Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling, 2nd Edition
©2012 |Pearson |
Donald R. Bear, Iowa State University
Shane Templeton, University of Nevada, Reno
Marcia Invernizzi, University of Virginia
Francine R. Johnston, University of North Carolina, Greensboro
©2012 |Pearson |
See a walk through of the second edition here.
Word study can be a powerful instructional method for teachers and their English learning students. With this book you can evaluate students’ language 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, 2/e 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, 2/e 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. The Second Edition includes the PD Toolkit for Words Their Way® which provides word study teaching scenarios to allow teachers to see how to engage in word study with English Learners.
"This is a user friendly [book] that is not bogged down in jargon or superfluous research."
"This book is user friendly and a teacher resource that is made to be used."
"This book is what teachers have been waiting for...it is a resource that you can access and use just by opening the book."
"This ELL gem belongs in every teacher's library."
- Daniel DeLaO, ESL Teacher, Albuquerque Public Schools, Albuquerque, New Mexico
"This is a sorely needed resource that should be in professional libraries in every classroom with English learners."- Julie Coppola, Boston University, Boston, Massachusetts
"I highly recommend this book...it is practical, usable, and built on current research on English learners."
- Kristi McNeal, First Grade Teacher and Literacy Professor, California State University - Fresno, Fresno, California
This product is part of the following series. Click on a series title to see the full list of products in the series.
Sample chapter is available for download in PDF format.
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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
PDToolkit -- Instructor Access Code -- for Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling, 2nd Edition
Helman, Bear, Templeton, Invernizzi & Johnston
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PDToolkit -- Instant Access -- for Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling, 2nd Edition
Helman, Bear, Templeton, Invernizzi & Johnston
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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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