Words Their Way with English Learners helps teachers determine what their students bring with them from their home languages, where their instruction in English orthography should begin, and how best to move these students through their literacy development.Words Their Way with English Learners uses proven, research-based word study development as a foundation to help English learners develop literacy skills. Chapters 1 through 3 introduces teachers of English Learners to the stages of spelling and reading development, the assessments to use, and the best ways to organize your classroom for word study. This new book also includes samples of student writing in Chinese, Korean, Arabic, and Spanish throughout these early chapters to contextualize the assessment information.FEATURES:Unique! Connects students home language with their new languagehelping children improve their oral and written abilities much more quickly. Early Assessment coverage (Ch.2)and Assessment Tools available in the Appendix provide readers with a strong foundation in assessment and help them determine the developmental level of each child. Based on these assessments teachers can then group children with similar developmentalabilities. Organized around 5 developmental levels (ch. 4-7)that outline the most appropriate and effective word study instruction for this audience, from theEmergent learner through readers and writers in the Derivational Relations stage. Arich bank of classroom-proven word study activities close each of the five developmental levels found in chapters 4-7andpromise to engage your students, motivate them, and improve their oral and written abilities in English. Unique! A robustAppendix at the back of Words Their Way with English Learners contains all the assessment tools necessary to get word study underway and offers word lists in Spanish, Chinese, Korean, Vietnamese, and Arabic; picture and word sorts; and game templates to advance word study instruction in diverse K8 classrooms. Based onthe developmental approach of the word study book Words Their Way 3e and new research on working with English Language Learners.

 

 

There are 384 pages in this book. This book was published in 2006 by Pearson Education (US) .

Francine Johnston, EdD, is Assistant Professor of Curriculum and Instruction at the University of North Carolina at Greensboro, where she teaches courses in reading, language arts, and children's literature. Tutoring is a key part of her curriculum, as she believes that there is no better way to help preservice teachers learn how to teach beginning readers. Marcia Invernizzi, PhD, is Associate Professor of Reading Education at the Curry School of Education, University of Virginia, where she also serves as Clinical Director of the McGuffey Reading Center. With Connie Juel, she cofounded the Book Buddies community volunteer tutorial program, which has served over 700 children since 1992. Dr. Invernizzi's research on the effectiveness of Book Buddies has been published in The Reading Teacher and Scientific Studies of Reading. Connie Juel, PhD, is at Stanford University. She is codirector of the Center for the Improvement of Early Reading Achievement and a former Associate Editor of Reading Research Quarterly. Cofounder with Marcia Invernizzi of the Book Buddies tutorial program, Dr. Juel has published numerous research articles, chapters, and books on literacy acquisition. 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 (R) , Words Their Way (R) with English Learners , and Vocabulary Their Way . 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.