PDToolkit -- Access Card -- for Words Their Way with English Learners Word Study for Phonics, Vocabulary, and Spelling

by Helman, Lori; Bear, Donald R.; Templeton, Shane; Invernizzi, Marcia; Johnston, Francine

• ISBN13: 9780132825412
• ISBN10: 0132825414
• Edition: 2nd
• Format: Nonspecific Binding
• Copyright: 2013-09-04
• Publisher: Pearson

Summary

ATTENTION EDUCATORS The PDToolkit for Words Their Way with English Learners is coming soon! Once you activate your access code, the subscription is valid for six months. For information on the FREE 45-day Open Access, visit:http://pdtoolkit.pearson.com -------------------- Words Their Wayâ„¢ with English Learners, 2/eis the most complete resource available for teachers to use as they facilitate research-based word study in classrooms with students from varying language backgrounds. Included in this new edition are chapter by chapter examples of students' work, hands-on sample learning activities, illustrative graphics and tables to support the text, a variety of word study activities, a concise outline of a research-based model of literacy development, references to multilingual language-learning materials and websites, and more. The book is modeled after the widely popular word study approach, Words Their Wayâ„¢, and is designed primarily to support teachers working with students from a wide range of home languages as they learn to read and write in English. What's New to This Edition? NEW! An extensive media component, PD Toolkit for Words Their Way with English Learnersfeatures: Tools for teaching, including: assessment application tool featuring user-friendly navigation instructional strategies create-your-own word sorts tool hundreds of additional word sorts, games and templates foreign language spelling assessments for Chinese, Korean, and Spanish speakers. All new how-to classroom videos showing authentic implementation of the Words Their Wayâ„¢approach with English Learners Complimentary 6-month access to the PDToolkit is packaged with each new second edition To learn more, please visithttp://pdtoolkit.pearson.com NEW! Instructional ideasbased on the most recent research have been included to enhance the theoretical foundation and instructional activities in the book. NEW! Extensive graphicsshow how to implement the sorts and other word study activities. NEW! A new chapteraddresses word study for students at the advanced level of word study, Derivational Relations. NEW! A teacher-friendly introductionclearly presents the theory and assessment of word knowledge development in English. NEW! Hmong translations of all the pictures for sorts and gameshave been added to the five languages already featured (Spanish, Arabic, Chinese, Korean, and Vietnamese) helping teachers use the vocabulary as a resource for working with students, their families, and community members. NEW! References to multilingual and language-learning materials and websiteshelp teachers access resources that bid on the cultural and linguistic foundations of students from a wide range of backgrounds. NEW! Figures, boxes, and graphic representationsbreak up the text making the material easier to understand. NEW! Numerous pictures and sample sortsclarify how to do the instructional activities through each of the developmental levels.

Author Biography

Lori Helman is an associate professor in the Department of Curriculum and Instruction at the University of Minnesota, Twin Cities. Her research focuses on the reading and spelling development of students learning English as a new language. Lori was a bilingual teacher, a district literacy coordinator, and a new teacher leader in her region before coming to higher education. She teaches classes in reading development for diverse students, effective instruction for students with reading difficulties, and leadership skills for reading specialists.

 

Donald R. Bear is director of the E. L. Cord Foundation Center for Learning and Literacy in the Department of Educational Specialties, College of Education at the University of Nevada, Reno, where he and his students teach and assess students who experience difficulties learning to read and write. 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.

 

Shane Templeton is Foundation Professor of Literacy Studies in the Department of Educational Specialties 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.

 

Marcia Invernizzi is director of the McGuffey Reading Center 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 an associate professor in the School of Education at the University of North Carolina at Greensboro, where she coordinates the reading masters program and directs a reading clinic for struggling readers. Francine is a former first grade teacher and reading specialist, and she continues to work with schools as a consultant and researcher. Her research interests include current spelling practices and materials as well as the relationship between spelling and reading achievement.