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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.

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.
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Barcode Shelf Location Collection Volume Ref. Status Due Date Res.
TF1273449 372.632 WOR
Loan   . Available .  
TF1266505 372.632 WOR
Loan   . Available .  
TF1266695 372.632 WOR
Loan   . Available .  
. Catalogue Record 19501 ItemInfo Beginning of record . Catalogue Record 19501 ItemInfo Top of page .
Catalogue Information
Field name Details
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).
Catalogue Information 19501 Beginning of record . Catalogue Information 19501 Top of page .

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