within Word Pattern Stage
195(1)
What about High Frequency Words?
196(2)
Activities for Students in the Within Word Pattern Stage
198(20)
Word Study for Intermediate Readers and Writers: The Syllables and Affixes Stage
218(31)
Literacy Development and Instruction for Students in the Syllables and Affixes Stage
220(3)
Characteristics of Orthographic Development During the Syllables and Affixes Stage
223(9)
Open/Closed Syllables and Syllable Patterns
227(2)
Accent or Stress
229(1)
Base Words and Derivational Affixes
230(2)
Word Study Routines and Management
232(2)
Word Study Notebooks
232(2)
Activities for Students in the Syllables and Affixes Stage
234(15)
Word Study for Advanced Readers and Writers: The Derivational Relations Stage
249(46)
Literacy Development and Instruction for Students in the Derivational Relations Stage
250(1)
Characteristics of Orthographic Development During the Derivational Relations Stage
250(13)
The Spelling-Meaning Connection
250(2)
Literacy Development for Spelling-Meaning Connections
252(5)
Greek and Latin Elements
257(3)
Advanced Suffix Study
260(2)
Absorbed Prefixes
262(1)
Word Origins
263(1)
Word Study Routines and Management
263(3)
Teacher Directed Word Study Instruction
264(2)
Activities for Students in the Derivational Relations Stage
266(29)
APPENDIX
295(126)
Assessment Materials for Chapter 2
296(32)
Sound Boards
328(2)
Pictures for Sorts and Games
330(45)
Sample Word Sorts by Spelling Stage
375(8)
Word Lists
383(22)
Templates for Sorts and Games
405(4)
Gameboards
409(9)
Resources
418(3)
Glossary 421(7)
References 428(6)
Index 434

Excerpts

Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction,Third Edition, provides a practical way to study words with students. Based on research on developmental spelling and word knowledge, the framework of this text is keyed to five stages and instructional levels. Ordered in this way,Words Their Waycomplements the use of any existing phonics, spelling, and vocabulary curricula. The third edition of our text broadens and strengthens an already acute vision of today's classrooms. We provide more support for upper elementary, middle, and secondary students and their teachers, and add a new focus on English Language Learners. Issues of classroom management are also examined in every chapter, beginning with a deep focus in Chapter 3. SPECIAL FEATURES New!ELL Teaching Notes throughout chapters help you to adapt your word study lessons to better suit English Language Learners. New!CD-ROM integration. Notes throughout each chapter point to ways to integrate the materials found on the free CD-ROM with chapter content. New!Companion Website margin notes integrate this great online supplement with the text, leading you to additional related content to be found on our Companion Website, available at http://www.prenhall.com/bear An "Adaptable for Other Stages" symbol indicates activities that can be adapted to other developmental levels. TEXT ORGANIZATION We have organized this text so that it can be easily used in 4 number of ways. To explore the nature of word study and the type of classroom organization and environment that enhances implementation of word study, we suggest you begin reading this text at the beginning--with Chapter 1. If you want to jump right in and explore word study activities with your students, we recommend that you skim Chapters 3 through 8, look for activities related to the developmental levels of your students, and examine a few closely. Then try one or two out with a small group'of students. Remember that additional materials are available on the free CD-ROM enclosed in the text. Chapter 1:The first chapter presents an overview of how words are learned, a discussion of reading, spelling, and writing development, and a rationale for word study phonics, spelling, and vocabulary instruction in the classroom. Chapter 2:The second chapter presents the assessment process in a step-by-step manner to administer, score, and analyze students' spelling. There are now nine inventories, including a Spanish spelling inventory, and based on our recent research we made refinements in the word lists and scoring guides to make instructional planning easier. Guidelines for interpreting spelling errors by English language learners are presented. Chapter 3:In this chapter we clearly present ways to organize word study in a classroom setting. The planning activities integrate word study into reading and language arts programs. Chapters 4 through 8focus on particular stages of literacy development. We hope you will be pleased to see a more explicit scope and sequence of word study instruction for each developmental stage. Sections of developmentally appropriate activities, tabbed in color for easy location, accompany each of these chapters. Often presented in a game-like format, these activities are actually minilessons that draw upon what students are learning concurrently in developmental reading and writing. We have included activities that are especially interesting to students and can be easily integrated into the many contexts in which reading and writing activities occur. In each activity, students examine words and theirsound and spellingpatterns, and they reflect on how words are organized, how they are spelled, and what they mean. Chapter 4:This chapter is dedica


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