- Series: Words Their Way Series
- Paperback: 480 pages
- Publisher: Pearson; 6 edition (August 26, 2015)
- Language: English
- ISBN-10: 0133996336
- ISBN-13: 978-0133996333
- Product Dimensions: 8.4 x 0.8 x 10.8 inches
- Shipping Weight: 2.1 pounds (View shipping rates and policies)
- Average Customer Review: 356 customer reviews
- Amazon Best Sellers Rank: #752 in Books (See Top 100 in Books)
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Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (6th Edition) (Words Their Way Series) 6th Edition
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From the Back Cover
Words Their Way ® is a hands-on, developmentally-driven approach to word study that illustrates how to integrate and teach children phonics, vocabulary, and spelling skills.
Building on its best-selling approach, this edition of Words Their Way continues the phenomenon that has helped thousands of children improve their literacy skills. The keys to this successful, research-based approach are to know your students’ literacy progress, organize for instruction, and implement word study.
New to the Sixth Edition:
- Common Core State Standards are listed for each activity. Words Their Way supports the Reading Foundational Skills and the Language Standards across all grades. The depth and breadth of word knowledge developed through Words Their Way will also support the Common Core’s emphasis on reading more complex literary and informational texts.
- Revised and new activities offer a robust collection of classroom activities sequenced to help students build the skills they need to move on the next developmental stage.
- The PDToolkit has been rebuilt to provide improved ease-of-use, and offers:
- New classroom footage. Video clips show teachers using word study at all stages of development, including English Learners and PreK-K and secondary students.
- Prepared word sorts and games for each stage will help you get started with word study in your classroom.
- A Create Your Own feature allows you to modify and create sorts specific to the needs of your students.
- Assessment Tools that help you monitor students’ progress throughout the year.
About the Author
Donald R. Bear is director of the Duffelmeyer Reading Clinic in the School of Education, Iowa State University, where he and his students teach and assess students who experience difficulties learning to read and write. 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 executive director of the McGuffey Reading Center 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 Johnston is retired from the School of Education at the University of North Carolina at Greensboro, where she coordinated the reading master’s program and directed a reading clinic for struggling readers. Francine is a former first grade teacher and reading specialist, and she continues to work with schools as a consultant.
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