The series is based on themes of animals in their natural habitats, with a strong call to appreciate the role that each living creature plays in making our world the abundant and fascinating place that it is. Kay practiced as a lawyer for some years before moving into corporate communications.
She left the career rat-race behind to bring up her two children; a daughter of seven and a son of five. She and her family live in Melbourne Australia. Equally thrilling are the messages from parents who say 'Really? I didn't know that. Goodreads helps you keep track of books you want to read. Want to Read saving…. Want to Read Currently Reading Read.
Other editions. Enlarge cover. Error rating book. Refresh and try again. Open Preview See a Problem? Details if other :. Thanks for telling us about the problem. Return to Book Page. As the very first book in this series, it introduces and reinforces many basic sight words found in everyday reading. This book comprises eight readers in one. These 25 words make up over one-third of all printed material.
Research shows that learning to read in context is more effective than any other method such as the use of flash cards. You will notice that the readers are written in contexts familiar to children. Confidence is the essence of successful learning.
Essential Sight Words Level 1 - Introductory Readers (Set of 8 books) (Learn to Read Books)
New words are highlighted as they are introduced. Please note that this series of books are not 'picture books'. They are based on a proven systematic approach to reading, where children are encouraged to concentrate on the letters and words, without the distraction of pictures. So the use of pictures is limited to the beginning of each reader when new nouns are introduced.
In this way the young mind is allowed to remain focused. This is considered a more traditional approach and one of the best ways of learning to read.
Exploring Children's Books Through the Lens of Diversity
It will contribute to developing a solid reading foundation. The bottom line is this: For a word study program to be successful, the teacher has to invest sufficient time preparing for daily instruction and word work. Carving out preparation time may be one of the biggest challenges you face in implementing a word study program. In a traditional spelling program, students learn to spell words that are deemed appropriate to their grade level.
In a word study program, however, students learn about words. The instruction is unique in that it focuses students' attention on consistencies within our spelling system. Students learn word knowledge that they can apply generally to a wide range of reading and writing activities.
Why teach phonics?
Of course, students learn to spell a great many words through word study lessons and daily word work activities, but the instruction is far more conceptual than that of traditional spelling programs. This is important because what students remember about specific words is related to what they know about English spelling in general Ehri, Focus your word study lessons on the way English words work, so that students will form useful generalizations they can apply to words they want to read or spell.
The words you choose should be highly useful to your students-words they will encounter frequently in their reading as well as words that appear often in students' own writing e. You may want to display some of these high-frequency words on the word wall. Because these sight words don't follow the spelling patterns and generalizations that students will be exploring, help students to learn these words by focusing on how the word looks and how it sounds, and avoid simple memorization Clay, Word study undoubtedly supports students' spelling achievement.
It has the potential to support students' reading and writing development as well-if students understand and exploit the relationship between these literate processes.
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Our research helped us to see that some students don't necessarily make this link. As mentioned above, several students in our second-grade project didn't appear to recognize the ways in which word study is related to writing. This was true for both low-ability as well as high-ability students. While we were trying to make sense of this finding, we realized that in our second-grade project we did not have a guided practice component to our word study program.
That is, we did not demonstrate for these students how they could use word study to support extended reading and writing activities. We assumed that students would transfer word study to other literacy events, but we were wrong. As students "shared the pen" to solve the spelling of words in the messages they were writing, myriad opportunities emerged for them to apply the orthographic features and principles they'd been taught during word study instruction.
And, if they needed help, their teacher could easily scaffold their attempts. In our kindergarten study, for example, the students were trying to write the word thank as in thank you during an interactive writing lesson. The child at the chart wasn't sure how to begin, so Krissy reminded the class of an important orthographic principle she had taught earlier in the year: "Sometimes the sounds in words are represented by more than one letter.
The first sound in thank has two letters. These kinds of minilessons in the midst of interactive writing events clearly demonstrated for students how they could use word study to support extended writing. And the demonstrations paid off: We observed many kindergartners and first-grade students using word study to support their independent writing endeavors-including the children who struggled with literacy learning.
But interactive writing is best used as a transition tool to support children's growth from emergent to conventional writing. Most second graders understand what it means to write and how to go about it, so interactive writing isn't necessary or appropriate for the majority of second graders, except for those who struggle. Yet, our research helped us to see that guided practice in using word study during writing activities is essential, so we are now searching the professional and research literatures for examples of what a guided practice component might look like in second grade.
In addition to guided practice, our research also highlighted the need for explicit strategy instruction. If we want students to use word study independently and strategically when they are reading and writing, then we must teach them how to do so Dudley-Marling, Along with the orthographic features and principles you teach, we recommend that you integrate strategy instruction into your word study lessons. We think of strategies as tools that help students actively use what they've learned.
Sometimes the tools are physical, like dictionaries or the word wall. Other times, the tools are cognitive — in the mind — like listening for sounds or thinking of a word that rhymes with the word you're trying to spell. We encourage you to teach both kinds of tools to help students learn to use word study strategically.
The text box below lists the 10 strategies we taught most often across our projects. Diane and Ruth are Reading Recovery trained teachers, and we culled most of these strategies from their training. A key focus of Reading Recovery instruction is the development of cognitive and strategic processing systems that integrate meaning, visual, and sound cues Clay, Throughout our work, we observed students using the strategies that had been taught.
Interestingly, in two of our projects, we found that strategy instruction was more salient for struggling students than other aspects of word study instruction. When we analyzed these students' independent writing, we saw little evidence of the orthographic features that had been taught, but when we observed the students during writing time, we saw and heard them using specific strategies they had learned.
We also recommend that teachers model the use of these strategies during interactive writing activities. This was best illustrated in our first-grade Title I project, where Ruth introduced the strategies and gave children opportunities to practice using them during daily word study lessons. Then, during interactive writing events, she continually prompted the students to use the strategies she had taught.
For example, during an interactive writing lesson in mid-November, Ben was trying to write the word dog in the story the class was composing. Ruth prompted him to "say the word slowly and listen for the sounds" he could hear. He did so and spelled the word correctly. In late April, Andrew was trying to write the word street. He said the word slowly, demonstrating that he had appropriated the use of this important strategy.
Then he wrote stret in the story. Ruth covered the et with correction tape and Andrew wrote eet in its place. Ruth's prompting was essential to Andrew's success. There were numerous examples like these across our research projects. The teacher's prompting targeted the child's zone of proximal development Vygotsky, , which allowed the child to be successful as he or she wrote at the chart.
It is clear to us now that applying orthographic features and principles while composing extended text is far more cognitively demanding for students than using word knowledge to spell sample words during word study lessons and word work activities. Our research has helped us to see that if word study is to move beyond spelling instruction and become an approach to supporting young children's writing development, then most students will need explicit demonstrations on how they can use word study strategically during authentic writing activities.
They will also need frequent opportunities to practice doing so in the context of their teacher's scaffolding and guidance. A word wall is a special section of a classroom wall designated for the exploration and study of words see Cunningham, If you have a word wall in your classroom, be sure it is more than a simple display of words-make it work for you and your students. The word wall should be clearly visible and accessible. Use the word wall frequently as a teaching tool and help students learn to use it as a resource for their writing.
We recommend placing words on the word wall that not only illustrate the orthographic feature or principle you are teaching but also can be used in generative ways to spell other words. For example, the high-frequency word see can be used to teach students the double ee spelling of the long e vowel, and it is generative in the sense that students can use it to help spell a host of words with -ee, -eed, -eek, -eel, -eem, -een, -eep, -eet , and -eeze endings e. Discuss the orthographic feature s you are teaching before placing the exemplar word on the word wall.
Then show students how they can use these exemplar words to spell other words. The word wall should be a dynamic tool-change it often. Remove words that students know how to spell and replace them with exemplar words for new concepts you are teaching. In our research, we found mixed results with regard to students' use of the word wall. Some students used the word wall frequently while they were writing; other students rarely used it-and this was the case regardless of grade level or academic ability.
Interestingly, students were more likely to use the word wall as a resource for their writing when their teacher used it as a teaching tool and also encouraged her students to use it strategically to support their independent writing endeavors. Once you've introduced a specific orthographic feature or principle, students will need ample opportunities to explore it through hands-on games and activities. Word work can be scheduled throughout the day during independent work time or center time.
As we mentioned above, each small group will need several activities every week to provide repeated opportunities for examining the concepts you are teaching and to promote inquiry and discovery about the way English words work. These activities should be crafted in such a way that students can engage in them independently or with a partner. We have found that making and breaking words with magnetic letters, word searches, and word study notebooks are particularly beneficial. Above all, we recommend word sorting, an activity that requires students to sort words into categories.
Word sorting actively engages students in exploration and analysis as they search for similarities and recognize differences between and among words, compare and contrast word features, and form generalizations that they can apply to new words. For example, a word sort of match, reach, switch, coach, hutch , and teach can help students learn that the tch pattern typically follows a short vowel and the ch pattern typically follows a long vowel.
Including the words rich and much in the word sort can help students learn to study words flexibly — to look for exceptions to the generalizations they form see Bear et al. Buddies can challenge each other's thinking and check each other's work. Assign buddies based on results from the first informal spelling inventory and then change them after subsequent administrations.
You will also want to change buddies if students aren't working well together or if one student makes significant growth that the buddy hasn't made. Finally, we recommend daily extended, authentic reading and writing activities where children are encouraged to read and to compose texts on topics of their choosing. In each of our studies, the teacher engaged students in extensive, "real" reading and writing events.
For example, one morning when Diane's first graders were excitedly talking about the Bengals "finally winning a football game," Diane encouraged her students to write about the winning touchdown in their journals. We watched as the children used the strategies they had learned to spell the football players' names. When Derek announced that he was going to "sound out Houshmandzadeh," Emily said, "No way! Brad suggested that "a newspaper would have it! The writing activities provided us a context for examining students' use of word study instruction, but that was not our primary goal.
We wanted to give students plenty of opportunities to use what they had learned. Children draw on their orthographic knowledge to accomplish all three aspects of literacy Templeton, Bear, D. Words their way: Word study for phonics, vocabulary, and spelling instruction 2nd ed. Words their way: Word study for phonics, vocabulary, and spelling instruction 4th ed. Explorations in developmental spelling: Foundations for learning and teaching phonics, spelling, and vocabulary. The Reading Teacher, 52 3 , Beckham-Hungler, D.
Teaching words that students misspell: Spelling instruction and young children's writing.
Pricing – Reading Eggs
Language Arts, 80 4 , Brand, M. Word savvy: Integrated vocabulary, spelling and word study, grades Portland, ME: Stenhouse. Brown, G. Handbook of spelling: Theory, process, and intervention. Chichester, England: Wiley. Cambourne, B. Toward an educationally relevant theory of literacy learning: Twenty years of inquiry. The Reading Teacher, 49 3 , Cunningham, P. Phonics they use: Words for reading and writing 2nd ed. New York: HarperCollins. Making words: Multilevel, hands on, developmentally appropriate spelling and phonics activities.
Carthage, IL: Good Apple. Dudley-Marling, C. Living with uncertainty: The messy reality of classroom practice. Portsmouth, NH: Heinemann.
Sight Words: What You Need to Know
Ehri, L. Review and commentary: Stages of spelling development. Bear Eds. Henderson pp. Hillsdale, NJ: Erlbaum. Fountas, I. Guided reading: Good first teaching for all children. Gee, J. A sociocultural perspective on early literacydevelopment. Dickinson Eds. New York: Guilford. Goswami, U. Phonological skills and learning to read. Hughes, M. The violent "e" and other tricky sounds: Learning to spell from kindergarten through grade 6.
York, ME: Stenhouse. Invernizzi, M. Developmental-spelling research: A systematic imperative. Reading Research Quarterly, 39 2 , Joseph, L. Developing first graders' phonemic awareness, word identification and spelling: A comparison of two contemporary phonic instructional approaches. Reading Research and Instruction, 39 2 , Lave, J. Situated learning: Legitimate peripheral participation. New York: Cambridge University Press. McCarrier, A. Interactive writing: How language and literacy come together, K Pinnell, G. Richgels, D. Invented spelling ability and printed word learning in kindergarten.
Reading Research Quarterly, 30 1 , Rogoff, B. Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press. Templeton, S. Flood, D. Lapp, J. Jensen Eds. Mahwah, NJ: Erlbaum. Treiman, R. Spelling acquisition in English. Perfetti, L.
Related Essential Sight Words Level 1 - Introductory Readers (Set of 8 books) (Learn to Read Books)
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