| Words Their Way®: Word Study For Phonics, Vocabulary, And Spelling Instruction |
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xix | |
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Chapter 1 Developmental Word Knowledge |
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2 | (20) |
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3 | (3) |
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Children's Spellings: A Window into Developing Word Knowledge |
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4 | (1) |
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Why Is Word Study Important? |
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5 | (1) |
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What Is the Purpose of Word Study? |
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6 | (1) |
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What Is the Basis for Developmental Word Study? |
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6 | (4) |
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7 | (1) |
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7 | (1) |
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8 | (1) |
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Learning the Layers of English Orthography |
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9 | (1) |
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The Development of Orthographic Knowledge |
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10 | (5) |
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Stages of Spelling Development |
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11 | (1) |
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12 | (1) |
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Letter Name-Alphabetic Stage |
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12 | (1) |
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Within Word Pattern Stage |
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13 | (1) |
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Syllables and Affixes Stage |
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14 | (1) |
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Derivational Relations Stage |
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14 | (1) |
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The Synchrony of Literacy Development |
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15 | (2) |
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15 | (1) |
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15 | (2) |
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17 | (1) |
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Intermediate and Advanced Readers |
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17 | (1) |
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18 | (4) |
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Chapter 2 Getting Started |
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22 | (26) |
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Informal Observations to Assess Orthographic Knowledge |
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23 | (2) |
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Observe and Interpret Students' Writing |
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23 | (1) |
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Observe Students' Reading |
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24 | (1) |
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Qualitative Spelling Inventories |
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25 | (10) |
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The Development of Inventories |
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25 | (1) |
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26 | (3) |
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Score and Analyze the Spelling Inventories |
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29 | (4) |
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33 | (2) |
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Group Students for Instruction |
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35 | (4) |
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Grouping to Meet Students' Diverse Needs |
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35 | (1) |
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Classroom Composite Chart |
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35 | (2) |
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Spelling-by-Stage Classroom Organization Chart |
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37 | (1) |
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Factors to Consider When Organizing Groups |
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37 | (2) |
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39 | (2) |
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Qualitative Spelling Checklist |
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40 | (1) |
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40 | (1) |
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Kindergarten Spelling Inventory |
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40 | (1) |
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McGuffey Spelling Inventory |
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40 | (1) |
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Viise's Word Feature Inventory |
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41 | (1) |
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Set Goals and Monitor Student Growth over Time |
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41 | (5) |
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Use a Variety of Assessments to Monitor Growth |
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41 | (2) |
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Develop Expectations for Student Progress |
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43 | (1) |
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Goal-Setting/Progress Monitoring Charts |
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43 | (1) |
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Changing Groups in Response to Progress |
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44 | (1) |
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Sharing Progress with Parents and Other Teachers |
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44 | (2) |
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Assessing the Spelling Development of English Learners |
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46 | (1) |
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Predictable Spelling Confusions |
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47 | (1) |
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The Influences of Students' Primary Languages |
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47 | (1) |
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47 | (1) |
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Chapter 3 Organizing for Word Study |
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48 | (42) |
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51 | (1) |
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Teaching New Word Knowledge through Sorting |
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51 | (1) |
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Teaching Phonics through Sorting |
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52 | (1) |
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52 | (2) |
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52 | (1) |
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53 | (1) |
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54 | (1) |
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A Continuum of Support When Introducing Sorts |
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54 | (7) |
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Teacher-Directed Closed Sorts |
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55 | (2) |
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57 | (1) |
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Guess My Category: A Teacher-Directed Sort |
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58 | (1) |
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58 | (1) |
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Teacher Talk and Student Reflection |
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59 | (2) |
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Extensions and Follow-Up Routines |
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61 | (4) |
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61 | (1) |
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61 | (1) |
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61 | (1) |
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61 | (1) |
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62 | (1) |
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62 | (1) |
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62 | (2) |
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64 | (1) |
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Draw and Label/Cut and Paste |
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64 | (1) |
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65 | (1) |
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Games and Other Activities |
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65 | (1) |
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Guidelines for Preparing Word Sorts |
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65 | (6) |
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Resources for Sorts and Words |
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66 | (1) |
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Making Sorts Harder or Easier |
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66 | (1) |
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67 | (1) |
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Preparing Your Sorts for Cutting and Storing |
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67 | (3) |
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Preparing Word Study Games for Extension and Practice |
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70 | (1) |
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70 | (1) |
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Implementation of Word Study Instruction |
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71 | (15) |
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Managing Word Study in the Classroom |
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71 | (1) |
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Scheduling Time for Word Study |
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71 | (3) |
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74 | (1) |
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Schedules for Students Working with Picture Sorts |
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74 | (2) |
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Schedule for Students Working with Word Sorts |
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76 | (3) |
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Scheduling for Students in the Middle and Secondary Grades |
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79 | (1) |
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Word Study Homework and Parental Expectations |
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80 | (1) |
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Getting Started with Word Study |
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80 | (2) |
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Integrating Word Study into Reading, Writing, and the Language Arts Curriculum |
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82 | (2) |
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Selecting Written Word Study Activities: A Caveat Regarding Tradition |
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84 | (1) |
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84 | (2) |
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Principles of Word Study Instruction |
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86 | (4) |
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Resources For Implementing Word Study In Your Classroom |
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88 | (2) |
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Chapter 4 Word Study for Learners in the Emergent Stage |
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90 | (56) |
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From Speech to Print: Matching Units of Speech to Print |
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93 | (1) |
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93 | (1) |
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93 | (1) |
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93 | (1) |
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Characteristics of the Emergent Stage of Reading and Spelling |
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93 | (4) |
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94 | (1) |
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95 | (2) |
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Beginning to Match Sounds to Letters |
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97 | (1) |
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The Context for Early Literacy Learning |
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97 | (3) |
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98 | (1) |
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99 | (1) |
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The Literacy Diet for the Emergent Stage |
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100 | (20) |
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Oral Language, Concepts, and Vocabulary |
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100 | (1) |
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Targeting Vocabulary in Read-Alouds |
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101 | (3) |
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104 | (3) |
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Resource Connections: Resources for Teaching Phonological Awareness |
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105 | (2) |
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107 | (2) |
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Letter-Sound Knowledge and Phonics |
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109 | (2) |
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Concepts about Print (CAP) |
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111 | (2) |
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Concept of Word in Text (COW-T) |
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113 | (4) |
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Resource Connections: Resources for Traditional Rhymes and Jingles |
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116 | (1) |
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The Language Experience Approach (LEA) |
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117 | (1) |
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Word Study: Routines and Management |
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118 | (1) |
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Emergent Literacy Daily Management Plan |
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118 | (2) |
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Resources For Implementing Word Study In Your Classroom |
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120 | (1) |
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Activities for the Emergent Stage |
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120 | (26) |
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Oral Language, Concepts, and Vocabulary |
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120 | (5) |
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Phonological Awareness (PA) |
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125 | (5) |
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130 | (6) |
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136 | (2) |
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Concepts about Print (CAP) |
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138 | (3) |
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Concept of Word in Text (COW-T) |
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141 | (5) |
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Chapter 5 Word Study for Beginners in the Letter Name-Alphabetic Stage |
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146 | (52) |
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Literacy Development of Students in the Letter Name-Alphabetic Stage |
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149 | (3) |
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149 | (1) |
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150 | (1) |
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151 | (1) |
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Orthographic Development in the Letter Name- Alphabetic Stage |
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152 | (7) |
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153 | (1) |
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153 | (1) |
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How Consonant Sounds Are Articulated in the Mouth |
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154 | (1) |
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Vowels in the Letter Name-Alphabetic Stage |
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155 | (2) |
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Other Orthographic Features |
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157 | (1) |
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Spelling Strategies in the Letter Name-Alphabetic Stage |
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158 | (1) |
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Word Study Instruction for the Letter Name-Alphabetic Stage |
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159 | (11) |
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159 | (2) |
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Sequence and Pacing of Word Study |
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161 | (2) |
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The Study of Consonant Sounds |
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163 | (2) |
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The Study of Short Vowels |
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165 | (5) |
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Assess and Monitor Progress in the Letter Name-Alphabetic Stage |
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170 | (2) |
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Assess and Monitor Progress in Concept of Word |
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170 | (1) |
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Assess and Monitor Progress in Phonemic Awareness, Phonics, and Spelling |
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170 | (1) |
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Assess and Monitor Progress in Sight Word Development |
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171 | (1) |
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Word Study with English Learners in the Letter Name- Alphabetic Stage |
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172 | (26) |
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Word Study: Routines and Management |
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173 | (2) |
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Resources For Implementing Word Study In Your Classroom |
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175 | (1) |
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Activities for the Letter Name-Alphabetic Stage |
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175 | (1) |
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175 | (5) |
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180 | (1) |
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Development and Use of Personal Readers and Word Banks |
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181 | (5) |
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Dictionary Skills in the Letter Name-Alphabetic Stage |
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186 | (1) |
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Resource Connections: Dictionaries for Beginning Readers |
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187 | (1) |
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Study of Initial Consonant Sounds |
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187 | (2) |
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189 | (4) |
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193 | (5) |
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Chapter 6 Word Study for Transitional Learners in the Within Word Pattern Stage |
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198 | (42) |
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Literacy Development of Students in the Within Word Pattern Stage |
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200 | (5) |
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Reading in the Within Word Pattern Stage |
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201 | (1) |
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Writing in the Within Word Pattern Stage |
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201 | (1) |
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202 | (3) |
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Orthographic Development in the Within Word Pattern Stage |
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205 | (6) |
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205 | (1) |
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The Complexities of English Vowels |
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206 | (2) |
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The Influence of Consonants on Vowels |
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208 | (1) |
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Triple Blends, Silent Initial Consonants, and Other Complex Consonants |
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208 | (1) |
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Homophones, Homographs, and Other Features |
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209 | (1) |
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209 | (2) |
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Word Study Instruction for the Within Word Pattern Stage |
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211 | (8) |
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The Word Study Lesson Plan in the Within Word Pattern Stage |
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211 | (2) |
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Picture Sorts to Contrast Long and Short Vowels |
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213 | (1) |
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Teacher-Directed Two-Step Sort for Long Vowels |
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213 | (1) |
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214 | (1) |
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Sequence and Pacing Word Study in the Within Word Pattern Stage |
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215 | (1) |
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The Study of High-Frequency Words |
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216 | (3) |
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Assess and Monitor Progress in the Within Word Pattern Stage |
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219 | (1) |
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219 | (1) |
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Unit Assessments and Goal Setting |
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219 | (1) |
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Word Study with English Learners in the Within Word Pattern Stage |
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220 | (4) |
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Teaching Vowels to English Learners |
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220 | (1) |
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Strategies for Teaching and Assessing English for English Learners |
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221 | (1) |
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Word Study: Routines and Management |
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222 | (1) |
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Word Study Notebooks in the Within Word Pattern Stage |
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222 | (1) |
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223 | (1) |
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223 | (1) |
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Resources For Implementing Word Study In Your Classroom |
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224 | (1) |
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Activities for the Within Word Pattern Stage |
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224 | (16) |
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224 | (3) |
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Spelling Strategies and Dictionary Skills |
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227 | (2) |
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Spelling Games and Activities |
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229 | (11) |
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Chapter 7 Word Study for Intermediate Readers and Writers |
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240 | (36) |
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Literacy Development of Students in the Syllables and Affixes Stage |
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242 | (7) |
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Reading in the Syllables and Affixes Stage |
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242 | (1) |
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Writing in the Syllables and Affixes Stage |
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243 | (1) |
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Vocabulary Learning in the Syllables and Affixes Stage |
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243 | (6) |
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Orthographic Development in the Syllables and Affixes Stage |
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249 | (8) |
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Base Words and Inflectional Endings/Suffixes |
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250 | (1) |
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251 | (1) |
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Open and Closed Syllables and Syllable Patterns |
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252 | (1) |
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Review Vowel Patterns in Two-Syllable Words |
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253 | (1) |
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254 | (1) |
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Further Exploration of Consonants |
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255 | (1) |
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Base Words and Simple Derivational Affixes |
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255 | (1) |
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256 | (1) |
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Word Study Instruction for the Syllables and Affixes Stage |
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257 | (4) |
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Guidelines for Creating Sorts in the Syllables and Affixes Stage |
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258 | (1) |
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Sequence and Pacing of Word Study in the Syllables and Affixes Stage |
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258 | (3) |
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Assess and Monitor Progress in the Syllables and Affixes Stage |
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261 | (1) |
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Weekly Assessments and Spell Checks |
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261 | (1) |
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Monitoring Progress and Goal Setting |
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261 | (1) |
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Word Study with English Learners in the Syllables and Affixes Stage |
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262 | (3) |
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Word Study: Routines and Management |
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263 | (1) |
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The Word Study Lesson Plan in the Syllables and Affixes Stage |
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263 | (1) |
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Word Study Notebooks in the Syllables and Affixes Stage |
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263 | (2) |
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Resources For Implementing Word Study In Your Classroom |
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264 | (1) |
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Activities for the Syllables and Affixes Stage |
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265 | (11) |
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265 | (2) |
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Dictionary Skills for Syllable and Affixes Spellers |
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267 | (9) |
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Chapter 8 Word Study for Advanced Readers and Writers |
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276 | (39) |
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Development of Students in the Derivational Relations Stage |
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277 | (7) |
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Reading in the Derivational Relations Stage |
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278 | (1) |
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Writing in the Derivational Relations Stage |
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278 | (1) |
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Vocabulary Learning in the Derivational Relations Stage |
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279 | (5) |
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Resource Connections: Resources for Word Study-Greek and Latin Elements, and Word Origins |
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281 | (2) |
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Resource Connections: Web Resources about Words |
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283 | (1) |
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Resource Connections: Teacher Resources for Word-Specific Vocabulary Activities |
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284 | (1) |
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Orthographic Development in the Derivational Relations Stage |
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284 | (9) |
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The Spelling-Meaning Connection |
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285 | (2) |
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287 | (1) |
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288 | (2) |
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Predictable Spelling Changes in Vowels and Consonants |
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290 | (1) |
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290 | (2) |
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292 | (1) |
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293 | (1) |
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Word Study Instruction for the Derivational Relations Stage |
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293 | (1) |
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293 | (1) |
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Assess and Monitor Progress in the Derivational Relations Stage |
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294 | (1) |
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Word Study with English Learners in the Derivational Relations Stage |
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295 | (20) |
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Word Study: Routines and Management |
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296 | (1) |
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Teacher-Directed Word Study Instruction |
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296 | (1) |
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296 | (1) |
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297 | (1) |
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Preparing Sorts in the Derivational Relations Stage |
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298 | (1) |
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Resources for Implementing Word Study in Your Classroom |
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298 | |
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Activities For The Derivational Relations Stage |
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299 | (16) |
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315 | (98) |
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Appendix A Assessment Materials |
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316 | (14) |
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330 | (3) |
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Appendix C Pictures For Sorts And Games |
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333 | (21) |
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Appendix D Sample Word Sorts By Spelling Stage |
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354 | (10) |
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364 | (35) |
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Appendix F Games And Templates For Sorts |
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399 | (11) |
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Appendix G Other Resources |
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410 | (3) |
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413 | (6) |
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419 | (10) |
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429 | |
| Words Their Way: Within Word Pattern Sorts For Spanish-Speaking English Learners |
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|
ix | |
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Unit 1 Concept Sorts for Vocabulary Development |
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1 | (11) |
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1 | (1) |
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Standard Weekly Routines For Use With Sorts 1-3 |
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1 | (1) |
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2 | (2) |
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Demonstrate, Sort, Check, and Reflect |
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2 | (1) |
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3 | (1) |
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4 | (2) |
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Demonstrate, Sort, Check, and Reflect 4 Extend |
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5 | (1) |
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6 | (6) |
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Demonstrate, Sort, Check, and Reflect 6 Extend |
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6 | (5) |
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Assessment of Concept Sorts |
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11 | (1) |
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Unit 2 Picture Sorts Contrasting Short- and Long-Vowel Sounds |
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12 | (14) |
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12 | (1) |
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Standard Weekly Routines for Use with Sorts 4-9 |
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12 | (3) |
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Demonstrate, Sort, Check, and Reflect |
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13 | (2) |
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15 | (1) |
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Sort 4 Picture Sort Contrasting Short and Long Sounds of a |
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15 | (1) |
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Sort 5 Picture Sort Contrasting Short and Long Sounds of o |
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16 | (1) |
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Sort 6 Picture Sort Contrasting Short and Long Sounds of u |
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16 | (1) |
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Sort 7 Picture Sort Contrasting Short and Long Sounds of i |
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17 | (1) |
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Sort 8 Picture Sort Contrasting Short and Long Sounds of e |
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17 | (1) |
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Sort 9 Review of Long Vowels |
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18 | (8) |
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Spell Check: Assessment of Long-Vowel Sounds |
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18 | (8) |
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Unit 3 Sorts Contrasting Short- and Long-Vowel Sounds and Patterns (CVC and CVCe) |
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26 | (16) |
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26 | (1) |
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Standard Weekly Routines for Use With Sorts 10-14 |
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26 | (4) |
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Demonstrate, Sort, Check, and Reflect |
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29 | (1) |
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29 | (1) |
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Sort 10 Word and Picture Sort Contrasting Short and Long Sounds of a (CVC and CVCe) |
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30 | (2) |
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Sort 11 Word and Picture Sort Contrasting Short and Long Sounds of o (CVC and CVCe) |
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30 | (1) |
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Sort 12 Word and Picture Sort Contrasting Short and Long Sounds of u (CVC and CVCe) |
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31 | (1) |
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Sort 13 Word and Picture Sort Contrasting Short and Long Sounds of i (CVC and CVCe) |
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32 | (1) |
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Sort 14 Review of Short versus Long Spelling Patterns (CVC and CVCe) |
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32 | (2) |
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Demonstrate, Sort, Check, and Reflect |
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32 | (2) |
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Oddball Cards for CVCe Long-Vowel Spelling Patterns |
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34 | (1) |
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Spell Check: Assessment for Short- and Long-Vowel (CVCe) Patterns |
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34 | (8) |
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Unit 4 Long-Vowel Spelling Patterns, Part 1 (CVCe and CVVC) |
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42 | (15) |
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42 | (1) |
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Standard Weekly Routines for Use with Sorts 15-19 |
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43 | (2) |
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Demonstrate, Sort, Check, and Reflect |
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44 | (1) |
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45 | (1) |
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Sort 15 Word Sort Contrasting Spelling Patterns for Long a (CVCe and CVVC) |
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45 | (2) |
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Sort 16 Word Sort Contrasting Spelling Patterns for Long o (CVCe and CVVC) |
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46 | (1) |
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Sort 17 CVCe/CVVC Word Sort with Long a, o, and e |
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46 | (1) |
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Sort 18 Word Sort Contrasting Spelling Patterns for Long u (CVCe and CVVC) |
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47 | (1) |
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Sort 19 Review of CVCe and CVVC Long-Vowel Spelling Patterns |
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47 | (1) |
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Demonstrate, Sort, Check, and Reflect |
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48 | (1) |
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Oddball Cards for Long-Vowel Spelling Patterns |
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48 | (1) |
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Spell Check: Assessment for CVCe and CVVC Long-Vowel Spelling Patterns |
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49 | (8) |
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Unit 5 Long-Vowel Spelling Patterns, Part 2 |
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57 | (14) |
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57 | (1) |
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Standard Weekly Routines for Use with Sorts 20-25 |
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57 | (2) |
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Demonstrate, Sort, Check, and Reflect |
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58 | (1) |
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59 | (1) |
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Sort 20 Word Sort Contrasting Spelling Patterns for Long i (CVCe and CV/CVV) |
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59 | (1) |
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Sort 21 Word Sort with a_e, ai, and ay |
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60 | (1) |
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Sort 22 Word Sort with o_e, oa, and ow |
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60 | (1) |
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Sort 23 Word Sort with u_e, ew, and ue |
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61 | (1) |
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Sort 24 Word Sort Contrasting Spelling Patterns for Long i (i e, -igh, and -y) |
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61 | (1) |
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Sort 25 Word Sort with Long i (CVCC) and Long o (CVCC) |
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62 | (1) |
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Spell Check: Assessment for CVCe, CV, and CVV Long-Vowel Spelling Patterns |
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63 | (8) |
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Unit 6 Introduction to Homophones |
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71 | (10) |
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71 | (1) |
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Standard Weekly Routines for Use With Sorts 26-28 |
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71 | (3) |
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Demonstrate, Sort, Check, and Reflect |
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73 | (1) |
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73 | (1) |
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Sort 26 Homophones with CVCe and CWC Partners |
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74 | (1) |
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Sort 27 Homophones with ee and ea Partners |
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74 | (1) |
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Sort 28 Homophones in Spanish |
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75 | (1) |
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Spell Check: Homophone Spellings |
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76 | (5) |
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Unit 7 R-Influenced Vowel Patterns |
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81 | (17) |
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81 | (1) |
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Standard Weekly Routines for Use With Sorts 29-35 |
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81 | (2) |
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Demonstrate, Sort, Check, and Reflect |
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82 | (1) |
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83 | (1) |
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Sort 29 Word Sort with Long-Vowel R Words |
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83 | (1) |
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Sort 30 R-Influenced Word Sort |
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83 | (1) |
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Sort 31 R-Influenced Patterns of a |
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84 | (1) |
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Sort 32 R-Influenced Patterns of e |
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84 | (1) |
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Sort 33 R-Influenced Patterns of i |
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85 | (1) |
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Sort 34 R-Influenced Patterns of u |
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86 | (1) |
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Sort 35 R-Influenced Patterns of o |
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86 | (1) |
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Oddball Cards for R-Influenced Spelling Patterns |
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|
87 | (1) |
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Spell Check: R-Influenced Vowels |
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|
88 | (10) |
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Unit 8 Diphthongs and Other Vowel Patterns |
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|
98 | (14) |
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98 | (1) |
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Standard Weekly Routines for Use with Sorts 36-40 |
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99 | (2) |
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Demonstrate, Sort, Check, and Reflect |
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|
99 | (2) |
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101 | (1) |
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Sort 36 Word Sort with Diphthongs |
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101 | (1) |
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Sort 37 Word Sort with Long o, oi/oy, and ou/ow |
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101 | (1) |
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Sort 38 Word Sort with 156 and 6-6 |
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102 | (1) |
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Sort 39 Word Sort with Ambiguous Vowel Sounds, Part 1 |
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103 | (1) |
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Sort 40 Word Sort with Ambiguous Vowel Sounds, Part 2 |
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103 | (1) |
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Oddball Cards for Diphthongs and Other Vowel Patterns |
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|
104 | (1) |
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Spell Check: Diphthongs and Other Vowel Patterns |
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|
104 | (8) |
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Unit 9 Beginning and Ending Complex Consonants and Consonant Clusters |
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112 | (14) |
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112 | (1) |
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Standard Weekly Routines for Use With Sorts 41-45 |
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113 | (2) |
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Demonstrate, Sort, Check, and Reflect |
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114 | (1) |
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114 | (1) |
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Sort 41 Word Sort with Silent Beginning Consonants kn, wr, and gn |
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115 | (1) |
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Sort 42 Word Sort with Triple R-Blends spr, str, and scr |
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115 | (1) |
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Sort 43 Word Sort with squ, thr, and shr |
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|
116 | (1) |
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Spell Check: Beginning Complex Consonant Clusters |
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116 | (1) |
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Sort 44 Word Sort with Endings dge and ge |
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117 | (1) |
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Sort 45 Word Sort with Endings tch and ch |
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|
117 | (1) |
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Spell Check: Ending Complex Consonant Clusters |
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|
118 | (8) |
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126 | (11) |
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126 | (1) |
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Standard Weekly Routines for Use With Sorts 46-49 |
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|
126 | (3) |
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Demonstrate, Sort, Check, and Reflect |
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|
127 | (1) |
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128 | (1) |
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Sort 46 Contraction Matching |
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129 | (1) |
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Sort 47 Word Sort with 's, 're, and 'll |
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129 | (1) |
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Sort 48 Word Sort with n't and 'ye |
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130 | (1) |
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Sort 49 Word Sort with 'd and 'll |
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|
131 | (1) |
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Spell Check: Contractions |
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|
131 | (6) |
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|
|
137 | (11) |
|
|
|
137 | (1) |
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Standard Weekly Routines for use with Sorts 50-53 |
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|
137 | (3) |
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Demonstrate, Sort, Check, and Reflect |
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|
139 | (1) |
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|
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139 | (1) |
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Sort 50 Homophones with a |
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|
140 | (1) |
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Sort 51 Homophones with o |
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140 | (1) |
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Sort 52 Homophones with e |
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|
141 | (1) |
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|
|
142 | (1) |
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Spell Check: Assessment for Homophones |
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|
142 | (6) |
|
Unit 12 Introduction to Two-Syllable, High-Frequency Words |
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|
148 | (9) |
|
|
|
148 | (1) |
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Standard Weekly Routines for Use with Sorts 54-55 |
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|
149 | (2) |
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Demonstrate, Sort, Check, and Reflect |
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|
150 | (1) |
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|
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150 | (1) |
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Sort 54 High-Frequency Words Starting with a- and be- |
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|
151 | (1) |
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Sort 55 High-Frequency Words Ending with -le and -y |
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|
151 | (1) |
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Spell Check: Assessment for High-Frequency, Two-Syllable Words |
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|
152 | (5) |
|
Unit 13 Introduction to Inflectional Endings with Plural and Past Tense |
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|
157 | (12) |
|
|
|
157 | (1) |
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Standard Weekly Routines for Use with Sorts 56-59 |
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|
158 | (2) |
|
Demonstrate, Sort, Check, and Reflect |
|
|
159 | (1) |
|
|
|
159 | (1) |
|
Sort 56 Singular and Plural Nouns |
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|
160 | (1) |
|
Sort 57 Word Sort for Plural Endings |
|
|
160 | (1) |
|
Sort 58 Present and Past Tense Verbs |
|
|
161 | (1) |
|
Sort 59 Word Sort for Past Tense Endings |
|
|
162 | (1) |
|
Spell Check: Inflectional Endings with Plural and Past Tense |
|
|
162 | (7) |
|
|
|
169 | |
|
Building, Blending, and Extending Cards |
|
|
170 | (1) |
|
Blank Template for Word Sorts |
|
|
171 | (1) |
|
Independent Word Study Directions |
|
|
172 | (2) |
|
|
|
174 | |
