No More Phonics and Spelling Worksheets available in Paperback
No More Phonics and Spelling Worksheets
- ISBN-10:
- 0325047979
- ISBN-13:
- 9780325047973
- Pub. Date:
- 10/17/2014
- Publisher:
- Heinemann
- ISBN-10:
- 0325047979
- ISBN-13:
- 9780325047973
- Pub. Date:
- 10/17/2014
- Publisher:
- Heinemann
No More Phonics and Spelling Worksheets
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Overview
We want students to be curious about how words work and develop strategies that work whether they are decoding words or spelling them. And our jobs would be easier if students couldn’t wait for word study.
Yet so many classrooms are stuck in the cycle of unengaging, one-size fits all phonics and spelling worksheets.
Reading specialist Jennifer Palmer and literacy researcher Marcia Invernizzi offer better, more effective, more engaging practices. Their suggestions lead kids to not only make progress during word study but also to transfer what they learn about words to their reading and writing. No More Phonics and Spelling Worksheets show us:
- why skill-and-drill methods and worksheets cause children to struggle or disengage
- the kinds of teaching that research shows actually works
- instructional ideas for word study can put to use right away.
“We can cast off one-size-fits-all factory instruction and try a more useful practice,” write Jennifer and Marcia, “meeting each child where s/he is.” Pick up No More Phonics and Spelling Worksheets, discover practices that better support literacy growth, and help everyone make progress.
Product Details
ISBN-13: | 9780325047973 |
---|---|
Publisher: | Heinemann |
Publication date: | 10/17/2014 |
Pages: | 96 |
Product dimensions: | 5.90(w) x 8.90(h) x 0.30(d) |
About the Author
Ellin recently published The Literacy Studio: Redesigning the Workshop for Readers and Writers which is focused on an up-to-date conceptualization of Readers/Writers’ workshop. She is the author of Engaging Children: Igniting the Drive for Deeper Learning (2018), is co-editor and co-author of The Teacher You Want to Be: Essays about Children, Learning, and Teaching (Heinemann, 2015); co-editor of the Not This, but That series (Heinemann, 2013 - 2018); author of Talk About Understanding: Rethinking Classroom Talk to Enhance Understanding (Heinemann, 2012), To Understand: New Horizons in Reading Comprehension (Heinemann, 2008), co-author of Comprehension Going Forward (Heinemann, 2011), co-author of Mosaic of Thought: The Power of Comprehension Strategy Instruction, 2nd edition (Heinemann, 2007, 1st edition, 1997) and author of Assessing Comprehension Thinking Strategies (Shell Educational Books, 2006) as well as numerous chapters for professional books and journals on the teaching of reading as well as education policy journals.
Nell K. Duke, Ed.D., is a professor in literacy, language, and culture and also in the combined program in education and psychology at the University of Michigan. Duke received her Bachelor’s degree from Swarthmore College and her Masters and Doctoral degrees from Harvard University. Duke’s work focuses on early literacy development, particularly among children living in economic poverty. Her specific areas of expertise include the development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She has served as Co-Principal Investigator of projects funded by the Institute of Education Sciences, the National Science Foundation, the Spencer Foundation, and the George Lucas Educational Foundation, among other organizations.
Duke has been named one of the most influential education scholars in the U.S. in EdWeek. In 2014, Duke was awarded the P. David Pearson Scholarly Influence Award from the Literacy Research Association, and in 2018 she received the International Literacy Association's William S. Gray Citation of Merit for outstanding contributions to research, theory, practice, and policy. She has also received the Michigan Reading Association Advocacy Award, the American Educational Research Association Early Career Award, the Literacy Research Association Early Career Achievement Award, the International Reading Association Dina Feitelson Research Award, the National Council of Teachers of English Promising Researcher Award, and the International Reading Association Outstanding Dissertation Award.
Duke is author and co-author of numerous journal articles and book chapters. Her most recent book is Inside Information: Developing Powerful Readers and Writers of Informational Text through Project-based Instruction. She is co-author of the books Reading and Writing Informational Text in the Primary Grades: Research-Based Practices; Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to Five; Beyond Bedtime Stories: A Parent’s Guide to Promoting Reading, Writing, and Other Literacy Skills From Birth to 5, now in its second edition; and Reading and Writing Genre with Purpose in K–8 Classrooms. She is co-editor of the Handbook of Effective Literacy Instruction: Research-based Practice K to 8 and Literacy Research Methodologies. She is also editor of The Research-Informed Classroom book series and co-editor of the Not This, But That book series.
Duke has taught preservice, inservice and doctoral courses in literacy education, speaks and consults widely on literacy education, and is an active member of several literacy-related organizations. Among other roles, she currently serves as advisor for the Public Broadcasting Service/Corporation for Public Broadcasting Ready to Learn initiative, an expert for NBC News Learn, and advisor to the Council of Chief State School Officers Early Literacy Networked Improvement Community. She has served as author or consultant on several educational programs, including Connect4Learning: The Pre-K Curriculum; Information in Action: Reading, Writing, and Researching with Informational Text; Engaging Families in Children’s Literacy Development: A Complete Workshop Series; Buzz About IT (Informational Text); iOpeners; National Geographic Science K-2; and the DLM Early Childhood Express. Duke also has a strong interest in improving the quality of educational research training in the U.S.
Marcia Invernizzi (@anosygnosia) is the coauthor, with Jennifer Palmer, of No More Phonics and Spelling Worksheets. The book is a part of Heinemann's Not This But Series, edited by Nell K. Duke and Ellin Oliver Keene. In addition to her Heinemann title, Marcia is a coauthor of Words Their Way and twelve other books related to word study. She is the creator and primary author of PALS, the Phonologial Awareness Literacy Screening tool used in many states and a founder of Book Buddies, a tutoring framework for struggling readers in the first and second grades.
The Henderson Professor of Reading Education at the University of Virginia’s Curry School of Education, Marcia teaches graduate classes for the program areas of reading and teacher education in the department of Curriculum, Instruction, and Special Education. Her favorite course is Word Study in which she and her students explore the structure of words and their meanings. Marcia’s research focuses on the role of written word knowledge in literacy development, on reading difficulties, and on formative and diagnostic literacy assessments that can inform instruction. She has received many awards for her teaching and research, including the Curry School of Education’s Outstanding Professor Award, and the University of Virginia’s Edlich-Henderson Innovator of the Year Award. Marcia’s favorite word is serendipitous; some of her most important insights have come from her work with children.
Jennifer Palmer (@DrJennPalmer) is coauthor, with Marcia Invernizzi, of No More Phonics and Spelling Worksheets. The book is a part of Heinemann's Not This But Series, edited by Nell K. Duke and Ellin Oliver Keene.
Jennifer is a veteran elementary school educator with experience as a classroom teacher, reading specialist, teacher mentor, and professional developer. She was among the first in Maryland to earn National Board Certification as an Early Childhood Generalist in 1998 and was honored by the Milken Family Foundation in 2002 as a Milken Educator.
She graduated with her Ed D in Educational Leadership and Innovation in 2012 from Wilmington University where she earned the Audrey K Doberstein award for leadership for her work in mentoring National Board Certified teachers in her district and for creating a program that encouraged teachers in Title 1 schools to attempt to earn this challenging certification.
As moderator of the Mosaic listserv, she is passionate in her belief that encouraging teachers to be thoughtful and reflective in their instructional practices is the most effective way to create outstanding schools that are responsive to the needs of all students.
Table of Contents
Introduction Nell K. Duke viii
Section 1 Not This
Worksheets/Workbooks: The Trap of Repetition Without Transfer Jennifer Palmer 1
The Factory Model of Teaching Ignores Transference 3
Stopping the Assembly Line: Taking the Time to Think 5
How Are Students Showing Their Learning: Engagement or Entertainment? 6
One Size Doesn't Fit All 7
What Does Each Child Know and How Can I Teach from There? 10
There Is a Better Way 10
Section 2 Why Not? What Works?
Let Students Show Us What to Teach Them Marcia Invernizzi 12
The Logic in Spelling Errors 14
Student Diversity in Word Knowledge 16
How to Assess Word Knowledge 17
Meeting Diverse Needs Through Differentiated Small-Group Instruction 19
Understanding Development 21
The Alphabetic/Sound Tier 22
The Pattern Tier 25
The Meaning Tier 25
Debunking the Myths About English Spelling 28
English Spelling Is Not as Irregular as You Might Think 29
Spelling Is Not Learned by Rote Visual Memory 30
Teaching for Transfer 33
Ask, Don't Tell 34
Teacher Talk for Promoting Thoughtful Analysis 35
Critical Principles for Word Study 36
Look for what students "use but confuse" 38
A step backward is the first step forward 39
Use words students can read 40
Compare words "that do" with words "that don't" 41
Sort words by sound, sight, and meaning 42
Begin with obvious contrasts first 43
Don't hide exceptions 44
Avoid teaching with rules 45
Work for fluency and flexibility 46
Link word study to reading and writing 46
Spelling and Vocabulary: What's the Link? 49
Emphasize Spelling-Meaning Connections 49
Offer Parallel Instruction in Morphological Awareness 50
Emphasize Multiple Meanings 51
Some Final Thoughts 52
Section 3 But That
Helping Kids Figure It Out Themselves Jennifer Palmer 53
What Are Students Ready to Learn? 53
What the Right Assessment Tool Can Reveal 54
Comparing Encoding and Decoding Skills 55
What Does Word Study Look like? 66
Creeting Groups 57
Setting Up Work Stations 58
Debriefing 60
Alternative Configurations 61
Word Soils 62
Word Study Notebooks 63
Games 68
Word Lists and Charts 69
Poetry 70
Word Walls 72
Interactive Writing 73
Independent Writing 74
Helping Kids Tackle More Complex Texts 75
Helping Students Notice and Name Letter, Sound, and Meaning Patterns Allowing Ourselves to Be Learners 76
Afterword Ellin Oliver Keene 80
Bibliography of Poetry 82
References 84