Words Their Way: Word Sorts for Syllables and Affixes Spellers, 3rd Edition
©2018 |Pearson | Available
Francine 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) / Phonological Awareness and Phonics
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 a complete curriculum of word study for students who are in the syllables and affixes stage of spelling development. Complete with 58 sorts, specific teacher directions, suggestions for follow-up activities, and spell checks for ongoing assessment, this collection of sorts presents 24 words each week. The new edition includes 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.
The Words Their Way core text and this supplemental text provide teachers with the knowledge and tools to meet the wide range of needs in the average classroom.
This collection of word-sorting activities is for students who are in the syllables and affixes stage of spelling development, typically intermediate or advanced readers and writers (Grades 3 to 8).
The sorts in this collection present 24 words each week, selected according to their frequency of occurrence in reading materials, and allow students to discover spelling generalizations or to compare syllable juncture features and patterns.
Numerous features support effective teaching and learning, including:
58 reproducible sorts that are available for students to use in hands-on sorting activities.
Literature Connections which make links between the features being studied and valuable children’s literature.
Targeted Learners sections that clarify which students will benefit most from the instruction.
High Frequency Words which receive special attention.
Notes for the Teacher that are found in each unit and provide placement guidelines and background information about the features of study. The notes also describe weekly routines that ensure practice and enrichment, and offer suggestions for literature connections and games.
Directions for how to introduce the sort, as well as additional teaching tips, which are included in each lesson.
NEW! Clearly stated generalizations for each lesson.
NEW! Step-by-step directions for each sort, expanded to encourage active thinking with questions to guide reflection and generalizing.
NEW! A new pacing chart and goal setting form to provide guidelines for placing students in the lesson progression, suggestions for modifying the progression of sorts, and tools to monitor students’ progress through each unit.
NEW! Suggestions for how to explore the meaning of words.
A number of new features support effective teaching and learning, including:
Clearly stated generalizations for each lesson.
Step-by-step directions for each sort, expanded to encourage active thinking with questions to guide reflection and generalizing.
A new pacing chart and goal setting form to provide guidelines for placing students in the lesson progression, suggestions for modifying the progression of sorts, and tools to monitor students’ progress through each unit.
Suggestions for how to explore the meaning of words.
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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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