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Author Johnston, Francine R.
Title Words their way for preK-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.
Pub Info Boston : Pearson, [2015]
©2015
Rating
book jacket
LOCATION CALL # STATUS 
 Falmouth-Children's Room  J PARENT TEACHER 372.6 Johnston     AVAILABLE
Descript xiv, 271 pages : illustrations ; 28 cm
text rdacontent
unmediated rdamedia
volume rdacarrier
Bibliog. Includes bibliographical references (pages 263-268) and index.
Contents 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 -- 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 -- 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 -- 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 -- 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.
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)
ISBN 9780132430166 (pbk.)
0132430169 (pbk.)