PDToolkit -- Access Card -- for Words Their Way with English Learners

PDToolkit -- Access Card -- for Words Their Way with English Learners : Word Study for Phonics, Vocabulary, and Spelling

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Teachers gain electronic access to the resource materials for Words Their Way (TM) with English Learners. We are pleased to introduce the PDToolkit, an online subscription-based resource that provides the tools that educators need to effectively plan and implement instruction. The PDToolkit for Words Their Way (TM) with English Learners, together with the text, provides the tools you need to effectively carry out word study instruction that will motivate and engage your students and help them succeed in literacy learning. Currently the following resources are available:* All-new video has been shot for the second edition. This classroom footage brings you into the classrooms of teachers using word study at different stages of development.* Assessment tools provide downloadable inventories and feature guides as well as interactive classroom composites that help teachers monitor their students' development throughout the year.* Prepared word sorts and games for each stage-in English or Spanish-will help you get started with word study in your classroom.* A Create Your Own feature allows you to modify and create sorts by selecting pictures and words in word sort templates.In the future, we will continue to add other resources. When you activate the Standalone Access Card, you receive 12 months of access to the PDToolkit for Words Their Way (TM) with English Learners. To learn more, please visit http://pdtoolkit.pearson.com.
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Product details

  • Hardback
  • 165.1 x 223.52 x 2.54mm | 22.68g
  • Pearson Education (US)
  • Pearson
  • Old Tappan, United States
  • English
  • 2nd edition
  • 0132825414
  • 9780132825412
  • 2,101,631

About Shane R. Templeton

Lori Helman is an associate professor in the Department of Curriculum and Instruction at the University of Minnesota, Twin Cities. Her research focuses on the reading and spelling development of students learning English as a new language. Lori was a bilingual teacher, a district literacy coordinator, and a new teacher leader in her region before coming to higher education. She teaches classes in reading development for diverse students, effective instruction for students with reading difficulties, and leadership skills for reading specialists. Donald R. Bear is director of the E. L. Cord Foundation Center for Learning and Literacy in the Department of Educational Specialties, College of Education at the University of Nevada, Reno, where he and his students teach and assess students who experience difficulties learning to read and write. A former elementary teacher, Donald currently researches literacy development with a special interest in students who speak different languages and he partners with schools and districts to think about how to assess and conduct literacy instruction. Shane Templeton is Foundation Professor of Literacy Studies in the Department of Educational Specialties at the University of Nevada, Reno. A former classroom teacher at the primary and secondary levels, he has focused his research on the development of orthographic and vocabulary knowledge. He has written several books on the teaching and learning of reading and language arts and is a member of the Usage Panel of the American Heritage Dictionary. Marcia Invernizzi is director of the McGuffey Reading Center in the Curry School of Education at the University of Virginia. She and her multilingual doctoral students enjoy exploring developmental universals in non-English orthographies. A former English and reading teacher, Marcia extends her experience working with children who experience difficulties learning to read and write in numerous intervention programs, such as Virginia's Early Intervention Reading Initiative and Book Buddies. Francine Johnston is an associate professor in the School of Education at the University of North Carolina at Greensboro, where she coordinates the reading masters program and directs a reading clinic for struggling readers. Francine is a former first grade teacher and reading specialist, and she continues to work with schools as a consultant and researcher. Her research interests include current spelling practices and materials as well as the relationship between spelling and reading achievement.
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