Donald R. Bear is Professor Emeritus in Literacy and Director of Literacy Centers at Iowa State University and University the University of Nevada, Reno. 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 Henderson Professor of Reading Education 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.Francine Johnston is retired from the Department of Teacher Education at the University of North Carolina at Greensboro where she served as Director of Graduate Studies, Coordinator of the Reading Masters Program, and ran a clinic for struggling readers. Francine worked as a first grade teacher and reading specialist for 12 years before getting her doctorate at the University of Virginia where she first learned about a developmental approach to word study and worked with Dr. Marcia Invernizzi to develop word study materials and activities. She consults with school districts across the country and frequently serves as a professional development speaker. Francine is a co-author of many books, including Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction.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, Donald, Marcia, and Shane are the core authors of the Words Their Way® series.

• BRIEF TABLE OF CONTENTS1. Assessments for the Emergent Stage 2. Concept Sorts3. Phonological Awareness Picture Sorts4. Alphabet Knowledge5. Word Study for Initial Letter Sounds6. Concepts about Print and Concept of Word in Text DETAILED TABLE OF CONTENTS1. Assessments for the Emergent Stage Notes for the Teacher Assessment Summary Sheet and Other Forms Alphabet Assessments Alphabet Recitation and TrackingAlphabet RecognitionAlphabet ProductionPhonological Assessments SyllablesRhymeAlliterationPhonemesPhonics and Spelling Assessments Beginning Consonant Sounds and LettersQualitative Spelling ChecklistKindergarten Spelling Inventory Concepts About Print AssessmentsName WritingWritingDuring ReadingConcepts about Print Sort: “Picture, Letter, Word, or Sentence?” Concept of Word In Text Assessments Tracking Memorized Lines of PrintWord Recognition in ContextWord List Reading or Recognition in IsolationTeaching NotesSort 1aSort 1bSort 1cSort 1dSort 2aSort 2bSort 2cSort 2dSort 3aSort 3bSort 3cSort 3dEmergent Assessment Summary SheetAlphabet Recognition: Capitals Alphabet Recognition: LowercaseSyllable Sort with PicturesRhyme Identification with Pictures Alliteration-Beginning Sound Match Beginning Consonant Sounds and Letters Beginning Consonant Sounds and Letters (continued)Qualitative Spelling Checklist for Emergent and Letter Name-Alphabetic StagesEmergent Class Record Kindergarten Spelling InventoryConcepts about Print AssessmentConcepts about Print Sort: “Picture, Letter, Word, or Sentence”Concept of Word in Text: Recording Form for Humpty Dumpty Humpty Dumpty Word Recognition in Isolation for Humpty Dumpty Concept of Word in Text: Recording Form Template2. Concept SortsNotes for the TeacherStandard Routines for Concept SortsSort 4A: Food and Not FoodSort 4B: Australian Notes and CoinsSort 5: Fruits and VegetablesSort 6: Food SortSort 7A: Shapes: Circles, Triangles, and SquaresSort 7B: Shapes: Rectangles, Diamonds and StarsSort 8A: Animals and PlantsSort 8B: Australian Native Animals/PetsSort 9: Clothing Sort 10: Cleaning Items 3. Phonological Awareness Picture SortsNotes for the Teacher Standard Routines for Phonological Awareness Rhyme Sorts Sort 11A: Oh, A-Hunting We Will Go and Rhyming PairsSort 11B: Rhyming WordsSort 12: Rhyming Dust Bunnies Sort 13: Frog on a Log? and Rhyming Pairs Sort 14: Here Are My Hands and Rhyming with Body Parts Sort 15A, B, and C: Rhyming Sorts for “I Can’t,” Said the Ant Syllable Sorts Sort 16A and B: Syllables and The Very Hungry CaterpillarSort 16C: How Many Syllables Can You Hear?Sort 17A and B: Animals and Syllables Sort 18A and B: Compound Cupcakes4. Alphabet KnowledgeNotes for the Teacher Letters I Read Standard Routines for Learning the Alphabet  Sort 19: Rhyming Letters Alphabet Tracking Alphabet Tracking Strips Alphabet Squares for Sequencing and Matching Alphabet Squares (Capitals) Alphabet Squares (Lowercase) Letter Lotto Letter Lotto Board Sort 20 A, B, C, and D: Font SortsSort 20 A:  Fonts For B, P, D, Q Sort 20 B: Fonts For F, I, J, TSort 20 C: Fonts For H, M, N, USo

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Donald R. Bear is Professor Emeritus in Literacy and Director of Literacy Centers at Iowa State University and University the University of Nevada, Reno. 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 Henderson Professor of Reading Education 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.Francine Johnston is retired from the Department of Teacher Education at the University of North Carolina at Greensboro where she served as Director of Graduate Studies, Coordinator of the Reading Masters Program, and ran a clinic for struggling readers. Francine worked as a first grade teacher and reading specialist for 12 years before getting her doctorate at the University of Virginia where she first learned about a developmental approach to word study and worked with Dr. Marcia Invernizzi to develop word study materials and activities. She consults with school districts across the country and frequently serves as a professional development speaker. Francine is a co-author of many books, including Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction.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, Donald, Marcia, and Shane are the core authors of the Words Their Way® series.

• BRIEF TABLE OF CONTENTS1. Assessments for the Emergent Stage 2. Concept Sorts3. Phonological Awareness Picture Sorts4. Alphabet Knowledge5. Word Study for Initial Letter Sounds6. Concepts about Print and Concept of Word in Text DETAILED TABLE OF CONTENTS1. Assessments for the Emergent Stage Notes for the Teacher Assessment Summary Sheet and Other Forms Alphabet Assessments Alphabet Recitation and TrackingAlphabet RecognitionAlphabet ProductionPhonological Assessments SyllablesRhymeAlliterationPhonemesPhonics and Spelling Assessments Beginning Consonant Sounds and LettersQualitative Spelling ChecklistKindergarten Spelling Inventory Concepts About Print AssessmentsName WritingWritingDuring ReadingConcepts about Print Sort: “Picture, Letter, Word, or Sentence?” Concept of Word In Text Assessments Tracking Memorized Lines of PrintWord Recognition in ContextWord List Reading or Recognition in IsolationTeaching NotesSort 1aSort 1bSort 1cSort 1dSort 2aSort 2bSort 2cSort 2dSort 3aSort 3bSort 3cSort 3dEmergent Assessment Summary SheetAlphabet Recognition: Capitals Alphabet Recognition: LowercaseSyllable Sort with PicturesRhyme Identification with Pictures Alliteration-Beginning Sound Match Beginning Consonant Sounds and Letters Beginning Consonant Sounds and Letters (continued)Qualitative Spelling Checklist for Emergent and Letter Name-Alphabetic StagesEmergent Class Record Kindergarten Spelling InventoryConcepts about Print AssessmentConcepts about Print Sort: “Picture, Letter, Word, or Sentence”Concept of Word in Text: Recording Form for Humpty Dumpty Humpty Dumpty Word Recognition in Isolation for Humpty Dumpty Concept of Word in Text: Recording Form Template2. Concept SortsNotes for the TeacherStandard Routines for Concept SortsSort 4A: Food and Not FoodSort 4B: Australian Notes and CoinsSort 5: Fruits and VegetablesSort 6: Food SortSort 7A: Shapes: Circles, Triangles, and SquaresSort 7B: Shapes: Rectangles, Diamonds and StarsSort 8A: Animals and PlantsSort 8B: Australian Native Animals/PetsSort 9: Clothing Sort 10: Cleaning Items 3. Phonological Awareness Picture SortsNotes for the Teacher Standard Routines for Phonological Awareness Rhyme Sorts Sort 11A: Oh, A-Hunting We Will Go and Rhyming PairsSort 11B: Rhyming WordsSort 12: Rhyming Dust Bunnies Sort 13: Frog on a Log? and Rhyming Pairs Sort 14: Here Are My Hands and Rhyming with Body Parts Sort 15A, B, and C: Rhyming Sorts for “I Can’t,” Said the Ant Syllable Sorts Sort 16A and B: Syllables and The Very Hungry CaterpillarSort 16C: How Many Syllables Can You Hear?Sort 17A and B: Animals and Syllables Sort 18A and B: Compound Cupcakes4. Alphabet KnowledgeNotes for the Teacher Letters I Read Standard Routines for Learning the Alphabet  Sort 19: Rhyming Letters Alphabet Tracking Alphabet Tracking Strips Alphabet Squares for Sequencing and Matching Alphabet Squares (Capitals) Alphabet Squares (Lowercase) Letter Lotto Letter Lotto Board Sort 20 A, B, C, and D: Font SortsSort 20 A:  Fonts For B, P, D, Q Sort 20 B: Fonts For F, I, J, TSort 20 C: Fonts For H, M, N, USo

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Donald R. Bear is Professor Emeritus in Literacy and Director of Literacy Centers at Iowa State University and University the University of Nevada, Reno. 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 Henderson Professor of Reading Education 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.Francine Johnston is retired from the Department of Teacher Education at the University of North Carolina at Greensboro where she served as Director of Graduate Studies, Coordinator of the Reading Masters Program, and ran a clinic for struggling readers. Francine worked as a first grade teacher and reading specialist for 12 years before getting her doctorate at the University of Virginia where she first learned about a developmental approach to word study and worked with Dr. Marcia Invernizzi to develop word study materials and activities. She consults with school districts across the country and frequently serves as a professional development speaker. Francine is a co-author of many books, including Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction.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, Donald, Marcia, and Shane are the core authors of the Words Their Way® series.

• BRIEF TABLE OF CONTENTS1. Assessments for the Emergent Stage 2. Concept Sorts3. Phonological Awareness Picture Sorts4. Alphabet Knowledge5. Word Study for Initial Letter Sounds6. Concepts about Print and Concept of Word in Text DETAILED TABLE OF CONTENTS1. Assessments for the Emergent Stage Notes for the Teacher Assessment Summary Sheet and Other Forms Alphabet Assessments Alphabet Recitation and TrackingAlphabet RecognitionAlphabet ProductionPhonological Assessments SyllablesRhymeAlliterationPhonemesPhonics and Spelling Assessments Beginning Consonant Sounds and LettersQualitative Spelling ChecklistKindergarten Spelling Inventory Concepts About Print AssessmentsName WritingWritingDuring ReadingConcepts about Print Sort: “Picture, Letter, Word, or Sentence?” Concept of Word In Text Assessments Tracking Memorized Lines of PrintWord Recognition in ContextWord List Reading or Recognition in IsolationTeaching NotesSort 1aSort 1bSort 1cSort 1dSort 2aSort 2bSort 2cSort 2dSort 3aSort 3bSort 3cSort 3dEmergent Assessment Summary SheetAlphabet Recognition: Capitals Alphabet Recognition: LowercaseSyllable Sort with PicturesRhyme Identification with Pictures Alliteration-Beginning Sound Match Beginning Consonant Sounds and Letters Beginning Consonant Sounds and Letters (continued)Qualitative Spelling Checklist for Emergent and Letter Name-Alphabetic StagesEmergent Class Record Kindergarten Spelling InventoryConcepts about Print AssessmentConcepts about Print Sort: “Picture, Letter, Word, or Sentence”Concept of Word in Text: Recording Form for Humpty Dumpty Humpty Dumpty Word Recognition in Isolation for Humpty Dumpty Concept of Word in Text: Recording Form Template2. Concept SortsNotes for the TeacherStandard Routines for Concept SortsSort 4A: Food and Not FoodSort 4B: Australian Notes and CoinsSort 5: Fruits and VegetablesSort 6: Food SortSort 7A: Shapes: Circles, Triangles, and SquaresSort 7B: Shapes: Rectangles, Diamonds and StarsSort 8A: Animals and PlantsSort 8B: Australian Native Animals/PetsSort 9: Clothing Sort 10: Cleaning Items 3. Phonological Awareness Picture SortsNotes for the Teacher Standard Routines for Phonological Awareness Rhyme Sorts Sort 11A: Oh, A-Hunting We Will Go and Rhyming PairsSort 11B: Rhyming WordsSort 12: Rhyming Dust Bunnies Sort 13: Frog on a Log? and Rhyming Pairs Sort 14: Here Are My Hands and Rhyming with Body Parts Sort 15A, B, and C: Rhyming Sorts for “I Can’t,” Said the Ant Syllable Sorts Sort 16A and B: Syllables and The Very Hungry CaterpillarSort 16C: How Many Syllables Can You Hear?Sort 17A and B: Animals and Syllables Sort 18A and B: Compound Cupcakes4. Alphabet KnowledgeNotes for the Teacher Letters I Read Standard Routines for Learning the Alphabet  Sort 19: Rhyming Letters Alphabet Tracking Alphabet Tracking Strips Alphabet Squares for Sequencing and Matching Alphabet Squares (Capitals) Alphabet Squares (Lowercase) Letter Lotto Letter Lotto Board Sort 20 A, B, C, and D: Font SortsSort 20 A:  Fonts For B, P, D, Q Sort 20 B: Fonts For F, I, J, TSort 20 C: Fonts For H, M, N, USo

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