PDToolkit -- Standalone Access Card -- for Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction (Words Their Way Series)

 
9780132837514: PDToolkit -- Standalone Access Card -- for Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction (Words Their Way Series)

Teachers gain electronic access to the resource materials for Words Their Way™.

 

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™, 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 Fifth 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 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™.

 

To learn more, please visit http://pdtoolkit.pearson.com.

 

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About the Author:

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 language and he partners with schools and districts to think about how to assess and conduct literacy instruction.

 

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.

 

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.

 

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.

"About this title" may belong to another edition of this title.

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