Acknowledgments |
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xv | |
Introduction |
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xix | |
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PART I LAUNCHING CURIOUS, CREATIVE WORD STUDY |
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Chapter One Building Vision for Word Learning |
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3 | (1) |
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Teaching and Tools Make for a Purposeful Partnership |
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4 | (1) |
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5 | (1) |
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Organizing Our Time: Creating a Cycle of Word Learning |
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6 | (2) |
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8 | (1) |
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Getting Started: A Successful Launch for a Year of Word Learning |
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9 | (1) |
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Building Repertoire: Active and Engaged Word Learning All Year |
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9 | (1) |
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Checking In: Noticing Growth and Maintaining Progress |
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10 | (2) |
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How to Navigate This Book |
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12 | (3) |
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Word Study Notebooks and Choice Charts |
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12 | (1) |
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Resources to Lighten the Load |
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12 | (1) |
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Minicharts, Minicharts, and More Minicharts |
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12 | (1) |
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Stretching the Learning Even Further |
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13 | (1) |
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13 | (1) |
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14 | (1) |
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Tying It Together: Getting the Full Picture of the Why, What, and How |
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15 | (2) |
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Chapter Two Visual Tour of a Word Study Notebook and Kindergarten Choice Chart |
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17 | (1) |
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18 | (4) |
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Balanced Use of Technology: Thinking Through the When and Why of Digital Notebooks |
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22 | (5) |
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Tying It Together: Notebook Know-How |
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27 | (1) |
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Kindergarten Choice Charts |
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28 | (4) |
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Tying It Together: Taking Charge of Choices |
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32 | (1) |
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Notebooks and Choice Charts in Action |
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33 | (2) |
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Chapter Three Resources to Lighten the Load |
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35 | (1) |
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Creating Inviting Learning Spaces |
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36 | (3) |
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Create the Space Checklists |
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37 | (2) |
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Setting Up Schedules That Encourage Independence |
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39 | (2) |
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Five-Day Word Study Cycle Samples |
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40 | (1) |
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What Words Will We Use? Matching Students to Words |
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41 | (5) |
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Protocol for Looking at Student Work and Assessments (Written) |
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42 | (2) |
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Protocol for Looking at Student Work and Assessments: A Conversation With Colleagues |
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44 | (1) |
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Class at-a-Glance Formative Assessment Tools |
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45 | (1) |
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Templates for Using Assessment |
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46 | (1) |
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Using Assessment Information to Build Upon Class Strengths |
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46 | (1) |
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Using Assessment Information to Build Upon Small-Group Strengths |
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47 | (1) |
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Using Assessment Information to Build Upon Individual Strengths |
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47 | (1) |
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48 | (1) |
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Responsive Instruction and Feedback Support Success |
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49 | (5) |
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Small-Group Planning Form |
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51 | (1) |
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52 | (1) |
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53 | (1) |
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54 | (2) |
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Goal-Setting Templates (Primary) |
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56 | (1) |
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Goal-Setting Templates (Upper-Elementary and Middle Grades) |
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57 | (1) |
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Reflection Protocol Templates (Kindergarten) |
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58 | (3) |
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Reflection Protocol Template (Primary) |
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61 | (1) |
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Reflection Protocol Template (Upper-Elementary Grades) |
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62 | (1) |
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Tying It Together: Resource Roundup |
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63 | (1) |
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Teacher and Student Tools in Action |
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64 | (5) |
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PART II TOOLS TO FOSTER ENGAGEMENT AND INDEPENDENCE |
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Chapter Four Meaning Routines |
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69 | (1) |
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Why Is Meaning Work Important? |
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69 | (1) |
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How Does Meaning Work Fit a Range of Learners? |
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70 | (1) |
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When Do Learners Engage in Meaning Work? |
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71 | (1) |
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Primary-Grade Minicharts for Meaning Routines |
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72 | (15) |
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Meaning Day: Word Intro: Yep! Maybe Huh? |
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72 | (1) |
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Meaning Day: Word Intro: Tight to Two |
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73 | (1) |
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74 | (1) |
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75 | (1) |
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76 | (1) |
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Talkin' the Talk (Word Conversations) |
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77 | (1) |
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Homophones, Homographs, or None (Nun) |
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78 | (1) |
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79 | (1) |
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80 | (1) |
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81 | (1) |
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82 | (1) |
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83 | (1) |
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Figurative Language Fun: Awesome Alliteration 1 |
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84 | (1) |
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Figurative Language Fun: Awesome Alliteration 2 |
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85 | (1) |
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Figurative Language Fun: Silly Similes |
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86 | (1) |
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Upper-Elementary Grade Minicharts for Meaning Routines |
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87 | (16) |
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Word Introductions: None to Some |
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87 | (1) |
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Word Introductions: Yep! Maybe ... Huh? |
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88 | (1) |
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89 | (1) |
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90 | (1) |
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91 | (1) |
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92 | (1) |
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93 | (1) |
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Homophones, Homographs, or None (Nun) of the Above (Chart Version) |
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94 | (1) |
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Homophones, Homographs, or None (Nun) of the Above (Sketch or Write Version) |
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95 | (1) |
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Talkin' the Talk (Word Conversations) |
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96 | (1) |
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Synonym and Antonym Chart |
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97 | (1) |
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98 | (1) |
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99 | (1) |
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100 | (1) |
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Creating Connections (Analogies) |
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101 | (1) |
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102 | (1) |
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Tying It Together: Meaning Mastery |
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103 | (1) |
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Meaning Routines in Action |
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104 | (3) |
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Chapter Five Phonemic Awareness and Phonics Routines |
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107 | (1) |
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Why Is This Phonemic Awareness and Phonics Work Important? |
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108 | (1) |
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How Does Phonemic Awareness and Phonics Work Fit a Range of Learners? |
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109 | (1) |
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When Do Learners Engage in Phonemic Awareness and Phonics Work? |
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110 | (1) |
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Primary-Grade Minicharts for Phonemic Awareness and Phonics Routines |
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111 | (12) |
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111 | (1) |
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Sound Search With Letters |
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112 | (1) |
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113 | (1) |
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114 | (1) |
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115 | (1) |
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116 | (1) |
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117 | (1) |
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118 | (1) |
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119 | (1) |
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120 | (1) |
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121 | (1) |
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122 | (1) |
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Upper-Elementary Grade Minicharts for Phonemic Awareness and Phonics Routines |
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123 | (5) |
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Sound Search With Letters |
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123 | (1) |
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124 | (1) |
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125 | (1) |
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126 | (1) |
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127 | (1) |
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Tying It Together: Phonemic Awareness and Phonics FUNdamentals |
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128 | (1) |
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Phonemic Awareness and Phonics Routines in Action |
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129 | (2) |
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Chapter Six Spelling Pattern Routines |
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131 | (1) |
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Why Is Spelling Pattern Work Important? |
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131 | (1) |
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How Does Spelling Pattern Work Fit a Range of Learners? |
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132 | (1) |
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When Do Learners Engage in Spelling Pattern Work? |
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133 | (1) |
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Primary-Grade Minicharts for Spelling Pattern Routines |
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134 | (12) |
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Sort It! Alike or Different? |
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134 | (1) |
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135 | (1) |
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Pattern Introduction: Nice to Meet You! |
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136 | (1) |
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Read It! Build It! Write It! |
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137 | (1) |
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Word Scavenger Hunts---Books |
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138 | (1) |
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Word Scavenger Hunts---Around Me |
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139 | (1) |
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140 | (1) |
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Three Key Questions: Reading |
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141 | (1) |
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Three Key Questions: Writing |
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142 | (1) |
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143 | (1) |
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Look, Say, Cover, Write, Check |
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144 | (1) |
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145 | (1) |
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Upper-Elementary Grade Minicharts for Spelling Pattern Routines |
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146 | (9) |
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146 | (1) |
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Pattern Introduction: Now I Know! |
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147 | (1) |
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148 | (1) |
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149 | (1) |
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Stepped Up Word Scavenger Hunts |
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150 | (1) |
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151 | (1) |
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152 | (1) |
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Look, Say, Cover, Write, Check |
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153 | (1) |
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154 | (1) |
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Tying It Together: Pattern Proficiency |
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155 | (1) |
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Spelling Pattern Routines in Action |
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156 | (3) |
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Chapter Seven Habit and Hybrid Routines |
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159 | (1) |
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Why Are Habit and Hybrid Word Work Routines Important? |
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160 | (1) |
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How Do Habit and Hybrid Word Work Fit a Range of Learners? |
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161 | (1) |
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When Do Learners Engage in Habit and Hybrid Word Work? |
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161 | (2) |
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Primary-Grade Minicharts for Habit and Hybrid Routines |
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163 | (11) |
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163 | (1) |
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164 | (1) |
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165 | (1) |
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166 | (1) |
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167 | (1) |
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168 | (1) |
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169 | (1) |
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170 | (1) |
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171 | (1) |
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172 | (1) |
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173 | (1) |
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Upper-Elementary Grade Minicharts for Habit and Hybrid Routines |
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174 | (10) |
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174 | (1) |
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Mirror, Mirror: Look at Me Now! |
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175 | (1) |
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Better Together (Talk It Up) |
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176 | (1) |
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177 | (1) |
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178 | (1) |
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179 | (1) |
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Word Conversations: Written |
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180 | (1) |
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181 | (1) |
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182 | (1) |
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183 | (1) |
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Tying It Together: Habit and Hybrid How-Tos |
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184 | (1) |
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Habit and Hybrid Routines in Action |
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185 | (2) |
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Chapter Eight Check-In and Assessment Routines |
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187 | (1) |
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Why Are Check-In and Assessment Routines Important? |
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188 | (1) |
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How Do Check-In and Assessment Routines Fit a Range of Learners? |
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188 | (1) |
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When Do Learners Engage in Check-In and Assessment Routines? |
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189 | (1) |
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Primary-Grade Minicharts for Check-In and Transfer Routines |
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190 | (5) |
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190 | (1) |
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191 | (1) |
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192 | (1) |
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Next-Level Sorting Challenge |
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193 | (1) |
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194 | (1) |
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Upper-Elementary Grade Minicharts for Check-In and Transfer Routines |
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195 | (5) |
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195 | (1) |
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196 | (1) |
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197 | (1) |
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Next-Level Sorting Challenge |
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198 | (1) |
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199 | (1) |
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Tying It Together: Assessment Answers |
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200 | (1) |
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Check-In and Assessment Routines in Action |
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201 | (4) |
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PART III EXTENDING WORD LEARNING |
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Chapter Nine Connecting With Caregivers |
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205 | (2) |
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We're Better Together: Tools to Reinforce Home-School Partnership |
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206 | (1) |
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207 | (1) |
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After-Hours Activities Letters |
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208 | (1) |
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Annotated After-Hours Activities Letter (Early-Elementary) |
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209 | (2) |
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Student-Caregiver-Teacher Communication Tools |
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211 | (1) |
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Annotated Student-Caregiver-Teacher Communication Tool (Primary) |
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212 | (1) |
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Annotated Student-Caregiver-Teacher Communication Tool (Upper-Elementary) |
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213 | (1) |
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Tying It Together: Partnering With Parents |
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214 | (1) |
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Home-School Partnering in Action |
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215 | (2) |
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Chapter Ten Bonus Lessons to Bolster Word Study Engagement and Success |
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217 | (1) |
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218 | (7) |
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Bonus Lesson 1 Part-of-Speech Chart |
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219 | (1) |
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Bonus Lesson 2 Act It Out |
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220 | (1) |
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Bonus Lesson 3 Synonym and Antonym Chart |
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221 | (1) |
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Bonus Lesson 4 Word Family Trees |
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222 | (1) |
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Bonus Lesson 5 Creating Connections (Analogies) |
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223 | (1) |
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Bonus Lesson 6 Concept Stretch |
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224 | (1) |
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Bonus Phonemic Awareness and Phonics Lessons |
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225 | (6) |
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Bonus Lesson 7 Configuration Station |
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226 | (1) |
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227 | (1) |
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Bonus Lesson 9 Sensory Cycle |
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228 | (1) |
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Bonus Lesson 10 Reggio Routines |
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229 | (1) |
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Bonus Lesson 11 Sound Snapshot and Pattern Pictures |
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230 | (1) |
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Bonus Spelling Pattern Lessons |
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231 | (5) |
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Bonus Lesson 12 Pattern Introduction: Nice to Meet You!/Now I Know! |
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232 | (1) |
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Bonus Lesson 13 Partner Prompting |
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233 | (1) |
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Bonus Lesson 14 Look, Say, Cover, Write, Check |
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234 | (1) |
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Bonus Lesson 15 Pumpin' Patterns |
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235 | (1) |
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236 | (6) |
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Bonus Lesson 16 Creating Word Ladders |
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237 | (1) |
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Bonus Lesson 17 Nature Knowledge |
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238 | (1) |
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Bonus Lesson 18 Word Conversations: Written |
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239 | (1) |
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Bonus Lesson 19 Write With It |
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240 | (1) |
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Bonus Lesson 20 Word Share |
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241 | (1) |
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242 | (3) |
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Conclusion: Teacher Talk: Tales From the Classroom |
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245 | (6) |
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Appendix A Frequently Asked Questions---and Answers |
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251 | (6) |
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Appendix B If/Then Chart for Matching Students to Patterns and Words |
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257 | (2) |
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Appendix C Word Study Routines at a Glance |
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259 | (6) |
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Appendix D Word Study Routines and Resources |
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265 | (4) |
References |
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269 | (4) |
Index |
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273 | |