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Citation: Bear, Donald R., Helman, Lori, Templeton, Shane, Invernizzi, Marcia & Johnston, Francine. (2007). Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling Instruction. Boston, MA: Pearson Education.

Title: Words Their Way with English Language Learners: Word Study for Phonics, Vocabulary, and Spelling Instruction
Year: 2007
Publisher: Pearson Education
City: Boston, MA
Medium: Book
Author(s): Johnston, Francine
Helman, Lori
Invernizzi, Marcia
Templeton, Shane
Bear, Donald
Grades: Kindergarten to Eighth Grade
Category: Teaching Vocabulary Teaching Spelling Phonological Awareness, Phonemic Awareness, and Phonics Introducing Word Study Word Study
Annotation: The team of researchers for the Words Their Way program recognize the need for some modifications for English Language Learners and have revised their first version of this book. This resource will help you to determine what your students bring to school from their home languages and what the entry point to English language patterns will be most beneficial to them. The first few chapters introduces you to the stages of spelling and reading development and the assessments to use to determine the stages of your students. There is also help in understanding how to organize your classroom for word study for these students. The remainder of the book gives specific tips on the type of instruction to support students at each developmental stage including a number of word sorting and other word study activities. A unique feature of this resource is that word lists are offered in Spanish, Chinese, Korean, Vietnamese, and Arabic which will make the assessment easier to evaluate for these students. Finally, some appropriate websites are listed for your ongoing reference.

The second chapter in "Words Their Way with English Language Learners" is about assessing spelling development in order to analyze and assess students’ word knowledge and to plan for instruction, beginning with collection of students’ spelling. The authors then provide information about how to score and analyze spelling to determine each student’s developmental spelling stage. This information allows teachers to differentiate instruction and form instructional groups based on students’ spelling development. Chapters four through seven outline a variety of activities and a selection of word sorts from which you can choose.

Many classrooms teachers have limited information to support English Language Learners as they acquire academic language. The authors provide ten guiding principles that are important to English Language learners which you may want to post in your classroom:

1. Look for what students use but confuse
2. A step backward is a step forward
3. Use words student can read
4. Compare words “that do” with words “that don’t”
5. Sort by sound and sight
6. Begin with obvious contrasts
7. Don’t’ hide exceptions
8. Avoid rules
9. Work for automaticity
10. Return to meaningful texts