Word Study: Letter and Picture Sorts for Emergent Spellers, Global Edition, 3rd edition

Donald R. Bear is Professor Emeritus in Literacy and Director of Literacy Centers at Iowa State University and University the University of Nevada, Reno. 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. Marcia Invernizzi is Henderson Professor of Reading Education 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 retired from the Department of Teacher Education at the University of North Carolina at Greensboro where she served as Director of Graduate Studies, Coordinator of the Reading Masters Program, and ran a clinic for struggling readers. Francine worked as a first grade teacher and reading specialist for 12 years before getting her doctorate at the University of Virginia where she first learned about a developmental approach to word study and worked with Dr. Marcia Invernizzi to develop word study materials and activities. She consults with school districts across the country and frequently serves as a professional development speaker. Francine is a co-author of many books, including Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. Shane Templeton is Foundation Professor Emeritus of Literacy Studies in the College of Education 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, Donald, Marcia, and Shane are the core authors of the Words Their Way® series.

BRIEF TABLE OF CONTENTS

1. Assessments for the Emergent Stage 
2. Concept Sorts
3. Phonological Awareness Picture Sorts
4. Alphabet Knowledge
5. Word Study for Initial Letter Sounds
6. Concepts about Print and Concept of Word in Text 

DETAILED TABLE OF CONTENTS

1. Assessments for the Emergent Stage 
Notes for the Teacher 
Assessment Summary Sheet and Other Forms 
Alphabet Assessments 

Alphabet Recitation and Tracking

Alphabet Recognition

Alphabet Production
Phonological Assessments 

Syllables

Rhyme

Alliteration

Phonemes
Phonics and Spelling Assessments 

Beginning Consonant Sounds and Letters

Qualitative Spelling Checklist

Kindergarten Spelling Inventory 
Concepts About Print Assessments

Name Writing

Writing

During Reading

Concepts about Print Sort: “Picture, Letter, Word, or Sentence?” 
Concept of Word In Text Assessments 

Tracking Memorized Lines of Print

Word Recognition in Context

Word List Reading or Recognition in Isolation

Teaching Notes

Sort 1a

Sort 1b

Sort 1c

Sort 1d

Sort 2a

Sort 2b

Sort 2c

Sort 2d

Sort 3a

Sort 3b

Sort 3c

Sort 3d
Emergent Assessment Summary Sheet
Alphabet Recognition: Capitals 
Alphabet Recognition: Lowercase
Syllable Sort with Pictures
Rhyme Identification with Pictures

Alliteration-Beginning Sound Match 
Beginning Consonant Sounds and Letters 

Beginning Consonant Sounds and Letters (continued)
Qualitative Spelling Checklist for Emergent and Letter Name-Alphabetic Stages
Emergent Class Record 

Kindergarten Spelling Inventory
Concepts about Print Assessment
Concepts about Print Sort: “Picture, Letter, Word, or Sentence”
Concept of Word in Text: Recording Form for Humpty Dumpty 
Humpty Dumpty 
Word Recognition in Isolation for Humpty Dumpty 
Concept of Word in Text: Recording Form Template

2. Concept Sorts
Notes for the Teacher
Standard Routines for Concept Sorts
Sort 4A: Food and Not Food

Sort 4B: Australian Notes and Coins
Sort 5: Fruits and Vegetables
Sort 6: Food Sort
Sort 7A: Shapes: Circles, Triangles, and Squares

Sort 7B: Shapes: Rectangles, Diamonds and Stars
Sort 8A: Animals and Plants

Sort 8B: Australian Native Animals/Pets
Sort 9: Clothing 
Sort 10: Cleaning Items 

3. Phonological Awareness Picture Sorts
Notes for the Teacher 
Standard Routines for Phonological Awareness

Rhyme Sorts 
Sort 11A: Oh, A-Hunting We Will Go and Rhyming Pairs
Sort 11B: Rhyming Words

Sort 12: Rhyming Dust Bunnies 
Sort 13: Frog on a Log? and Rhyming Pairs 
Sort 14: Here Are My Hands and Rhyming with Body Parts 
Sort 15A, B, and C: Rhyming Sorts for “I Can’t,” Said the Ant 
Syllable Sorts 
Sort 16A and B: Syllables and The Very Hungry Caterpillar

Sort 16C: How Many Syllables Can You Hear?
Sort 17A and B: Animals and Syllables 
Sort 18A and B: Compound Cupcakes

4. Alphabet Knowledge
Notes for the Teacher 
Letters I Read 
Standard Routines for Learning the Alphabet  
Sort 19: Rhyming Letters 
Alphabet Tracking 
Alphabet Tracking Strips 
Alphabet Squares for Sequencing and Matching 
Alphabet Squares (Capitals) 
Alphabet Squares (Lowercase) 
Letter Lotto 
Letter Lotto Board 
Sort 20 A, B, C, and D: Font Sorts
Sort 20 A:  Fonts For B, P, D, Q 
Sort 20 B: Fonts For F, I, J, T
Sort 20 C: Fonts For H, M, N, U
So