Words Their Way

Marcia Invernizzi is Director of the McGuffey Reading Center at the University of Virginia exploring developmental universals in non-English orthographies.  A former English and reading teacher, Marcia works with children experiencing difficulties learning to read and write in intervention programs such as Virginia’s Early Intervention Reading Initiative and Book Buddies  Francine Johnston is Associate Professor in the School of Education at the University of North Carolina at Greensboro, where she teaches reading, language arts, and children’s literature.  A former first-grade teacher and reading specialist.  Donald 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®, Words Their Way® with English Learners, and Vocabulary Their Way.  Shane Templetonis Foundation Professor of Literacy Studies at the University of Nevada, Reno.  A former classroom teacher at the primary and secondary levels, he researches the development of orthographic and vocabulary knowledge

• SORTS FOR EARLY WITHIN WORD PATTERN SPELLERS  Sorts 1 - 6Picture Sorts for Short- and Long-Vowel SoundsSpell Check 1:  Assessment for Long Vowel SoundsSorts 7 - 12Word Sorts Contrasting Short- and Long-Vowel Sounds and Patterns (CVC and CVCe)Spell Check 2:  Assessment for Short- and Long (CVCe)-Vowel Spelling PatternsSorts 13 - 18Common Long-Vowel Patterns (CVCe and CVVC)Spell Check 3:  Assessing the CVVC Long-Vowel Pattern for A, E, O andU  SORTS FOR MIDDLE WITHIN WORD PATTERN SPELLERS  Sorts 19 - 24Less Common Long-Vowel PatternsSpell Check 4:  Assessment for Less Common Long-Vowel PatternsSorts 25 - 30R-Influeced Vowel PatternsSpell Check 5:  Assessment for R-Influenced VowelsSORTS FOR LATE WITHIN WORD SPELLERS  Sorts 31 - 35Diphthongs and Other Ambiguous Vowel SoundsSpell Check 6: Assessment for Diphthongs and Other Ambiguous VowelsSorts 36 - 42Beginning and Ending Complex Consonants and Consonant ClustersSpell Check 7:  Assessment for Beginning Complex Consonant ClustersSpell Check 8:  Assessment for Hard and Soft C and G and Word Endings -CE, -SE, and -VESpell Check 9:  Assessment for Complex Consonant Clusters DGE/GE and TCH/CHSorts 43 - 44High-Frequency Words and ContractionsSpell Check 10: Assessment for High-Frequency Words Starting with A- and Be-Spell Check 11: Assessment for ContractionsSorts 45 - 46Inflectional Endings for Plural and Past TenseSpell Check 12: Base Word + Inflection: Plural and Past Tense EndingsSorts 47 - 50Long Vowel HomophonesAppendix

Responses from the field…A strength of each chapter is the Notes for the Teacher section that introduces each set of sorts.  This reminds teachers about developmental appropriateness and pacing variations based on learner needs.  Clearly the gradual release of responsibility model of guided instruction is promoted and reinforced throughout the text.Barbara Pettegrew, Otterbein College  Chapter layout is excellent.  Format is designed to include anything that might be needed for the lesson, and each takes you step by step through the process being taught, allowing time for students to internalize and firm up the skills and strategies.Susan K. McCloskey, California State University, Fresno