Words Their Way for PreK-K (Words Their Way Series) - Softcover

This brand new text brings the phenomenon of Words Their Way® to the youngest readers. Why word study with PreK and kindergarten students? Because the hands-on approach motivates them, keeps them engaged, and helps them built literacy skills. The word study approach as outlined by renowned Words Their Way® authors is a developmentally-driven instructional method. It has always been extremely popular for this developmental approach, as well as its concrete methods for teaching children phonics, vocabulary, and spelling skills.

· Chapter opening vignettes from real classrooms gives you a glimpse of the approach in action
· Step by step lessons linked to Common Core State Standards give you the tools to implement the approach
· Dozens of activities in every chapter provide classroom-proven ideas for teaching
· The appendix contains all the reproducible items you’ll need to get students started
· The online resource PDToolkit contains classroom video, games and materials that will prove invaluable to PreK and kindergarten teachers

"This text is exactly what I would expect from the Words Their Way team. It is a very useful, complete, and developmentally appropriate approach to word study for the early grades. It will be helpful both to pre-service and in-service teachers.  The suggested literature and activities are tremendous resources, and include step-by-step directions that are perfect for beginning teachers." -- Pamela Sullivan, James Madison University

"The amount of detail and number of resources in a text are key, and this text is packed with practical applications. Many texts dwell on vocabulary and theory and forget that people always want to know, “How do I use this?” This text answers that question." -- Karen Gooch, Miami University

 

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.

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). 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 where he and pre-service, Masters 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.