This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book.
See a walk through of the second edition here.
Words Their Way® 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 Way®, 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 Learners features:
- 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 Way® approach with English Learners
- Complimentary 12-month access to the PDToolkit is packaged with each new Second Edition
- To learn more, please visit http://pdtoolkit.pearson.com
- Tools for teaching, including:
- NEW! Instructional ideas based on the most recent research have been included to enhance the theoretical foundation and instructional activities in the book.
- NEW! Extensive graphics show how to implement the sorts and other word study activities.
- NEW! A new chapter addresses word study for students at the advanced level of word study, Derivational Relations.
- NEW! A teacher-friendly introduction clearly presents the theory and assessment of word knowledge development in English.
- NEW! Hmong translations of all the pictures for sorts and games have 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 websites help teachers access resources that bid on the cultural and linguistic foundations of students from a wide range of backgrounds.
- NEW! Figures, boxes, and graphic representations break up the text making the material easier to understand.
- NEW! Numerous pictures and sample sorts clarify how to do the instructional activities through each of the developmental levels.
Table of Contents
Chapter 1: Word Study with English Learners and the Development of Orthographic Knowledge
UNDERSTANDING WORD STUDY WITH ENGLISH LEARNERS
Instruction in Multilingual and Multiliterate Contexts
Who Are English Learners in the United States?
Languages Spoken by English Learners in the United States
STUDENTS’ KNOWLEDGE OF ORTHOGRAPHY AND THE THREE LAYERS OF ENGLISH SPELLING
Understanding the Three Layers of English Spelling
Stages of Literacy Development in English
What Students Bring to Learning to Read in English
Build on Students’ Language and Literacy Experiences
UNDERSTANDING WORD STUDY IN THE CLASSROOM
Word Study Instruction
The Three Layers of Spelling and Stages of Development in Other Written Languages
Shallow and Deep Orthographies
INTEGRATION OF WORD STUDY INTO LITERACY INSTRUCTION
Chapter 2: Getting Started: The Assessment of Orthographic Development
Learning the Sounds of English
ASSESSING SPELLING DEVELOPMENTALLY
Qualitative Spelling Inventories
Choosing a Spelling Inventory
How to Administer Spelling Inventories to English Learners
Determine a Stage with Power Scores
Feature Guides to Analyze Spelling Development and Features to Study
Establish an Instructional Level: What Students “Use But Confuse”
Six Types of Spelling Errors Made by English Learners
Grouping and Choosing Features and Activities for Word Study
ASSESSMENT AT EACH SPELLING STAGE
Assessments with English Learners in the Emergent Stage
Assessments with English Learners in the Letter Name–Alphabetic Stage
Assessments with English Learners in the Within Word Pattern Stage
Assessments with English Learners in the Syllables and Affixes Stage
Assessments with English Learners in the Derivational Relations Stage
THE ROLE OF DIALECT IN SPELLING ASSESSMENT
ASSESSMENT OF SPELLING IN STUDENTS’ PRIMARY LANGUAGES
Using Spelling Assessments and Sorts with Students Learning Foreign Languages
Inventories and Spelling Development in Spanish, Chinese, and Korean
ORAL LANGUAGE DEVELOPMENT AND VOCABULARY LEARNING
Learning about Students’ Oral Language Development
Critical Questions about Students’ Languages and Learning
Levels of Proficiency and Formal Tests of Oral Language
Intermediate and Secondary Vocabulary Assessments
Talking with Families
Chapter 3: Organizing for Word Study in Multilingual Classrooms: Principles and Practices
THE ROLE OF WORD STUDY AND SORTING
TYPES OF SORTS
Variations of Sorts
Supporting Vocabulary Development during Sorting
Supporting Vocabulary Learning during Sorting
WORD STUDY INSTRUCTION IN MULTILINGUAL CLASSROOM SETTINGS
Strategies to Support English Learners
ORGANIZATION OF WORD STUDY INSTRUCTION
Preparing Your Word Sorts
The Big Picture: Scheduling Word Study
Word Study Lesson Plan Format
Making Sorts Harder or Easier
Integrating Word Study into the Language Arts Curriculum
Involving English-Learning Parents in Word Study
TEN PRINCIPLES OF WORD STUDY INSTRUCTION WITH ENGLISH LEARNERS
WORDS THEIR WAY® WORD STUDY RESOURCES
Chapter 4: Word Study with English Learners in the Emergent Stage
FROM SPEECH TO PRINT WITH ENGLISH LEARNERS
CHARACTERISTICS OF THE EMERGENT STAGE OF READING AND SPELLING
COMPONENTS OF EARLY LITERACY LEARNING
ACTIVITIES FOR ENGLISH LEARNERS IN THE EMERGENT STAGE
Concept Books and Sorts
Games Using Concept Picture Sorts
Talk With and Read With Activities
Alphabet and Letter-Sound Knowledge
Chapter 5: Word Study with English Learners in the Letter Name—Alphabetic Stage
LITERACY INSTRUCTION FOR ENGLISH LEARNERS IN THE LETTER NAME—ALPHABETIC STAGE
Students May Know Different Sounds Than Those Found in English
Consider the Role of Correct Pronunciation
Students Use Their Primary Language Literacy
Students’ Primary Languages Support Their Literacy Development
Vocabulary Is a Partner in All Sorts
Pictures Are a Part of Many Sorts during This Stage
Sort with Known Words and Pictures
Letter Name—Alphabetic Spellers Are Beginning Readers
Understanding Is the Key to Successful Reading
Concept Sorts Encourage Discussions
CHARACTERISTICS OF ORTHOGRAPHIC DEVELOPMENT FOR ENGLISH LEARNERS IN THE LETTER NAME—ALPHABETIC STAGE
The Letter Name Strategy, Reliance on Articulation, and the Alphabetic Principle
Consonants and the English Learner
Vowels and the English Learner
The Sequence of Word Study Instruction with English Learners
COMPONENTS OF LITERACY INSTRUCTION AT THE LETTER NAME—ALPHABETIC STAGE
WORD STUDY LESSON PLAN FORMAT
ACTIVITIES FOR ENGLISH LEARNERS IN THE LETTER NAME—ALPHABETIC STAGE
Picture Concept Sorts
Multi-Use Word Study Activities
Working with Words and Sounds
Personal Reader Activities
Picture and Word Sorts and Related Games
Chapter 6: Word Study with English Learners in the Within Word Pattern Stage
LITERACY INSTRUCTION FOR ENGLISH LEARNERS IN THE TRANSITIONAL/WITHIN WORD PATTERN STAGE
Be Pattern Puzzlers
Include Vocabulary Instruction
Wide Reading Supports Oral and Written Language Development
Sounds Play a Role at the Within Word Pattern Stage
CHARACTERISTICS OF ORTHOGRAPHIC DEVELOPMENT FOR ENGLISH LEARNERS IN THE WITHIN WORD PATTERN STAGE
Sequence of Word Study for the Within Word Pattern Stage
Studying High-Frequency Words with English Learners
COMPONENTS OF LITERACY INSTRUCTION AT THE TRANSITIONAL STAGE
ACTIVITIES FOR ENGLISH LEARNERS IN THE WITHIN WORD PATTERN STAGE
Teaching New Words
Word Study Activities at the Early Within Word Pattern Stage
Word Study Activities at the Middle Within Word Pattern Stage
Word Study Activities at the Late Within Word Pattern Stage
Chapter 7: Word Study with English Learners in the Syllables and Affixes Stage
LITERACY INSTRUCTION FOR ENGLISH LEARNERS IN THE SYLLABLES AND AFFIXES STAGE
CHARACTERISTICS OF ORTHOGRAPHIC DEVELOPMENT FOR ENGLISH LEARNERS IN THE SYLLABLES AND AFFIXES STAGE
Syllable Juncture and Inflectional Endings
COMPONENTS OF LITERACY INSTRUCTION AT THE SYLLABLES AND AFFIXES STAGE
Fostering a Climate for Word Learning
Walking through Words with Students
ACTIVITIES FOR ENGLISH LEARNERS IN THE SYLLABLES AND AFFIXES STAGE
Word Study Activities at the Early Syllables and Affixes Stage
Word Study Activities at the Middle Syllables and Affixes Stage
Word Study Activities at the Late Syllables and Affixes Stage
Chapter 8: Word Study with English Learners in the Derivational Relations Stage
LITERACY INSTRUCTION FOR ENGLISH LEARNERS IN THE DERIVATIONAL RELATIONS STAGE
CHARACTERISTICS OF ORTHOGRAPHIC DEVELOPMENT FOR ENGLISH LEARNERS IN THE DERIVATIONAL RELATIONS STAGE
COMPONENTS OF LITERACY INSTRUCTION AT THE DERIVATIONAL RELATIONS STAGE
Word Study Conversations: “Walking through Words” with Students
ACTIVITIES FOR ENGLISH LEARNERS IN THE DERIVATIONAL RELATIONS STAGE
ASSESSMENT MATERIALS FOR CHAPTER 2
SOUND BOARDS AND ALPHABETS
PICTURES FOR SORTS AND GAMES
SAMPLE PICTURE AND WORD SORTS
WORD LISTS OF PICTURES IN BOOK WITH TRANSLATIONS
TEMPLATES FOR SORTS AND GAMES
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About the Author(s)
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.
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 practice 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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