Words Their Way: Word Sorts for Letter Name - Alphabetic Spellers, 3rd Edition
©2018 |Pearson | Available
Francine R. Johnston, University of North Carolina, Greensboro
Marcia Invernizzi, University of Virginia
Donald R. Bear, Iowa State University
Shane Templeton, University of Nevada, Reno
©2018 |Pearson | Available
For courses in Reading Methods (Supplementary) (Reading & Literacy) / Phonological Awareness and Phonics (Reading & Literacy).
The ideal stage-specific companion to Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction.
In keeping with the authors’ belief that the hands-on word sorting approach to word study is invaluable to teachers and students alike, this volume presents prepared sorts covering the complete curriculum of word study for the letter name-alphabetic stage of spelling development. Complete with 60 blackline masters, specific teacher directions, suggestions for follow-up activities, and spell checks for ongoing assessment, this collection of sorts includes both picture and word sorts for students who are in the letter name-alphabetic stage of spelling development. The new edition includes new sorts, clearly stated generalizations for each lesson, step-by-step directions for each sort, and a new pacing chart and goal setting record form. Together, the Words Their Way core text and this supplement provide teachers with the knowledge and tools to meet the wide range of needs in today's classrooms.
This product is part of the following series. Click on a series title to see the full list of products in the series.
Literature Connections make links between features being studied and valuable children’s literature.
Targeted Learners sections clarify which students will benefit most from the instruction.
High Frequency Words receive special attention.
Notes for the Teacher are found in each unit, providing placement guidelines and background information about the features of study. The notes also describe weekly routines that ensure practice and enrichment, while offering suggestions for literature connections and games.
Directions for how to introduce the sort as well as additional teaching tips are included in each lesson.
All sorts are reproducible.
NEW! New features support effective teaching and learning, including:
NEW to this edition:
Sorts for Early Letter Name-Alphabetic
Unit I: Review Sorts for Beginning Consonants
Unit II: Same-Vowel Word Families with Pictures
Sorts for Middle Letter Name-Alphabetic
Unit III: Digraphs and Blends Picture Sorts
Unit IV: Mixed-Vowel Word Families
Unit V: Short Vowels in CVC Words
Sorts for Late Letter-Name Alphabetic
Unit VI: Preconsonantal Nasals
Unit VII: Additional Sorts: Introduction to R-Influenced Vowels and Contractions
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Francine Johnston is retired from the Department of Teacher Education at the University of North Carolina at Greensboro where she served as Director of Graduate Studies, Coordinator of the Reading Masters Program, and ran a clinic for struggling readers. Francine worked as a first grade teacher and reading specialist for 12 years before getting her doctorate at the University of Virginia where she first learned about a developmental approach to word study and worked with Dr. Marcia Invernizzi to develop word study materials and activities. She consults with school districts across the country and frequently serves as a professional development speaker. Francine is a co-author of many books, including Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction.
Donald R. Bear is Professor Emeritus in Literacy and Director of Literacy Centers at Iowa State University and University the University of Nevada, Reno. 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.
Marcia Invernizzi is Henderson Professor of Reading Education 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.
Shane Templeton is Foundation Professor Emeritus of Literacy Studies in the College of Education 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.
Francine, Donald, Marcia, and Shane are the core authors of the Word Their Way® series.
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