Words Their Way (R) : Letter-Name Alphabetic Sorts for Spanish Speaking English Learners a new text providing strategic assistance for teachers working with native Spanish speakers. Based on the same solid research and using the same scope and sequence laid out in Words Their Way (R) with English Learners, this companion volume begins with a series of picture concept sorts that teach students how to sort, providing guidance to help teachers make sorting meaningful. The text develops a routine for introducing the English vocabulary, helping students learn the vocabulary before they sort. The words for study are selected based on their phonetic properties as well as their usefulness in reading, speaking and understanding grade level content. The text addresses the needs of the letter name-alphabetic speller, whether young or not so young. The text is careful to include sorts more appropriate for older learners, as well as advanced EL students needing more concept and vocabulary support.
Lori Helman Loriis associate professor in literacy education in the Department of Curriculum and Instruction at the University of Minnesota. Her research and writing have focused extensively on the reading and spelling development of students learning English as a new language, including other Words Their Way (R) instructional materials for English learners. She has also edited a text for teachers, Literacy Development with English Learners. Donald R. Bear Donald 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. Marcia Invernizzi 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. Shane Templeton 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 Francine Johnston 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.
Sorts 1-5: Concept Sorts for Vocabulary DevelopmentNotes for the TeacherStandard Weekly Routines for Use with Concept SortsSorts 1-5 Concept Sorts for Vocabulary DevelopmentAssessment of Concept SortsSorts 6-9: Beginning Consonant Sounds that are Similar in English and SpanishNotes for the TeacherStandard Weekly Routines for Use with Similar Initial Consonant Sound SortsSorts 6-9Spell Check 1Sorts 10-13: Beginning Consonant Sounds that are Distinct in Spanish and EnglishNotes for the TeacherStandard Weekly Routines for Use with Distinct Initial Consonant Sound SortsSorts 10-13Spell Check 2Sorts 14-18: Beginning Consonant Sound ContrastsNotes for the TeacherStandard Weekly Routines for Use with Contrasting Problematic Initial Consonant Sound SortsSorts 14-18Spell Check 3Sorts 19-34: Beginning Consonant Digraphs and BlendsNotes for the TeacherStandard Weekly Routines for Use with Initial Digraphs and Blends SortsSorts 19-34Spell Checks 4 and 5Sorts 35-38: Listening for Ending SoundsNotes for the TeacherStandard Weekly Routines for Use with Final Sound SortsSorts 35-38Spell Check 6Sorts 39-43: Vowel Sounds Picture SortsNotes for the TeacherStandard Weekly Routines for Use with Vowel Sound Picture SortsSorts 39-43Assessment of Vowel SoundsSorts 44-58: Same-Vowel Word Families with PicturesNotes for the TeacherStandard Weekly Routines for Use with Same Vowel Word FamiliesSorts 44-58Spell Checks 7 and 8Sorts 59-63: Mixed Vowel Word FamiliesNotes for the TeacherStandard Weekly Routines for Use with Mixed Short Vowel Word FamiliesSorts 59-63Spell Check 9Sorts 64-67: Ending SoundsNotes for the TeacherStandard Weekly Routines for Use with Contrasting Final SoundsSorts 64-67Spell Check 10Sorts 68-72: Short Vowels in CVC WordsNotes for the TeacherStandard Weekly Routines for Use with Short Vowels in CVC WordsSorts 68-72Spell Check 11Sorts 73-77: Beginning Digraphs and Blends in CVC WordsNotes for the TeacherStandard Weekly Routines for Use with Initial Digraphs and BlendsSorts 73-77Spell Check 12Sorts 78-81: Ending Digraphs and Blends in CVC WordsNotes for the TeacherStandard Weekly Routines for Use with Final Digraphs and BlendsSorts 78-81Spell Check 13