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Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 4th Edition (Book, CD & DVD) Paperback – May 21, 2007

ISBN-13: 978-0132239684 ISBN-10: 013223968X Edition: 4th

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Frequently Bought Together

Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 4th Edition (Book, CD & DVD) + Words Their Way: Word Sorts for Within Word Pattern Spellers (2nd Edition) + Words Their Way Word Sorts for Syllables and Affixes Spellers (2nd Edition)
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Product Details

  • Paperback: 432 pages
  • Publisher: Prentice Hall; 4 edition (May 21, 2007)
  • Language: English
  • ISBN-10: 013223968X
  • ISBN-13: 978-0132239684
  • Product Dimensions: 10.8 x 8.2 x 0.9 inches
  • Shipping Weight: 1.9 pounds
  • Average Customer Review: 4.4 out of 5 stars  See all reviews (60 customer reviews)
  • Amazon Best Sellers Rank: #50,152 in Books (See Top 100 in Books)

Editorial Reviews

From the Back Cover

This book would be very useful for both university reading courses and classroom teachers.  I use Words Their Way both in my first grade classroom and with college students as a way to implement word study.

Kristi McNeal, CSU Fresno

 

 

Words Their Way’s developmentally-driven, hands-on instructional approach has been a phenomenon in word study, providing a practical way to study words with students.  The keys to this research-based approach are to know your students’ literacy progress, organize for instruction, and implement word study.  This streamlined text and the DVD and CD-ROM that accompany it gives you all the tools you need to carry out word study instruction that will motivate and engage your students, and help them to succeed in literacy learning.  Ordered in a developmental format, Words Their Way complements the use of any existing phonics, spelling, and vocabulary curricula.

 

Knowing Your Students

  • Streamlined Chapter 2 provides step by step guidelines for assessing students.
  • NEW! Words Their Way Word Study Resources CD: Assessment Planning and Additional Interactive Word Sorts contains computerized assessments to gauge students’ developmental levels.
  • Word Study with English Learner sections in each chapter help you organize and adapt instruction to meet the needs of students whose first language is not English.

Organizing for Instruction

  • NEW! Words Their Way DVD Tutorial: Planning for Word Study in K-8 Classrooms reinforces and illustrates classroom organization and management, as outlined in Chapter 3.
  • Word Study Routines and Management sections in every chapter give you practical guidance on managing and implementing word study in your classroom.
  • NEW! Tech Notes throughout chapters pinpoint opportunities for you to use the DVD and CD-ROM to prepare for instruction.

Implementing Word Study

  • Classroom-proven, research-driven activities end each developmental chapter, giving you the instructional practices to get your word study instruction up and running immediately.
  • NEW! Words Their Way Word Study Resources CD: Assessment Planning and Additional Interactive Word Sorts provides more than just assessments.  You’ll also find hundreds of additional word and picture sorts, games and templates, and an interactive Create Your Own section.
  • The Appendix at the back of the book contains a comprehensive bank of word lists, word sorts, picture sorts, games and templates.

 

 

The theory behind and practice for word sorts allows even the novice teacher to understand how to use the assessments to organize instruction.  The organization of the last five chapters creates a useful resource for teachers.  Each begins with a research-based description and moves into sound instructional practices, giving the teacher a complete understanding of how to meet the needs of students.

Cathy Blanchfield, CSU Fresno 

 

Meet the Authors

  • Donald Bear is Director of the E.L. Cord Foundation Center for Learning and Literacy at the University of Nevada, Reno, assessing and teaching students who experience difficulties learning to read and write.  A former preschool and elementary teacher, Donald currently researches literacy development with a special interest in students who speak languages other than English, and he partners with schools and districts to consider assessment and literacy instruction.
  • Marcia Invernizzi is Director of the McGuffey Reading Center at the University of Virginia exploring developmental universals in non-English orthographies.  A former English and reading teacher, Marcia works with children experiencing difficulties learning to read and write in intervention programs such as Virginia’s Early Intervention Reading Initiative and Book Buddies.
  • Shane Templeton is Foundation Professor of Literacy Studies at the University of Nevada, Reno.  A former classroom teacher at the primary and secondary levels, he researches the development of orthographic and vocabulary knowledge
  • Francine Johnston is Associate Professor in the School of Education at the University of North Carolina at Greensboro, where she teaches reading, language arts, and children’s literature.  A former first-grade teacher and reading specialist.

About the Author

Donald R. Bear is director of the E. L. Cord Foundation Center for Learning and Literacy where he and preservice, Master’s and doctoral students teach and assess children who struggle to learn to read and write. Donald is a professor in the Department of Educational Specialties in the College of Education at the University of Nevada, Reno. Donald has been a classroom teacher and he researches and writes about literacy development and instruction. He is an author of numerous articles, book chapters, and books, including Words Their Way, Words Their Way with English Learners, and Vocabulary Their Way.

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 practica 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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Customer Reviews

One thing I really like about Words Their Way is the fact that is hands on.
A. Moss
This book is a fantastic resource and helps teachers understand how word study is indispensable to success in learning to read.
Rdg Tchr
Next year I will be teaching second grade and this will be the basis of my word-study program.
A. Kidd

Most Helpful Customer Reviews

74 of 74 people found the following review helpful By Learning All The Time on October 28, 2007
Format: Paperback
My children attended a public school where this program was used. When I brought them home due to their various LDs/allergies, I balked at the $40 price tag of this book and opted for the less expensive Spectrum Spelling books for their grade level. I found those to be rather annoying because often my children already knew the words. And the ones they didn't know, they would spell correctly on the tests, but they didn't necessarily continue to spell the words correctly in their writing. Mid-way through the year I abandoned the Spectrum books and purchased this one.

My favorite thing about this approach is how the kids really think about and interact with the words. It is a disciplined program, I require my kids to do a word sort and an activity in their spelling journals every day -- their choice. However, this typically takes less than 10 minutes a day.

The other thing I do is pretest the kids every week to find out which words they need to study. If they already know a spelling pattern, then I don't give it to them and move on to the next one. Sometimes I pull misspelled words out of their writing, and then find the pattern that applies and give them those words for the week.

I will say, that for most homeschoolers, this book is pretty heavy on the theory, and the "how-to" is mixed up with the theory so it may take more work up front to start the program if you are unfamiliar with the idea of spelling notebooks and word activities. But it is quite fascinating, and will give you a new appreciation for a young child's emerging spelling skills, as well as concrete strategies for helping older students with more complex words.

As for content, the book covers spelling from pre-K through at least middle school, perhaps early high school.
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48 of 52 people found the following review helpful By Bakermixx on November 5, 2010
Format: Paperback Verified Purchase
The research in this book is excellent, and the resources (sorting pictures) and lists are also great however this program is most successfully implemented through school training and inservice for teachers. Many schools in Virginia have adopted this program because the research was done out of the University of Virginia. It is not a traditional "introduce the words on Monday and test on Friday approach"--it involves a total understanding that children go through specific phases of spelling ability and the program is mostly individualized. If you are a center based teacher and you don't mind lots of cutting and prep and you devote a big chunk of your language arts time to spelling then this might be the book for you. It is very well written and thorough, but it is also long winded. I learned the program through inservice and still had difficulty seeing how it actually worked until I observed teachers using the program. As a reading specialist and veteran primary teacher, I have used this program as well as traditional programs and I don't see a big difference in the outcome of my spellers nor my scores. The picture sorting aspect of the program is wonderful for early childhood and I think is the greatest strength of the program. The research is also beautiful and proves that all humans, regardless of race or language, basically go through the same linguistic processes. Portions of the book are great reads for ESL buffs.
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16 of 18 people found the following review helpful By P. Salvaggio on January 25, 2010
Format: Paperback
I bought this book in hopes of finding some guidance for tutoring my daughter in phonics. I am not a teacher and have no background in it. However, this book is well documented, has sources cited, a glossary, terrific appendices and a cd. I learned about the connection between reading, spelling and writing development. The easy to administer spelling test and grading highlighted the phonic areas she needs to work on. I am very excited about the possibilities this gives me to help her. It is NOT a workbook, tear out the sheets type of book. This is for parents and educators who seek to understand and teach more effectively. It has loads of lists, guidance on how to use them and in each section indicates the additional help available on the cd.
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6 of 6 people found the following review helpful By Malessia on September 15, 2007
Format: Paperback Verified Purchase
I had to use this text for a graduate course in reading education and have found it invaluable when assessing not only students' spelling abilities, but also their reading abilities. The inventories make it easy to pinpoint areas of need.
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8 of 10 people found the following review helpful By Momtothree on March 14, 2010
Format: Paperback
When my daughter's 1st grade teacher began using this at the beginning of last year, I was skeptical. It seemed a little unusual and perhaps a bit like busy work. I wasn't sure how this would be an improvement over the traditional spelling lists I grew up with. But after a whole school year of using this curriculum at school and at home, her spelling had vastly improved. An early reader, my daughter's spelling had always lagged behind her reading ability pretty dramatically (in Kindergarten she was reading chapter books but misspelling common, short words). Words Their Way bridged that gap almost completely; I think her spelling improved almost three grade levels in one school year. It seems to have given her a logical framework for spelling even new words that she hasn't yet worked on.
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5 of 6 people found the following review helpful By D. Kral on August 22, 2007
Format: Paperback
This book is an excellent resource for all teachers (K-8). Provides alternative ideas for teachers to help with reading and spelling. Lots of game ideas and many are able to be modified to use at any level with very little work. Excellent for introducing a new spelling pattern or new vocabulary to your whole class or in small groups. I would recommend this book to anyone who is looking for some new ideas for their reading centers, alternatives to worksheets, etc. I have found this book to be extremely beneficial in my classroom as a resource.
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