Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling (Words Their Way Series). Questo articolo non è disponibile.Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling (Words Their Way Series)

Words Their Way ^® with English Learners, 2/e is 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
• 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.

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.

Lori Helman is assistant 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.