Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling [With Access Code]
ISBN: 0136119026
EAN13: 9780136119029
Language: English
Pages: 364
Dimensions: 1.00" H x 11.00" L x 8.00" W
Weight: 2.00 lbs.
Format: Paperback

Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling [With Access Code]

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Book Overview
Now fully updated, this edition 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. Includes chapter by chapter examples of students' work, hands-on sample learning activities, illustrative graphics and tables to support the text, and more.
Editor Reviews
From the Back Cover Lori Helman, Donald R. Bear, Shane Templeton, Marcia Invernizzi, and Francine Johnston Words Their Way (R) with English Learners: Word Study for Phonics, Vocabulary, and Spelling, 2/e Words Their Way (R) 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 original book, Words Their Way (R) , but is a stand-alone resource designed primarily to support teachers working with students from a wide range of home languages as they learn to read and write in English. This book is what teachers have been waiting for...it is a resource that you can access and use just by opening the book. This ELL gem belongs in every teacher's library. - Daniel DeLaO, ESL Teacher, Albuquerque Public Schools, Albuquerque, New Mexico This is a sorely needed resource that should be in professional libraries in every classroom with English learners. - Julie Coppola, Boston University, Boston, Massachusetts I highly recommend this book...it is practical, usable, and built on current research on English learners. - Kristi McNeal, First Grade Teacher and Literacy Professor, California State University - Fresno, Fresno, California 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 (R) instructional materials for 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. 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. 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.

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