This item has been replaced by Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling, 2nd Edition

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

Donald R. Bear, Iowa State University

Lori Helman, University of Minnesota, Twin Cities

Marcia Invernizzi, University of Virginia

Shane Templeton, University of Nevada, Reno

Francine Johnston, University of North Carolina, Greensboro

Format	Paper
ISBN-13:	9780131915671
Availability	This item has been replaced by Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling, 2nd Edition

Words Their Way with English Learners: Word Study for Spelling, Phonics, and Vocabulary Instruction — View larger

Overview

Description

Word study can be a powerful instructional method for teachers and their English learning students. With this text, you can evaluate students’ langage needs. Empower your students to grasp this new language at the word level, building skills to understand how English differs from their primary language,and providing them with the skills to predict word meaning through spelling. Words Their Way with English Learners will help you build vocabulary, spelling, and word recognition skills in your English learners, giving them the foundation to master their new language.

One reality of today’s classrooms is the limited help available to teachers trying to support English learners’ literacy skills. The educators and researchers who developed Words Their Way understand this challenge. Their original text, a phenomenon in word study, provides the proven framework and application to allow students to develop literacy skills. And now they apply this approach to teaching English learners.

Based on the same solid research, Words Their Way with English Learners helps you determine what your students bring with them from their home languages, where their instruction in English orthography should begin, and how best to move these students through their development.

Reviews

PRAISE FOR Words Their Way with English Learners

Many texts have suggestions for integrating word study into a language arts day but tend to ignore the focus on teaching students both vocabulary as well as phonetic knowledge. I like that this book explicitly targets second language learners.

Kristi McNeal, CSU Fresno

This book is certainly timely and needed in the field. It will be an asset to teachers who are familiar with the principles of word study but may not have a strong knowledge base for working with English learners. I look forward to seeing the completed book so I can include it as required reading in my literacy classes!

Maria J. Meyerson, National University, Nevada

These chapters are beautifully written. Each begins with teaching vignettes that provide a context for the chapters. The anticipatory structure with questions and clear step-by-step procedures is easy to follow. They are written with a strong "teaching voice" that’s user-friendly. The teaching described in the chapters is based on sound "best practice." Lots of resources are given. Great activities! But they’re well grounded in theory. I thoroughly enjoyed reading these chapters.

Patricia P. Kelly, Virginia Tech

Look Inside

Sample chapter is available for download in PDF format.

This material is protected under all copyright laws, as they currently exist. No portion of this material may be reproduced, in any form or by any means, without permission in writing from the publisher.

Features

Unique! Connects students home language with their new language helping children improve their oral and written abilities much more quickly.

Chapters 1 through 3 introduce you to the stages of spelling and reading development, the assessments to use, and the best ways to organize your classroom for word study.

Early Assessment coverage (Ch.2) and Assessment Tools available in the Appendix provide readers with a strong foundation in assessment and help them determine the developmental level of each child. Based on these assessments teachers can then group children with similar developmental abilities.

Organized around 5 developmental levels (ch. 4-7) that outline the most appropriate and effective word study instruction for this audience, from the Emergent learner through readers and writers in the Derivational Relations stage.

A rich bank of classroom-proven word study activities close each of the five developmental levels found in chapters 4-7 and promise to engage your students, motivate them, and improve their oral and written abilities in English.

Unique! A robust Appendix at the back of Words Their Way with English Learners contains all the assessment tools necessary to get word study underway and offers word lists in Spanish, Chinese, Korean, Vietnamese, and Arabic; picture and word sorts; and game templates to advance word study instruction in diverse K–8 classrooms.

Based on the developmental approach of the word study book Words Their Way 3e and new research on working with English Language Learners.

Word Study with English Learners and the Development of Orthographic Knowledge
Assessment
Word Study Organization with English Learners
Word Study for English Learners in the Emergent Stage
Word Study for English Learners in the Letter Name-Alphabetic Stage
Word Study for English Learners in the Within Word Pattern Stage
Word Study for English Learners in the Syllables and Affixes and Derivational Relations Stages

Appendix

Order

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Digital

Paper

About the Author(s)

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.

Lori Helman is associate professor in literacy education in the Department of Curriculum and Instruction at the University of Minnesota. Her research and writing have focused extensively on the reading and spelling development of students learning English as a new language, including other Words Their Way instructional materials for English learners. She has also edited a text for teachers, Literacy Development with English Learners.

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).

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.

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.