Record Number |
19501 |
ISBN |
9780132430166 (pbk.) |
0132430169 (pbk.) |
Location |
372.632 WOR |
Author |
Johnston, Francine R. |
Title |
Words their way for pre K-K / Francine Johnston, University of North Carolina at Greensboro, Marcia Invernizzi, University of Virginia, Lori Helman, University of Minnesota, Donald R. Bear, Iowa State University, Shane Templeton, University of Nevada, Reno. |
Published |
Boston : Pearson, [2015] |
©2015. |
Collation |
xiv, 271 pages : illustrations ; 28 cm. |
Content types |
text |
Carrier type |
volume |
Bibliography Note |
Includes bibliographical references (pages 263-268) and index. |
Contents Note |
Machine generated contents note: ch. 1 Oral Language, Vocabulary, and Concept Development -- Language Is Fundamental -- Variation in Students' Vocabularies -- Different Kinds of Vocabularies -- Vocabulary Learning Goes Hand in Hand with Concept Development -- Building a Language-Learning Classroom -- Word Selection -- Repeated Exposure -- Planning Instruction for Vocabulary -- Developing Language through Classroom Routines and Conversations -- Reading Aloud to Enhance Vocabulary -- Experiences and Conversation -- Concept Sorts: Developing Big Ideas and Language -- Keeping Track of Vocabulary Growth -- Connecting with Families and Communities -- Frequently Asked Questions about Bilingual Language Learning -- Multilingual Resources -- ch. 2 Alphabet: Letter Recognition and Production -- Letter Names and Letter Recognition -- Learning about the Alphabet -- Writing the Alphabet -- Font Variations -- No More Letter of the Week! -- Teaching the Letters of the Alphabet -- |
Contents note continued: Getting Started with the Alphabet -- Alphabet Books and Extensions -- Assessing Letter Recognition and Production -- Benchmark Scores -- Working with Parents -- ch. 3 Phonological Awareness -- The Sounds of Language -- Planning for Instruction -- Syllables and Words -- Rhyme -- Phonemic Awareness: Alliteration and Beginning Sounds -- Full Phonemic Awareness -- Assessing and Monitoring Phonological Awareness -- Working with Parents -- ch. 4 Concepts about Print and Writing -- The Forms and Functions of Print -- Functions of Print -- Forms of Print -- Development of Emergent Writing -- Planning for Instruction -- Environmental Print -- Reading with Children to Explore Concepts about Print -- Writing with Children to Explore Concepts about Print -- Assessment for Concepts about Print -- Name Writing Assessment -- Assessment of Writing -- Clay's Assessment of Concepts about Print -- Concept Sorts to Identify Concepts about Print -- Working with Parents -- |
Contents note continued: ch. 5 Word Study for Phonics and Spelling -- Learning to Spell: The Developmental Perspective -- Characteristics of Spelling in Prekindergarten and Kindergarten -- Planning Word Study -- Developmental Scope and Sequence -- Teaching Phonics through Sorting -- Beginning Consonant Sorts -- Digraph and Blend Picture Sorts -- Same-Vowel Word Family Sorts -- Mixed-Vowel Word Family Sorts -- Extensions to Word Family Sorts -- The Study of Short Vowels in CVC Words -- Assessment for Letter-Sound Correspondences -- Qualitative Assessments and the Zone of Proximal Development -- Observing Children's Daily Writing -- Assessment for Beginning Consonants -- Kindergarten Spelling Inventory -- The Primary Spelling Inventory -- Resources for Implementing Word Study in Your Classroom -- ch. 6 Concept of Word in Text -- What Is Concept of Word in Text? -- The Concept of Word in Text Continuum -- Sight Word Development -- How Children Learn to Recognize Words -- |
Contents note continued: Acquiring Sight Words -- Planning Instruction for COW-T -- How to Scaffold Fingerpoint Reading -- Print Sources to Use for Modeling and Practice -- Memorize and Then Read -- Picture Captions and Dictations -- Planning Instruction for Sight Word Development -- Supporting Sight Word Development in Context -- Supporting Sight Word Development out of Context -- The Whole-to-Part Five-Day Plan -- Overview -- The Whole-to-Part Instructional Sequence Day by Day -- Instruction for Children with a Firm COW-T -- Working with Parents -- Assessing COW-T and Word Identification -- ch. 7 Classroom Organization in PreK and Kindergarten Settings -- Implementing the Balanced Literacy Diet -- Organizational Elements for Literacy -- The Print-Rich Classroom -- Room Organization -- Materials -- Integrating Language and Literacy into Daily Routines -- Classroom Procedures and Expectations -- Integrating Literacy into Units of Study -- Planning the Language Arts Block -- |
Contents note continued: Organizing Centers -- Literacy Centers -- Dramatic Play/Learning Centers -- Creating a Learning Community -- The Classroom Community -- Extending the Community to Include Families -- Assessing the Physical Environment of Your Classroom. |
Summary Note |
Words Their Way with PreK-K is a hands-on, developmentally-driven approach to word study that illustrates how to integrate and teach phonics, vocabulary, and spelling skills to the youngest readers. |
Subject |
Word recognition |
English language -- Orthography and spelling -- Study and teaching |
Reading -- Phonetic method -- Study and teaching (Early childhood) |
Vocabulary -- Study and teaching (Early childhood) |
Language arts (Early childhood) |
English language -- Orthography and spelling -- Study and teaching |
Language arts (Early childhood) |
Word recognition |
Added Name |
Johnston, Francine, (author). |