Background

The Offices of Early Childhood Programs and Elementary Language Arts work to provide teachers with research-based materials and professional learning to support high quality instruction of English Language Arts, utilizing a balanced literacy approach.

Words Their Way for PreK-K supports the instruction of Maryland's College and Career-Ready English Language Arts standards, embedding word study within the components of balanced literacy in order to facilitate effective instruction in the fundamentals of early literacy. The text includes research, pedagogy, activities, and mini-lessons, as well as a one-year access code for online resources.

Words Their Way for PreK-K (WtW) components include:

• Oral language, Vocabulary, and Concept development;
• Alphabet Recognition and Production;
• Phonological Awareness;
• Concepts about Print and Writing;
• Word Study for Phonics and Spelling; and,
• Concept of Word in Text (COW-T).

 

Navigation

• Under the WTW Components tab, you can find information about the components as well as suggested instructional practices for three- and four-year-olds.
• Under the Assessments tab, you can find a list of suggested assessments (formal and informal) to gain insight of a student's knowledge and understanding.
• Under the Activities tab, you can find a sampling of fun, engaging, and developmentally appropriate ways to support vocabulary and concept development, alphabet knowledge, phonological awareness, phonics, concepts about print, and concept of word. These activities are meant to enhance instruction, taking into account a balanced literacy diet.
• Under the Other Resources tab, you can find more information and resources to support sorting for word study and more, including: 
  • Words Their Way Developmental Stages of Systematic Word Study; 
  • Online Sort Inventories, detailing the pre-made sorts available on the Pearson PD Toolkit Links to an external site.;
  • Frequently Asked Questions (FAQs); and,
  • Additional resources to support a balanced literacy approach.

 

Implementation

Based on feedback collected from teachers and other stakeholders, prekindergarten and kindergarten teams should continue to use resources, activities, ideas, etc. from  Words Their Way for PreK-K and No More Teaching a Letter a Week in some capacity with all students. More information can be found in the Language Arts Expectations document. Links to an external site.

 

Johnston, F., Invernizzi, M., Helman, L., Bear, D.R., & Templeton, S. (2015). Words their way for prek-k. New Jersey: Pearson Education, Inc.

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WTW Components

Suggested instructional practices to support Words Their Way for PreK-K components are detailed below; use the links for quick access. Suggested practices can be included in the whole group, guided, or independent settings, as appropriate. This list is not exhaustive, so be sure to explore Words Their Way for research and more information!

• 
  Oral Language
• 
  Alphabet Knowledge
• 
  Phonological Awareness
• 
  Concepts about Print and Writing
• 
  Word Study for Phonics and Spelling
• 
  Concepts of Word in Text

Oral Language

"A well-developed vocabulary is an essential part of school success and is dependent on the richness and frequency of verbal interactions with peers and adults, along with exposure to new objects, experiences, and ideas. Adults should engage children in conversation at every opportunity and intentionally use language that includes new vocabulary and more complex sentences, as well as visuals or other materials that make the new vocabulary clear." (Johnston et al., p. 9-10)

Vocabulary p.10-11

3-year-olds	PreK
Word Selection: Utility or instruction potential Concreteness (i.e. core words) Repetition Thematic/topic relatedness	Word Selection: Utility or instruction potential Concreteness (i.e. core words) Repetition Thematic/topic relatedness
Repeated Exposure	Repeated Exposure
Classroom Routines and Conversations	Classroom Routines and Conversations

 

Read Alouds p.15-20

3-year-olds	PreK
Book Selection: Rich language Enhances listening comprehension Topics that appeal to children	Book Selection: Rich language Enhances listening comprehension Topics that appeal to children Introduce new vocabulary (not common to everyday interactions)
Reread	Reread
Share books through mediations ("talk through")	Share books through mediations ("talk through")
Enrich and extend the read-aloud experience	Enrich and extend the read-aloud experience

 

Oral Language p.20-24

3-year-olds	PreK
Retell stories	Retell stories
Use real experiences (cooking, pets, field trips, etc.)	Use real experiences (cooking, pets, field trips, etc.)

 

Concept Sorts p.24-29

3-year-olds	PreK
Planning for sorting: Choose closed sorts (predetermined categories to sort by) Young children cannot sort using negations (i.e. not)	--
Order of introducing skill of sorting: Concrete objects Pictures	Order of introducing skill of sorting: Concrete objects Pictures Words
Use themes to choose sorting categories	Use themes to choose sorting categories
Use concepts from books to sort	Use concepts from books to sort

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Alphabet Knowledge

"Alphabet knowledge is the strongest predictor of later reading success. Letters have names, sounds, shapes, a set order, upper- and lowercase forms, and they must be written in particular ways. Instead of approaching the alphabet as one letter per week, suggested four-and five-years olds be immersed in the study of letters - all the letters [starting with the letters in classmate's names]. In PreK some teachers might prefer to start with capital letters, but the world of print is full of both capital and lowercase letters, so introduce children to both as soon as possible." (Johnston et al., p. 34-38)

Writing p.37

3-year-olds	PreK
Use a variety of writing surfaces	Use a variety of writing surfaces
Use a variety of writing tools	Use a variety of writing tools
Focus on prewriting strokes	Focus on prewriting strokes and combining to form letters
--	Exposure to different types of font

 

Letter Knowledge p.38-52

3-year-olds	PreK
Exposure to capital and lowercase letters	Exposure to capital and lowercase letters
Alphabet book selection: recognizable letters pictures of common objects avoid blends or digraphs for initial sounds avoid confusing array of sounds for vowels	Alphabet book selection: recognizable letters pictures of common objects avoid blends or digraphs for initial sounds avoid confusing array of sounds for vowels
Alphabet book follow-ups	Alphabet book follow-ups
Use children's names	Use children's names
Alphabet center	Alphabet center
Computer and software	Computer and software
Alphabet games	Alphabet games
--	Letter formation

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Phonological Awareness

"Phonological awareness, the ability to pay attention to, identify, and reflect on various sound structures of speech, has been widely identified as a critical understanding to progress in literacy. Phonological awareness develops gradually over time and progresses from a sensitivity to big chunks of speech sounds, such as whole words, syllables, and rhyme, to smaller parts of speech sounds, such as the individual sounds or phonemes within a word.

Phonemic awareness is a subcategory of phonological awareness and refers to the ability to identify and reflect on the individual phonemes (exp: segmenting thick into three sounds). Emergent learners in preschool and early kindergarten typically develop partial phonemic awareness, such as detecting and separating the initial consonant sounds of words. By late kindergarten, some children will have full phonemic awareness: the ability to separate all the sounds in a word, including blends and the medial vowels.

Phonological awareness activities should progress from exposure and explanation by the teacher, to recognition and identification, and finally to production by the child. Activities should be engaging whole-group language activities that benefit all students, using a variety of instructional strategies that have been identified as successful and effective; it is important to assess and plan explicit small-group lessons for students who need additional support" (Johnston et al., p. 58-59)

Syllables and Words p.59-60

3-year-olds	PreK
Exposure to syllables	Exposure to syllables
--	Teach recognition of syllables and words

 

Rhyme p.63-66

3-year-olds	PreK
Exposure to: explain rhyming books jingles/songs nursery rhymes	Exposure to rhyming: explain rhyming books jingles/songs nursery rhymes rhyming activities
--	Identify rhyming words orally

 

Alliteration/Beginning Sounds p.69-71

3-year-olds	PreK
--	Introduce alliteration with books/activities to develop awareness of beginning sounds
--	Match beginning sounds before segmenting/isolating
--	Introduce segmenting with continuous consonant sounds (i.e. /s/, /f/, and /m/)
--	After working on segmenting, continue on to blending sounds and substituting/manipulating beginning sounds

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Concepts about Print and Writing

"The world of print has its own special forms and functions. Although children might be surrounded by letters in books, on signs, and on labels, they need to have adults show them what purposes print serves and the special ways in which the visual forms of print are organized. Classrooms provide opportunities for teachers to model and explain functions of print; the key for teachers is to use print referencing: to think aloud, explain, and draw children's attention in explicit ways to written language. Research has demonstrated that children's concepts about print are moderately correlated with reading ability in the primary grades. When teachers use a print referencing style as they read and write [such as shared, modeled, and/or interactive writing and reading], their students show growth on measures of concepts about print, letter recognition, and name writing." (Johnston et al., p. 80-80)

Functions of Print 80-81

3-year-olds	PreK
Print referencing: to think aloud, explain, and draw on children's attention in explicit ways to written language.	Print referencing: to think aloud, explain, and draw on children's attention in explicit ways to written language.
Table 4.1	Table 4.1
Table 4.2	Table 4.2

 

Forms of Print p.81

3-year-olds	PreK
Exposure to capital and lowercase letters	Exposure to capital and lowercase letters
Table 4.2	Table 4.2

 

Emergent Writing p.82-83

3-year-olds	PreK
Characteristics of writing: learn how to hold and control writing instruments prewriting strokes (scribbles) recognition that pictures and print as separate symbol systems "Mock Linear"- linear scribbles, comparative to writing letters represent sounds	Characteristics of writing: learn how to hold and control writing instruments prewriting strokes (scribbles) recognition that pictures and print as separate symbol systems "Mock Linear"- linear scribbles, comparative to writing letters represent sounds
--	After the emergent writing stage, students move to the letter-name alphabetic stage where they are working on developmental spelling.

 

Reading with Children p.85-86

3-year-olds	PreK
Environmental print	Environmental print
Shared reading use simple, memorable text use enlarged copy of the text to model tracking and choral reading	Shared reading use simple, memorable text use enlarged copy of the text to model tracking and choral reading

 

Writing with Children p.88-92

3-year-olds	PreK
Environmental print	Environmental print
Supporting writing: gradual release of responsibility	Supporting writing: gradual release of responsibility
Getting ready to write with children: place tools and materials where children can easily see and participate model the same style of writing that you want children to learn talk about and model correct letter formation when supervising group writing, focus on correct spelling and model how to correct mistakes if needed	Getting ready to write with children: place tools and materials where children can easily see and participate model the same style of writing that you want children to learn talk about and model correct letter formation when supervising group writing, focus on correct spelling and model how to correct mistakes if needed
What to write-model a variety of purposes: charts (i.e. rules, notes, labels, etc) record observations, retellings, etc. graphic organizers model independent writing strokes	What to write- model a variety of purposes: charts (i.e. rules, notes, labels, etc) morning message record observations, retellings, etc. graphic organizers model independent writing

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Word Study for Phonics and Spelling

 "Alphabet knowledge (letters) and phonemic awareness (sounds) are two of the most powerful predictors of success in learning to read. Children combine these as they learn the letter-sound correspondence needed for phonics and spelling. Phonics is usually associated with reading words (or decoding) whereas spelling is associated with writing words (or encoding). But the two are best though of as complementary processes that depend on knowledge of the systematic match between letters and sounds." (Johnston et al., p. 101)

Learning to Spell p.101-108

3-year-olds	PreK
Developmental spelling stages: Emergent stage ("mock linear") (i.e. making marks on paper, controlling writing instruments and tools)	Developmental spelling stages: Emergent stage ("mock linear", prephonetic) Letter name-alphabetic stage
Figure 5.2	Figure 5.2

 

Word Study p.109-114

3-year-olds	PreK
Emergent Letter-Picture Sorts, as appropriate (concept, phonological awareness, alphabet knowledge)	Emergent Letter-Picture Sorts (concept, phonological awareness, alphabet knowledge, concepts of print)
--	Beginning consonant sorts
--	Guidelines for beginning sounds sorts on p.113

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Concepts of Word in Text

Phonological awareness and alphabet knowledge are powerful predictors of children's early reading development, and phonics instruction is also essential for children to learn to read. But one of the best indicators of children's progress in emergent reading is their developing concepts of word in text (COW-T). COW-T is a child's ability to match speech to print accurately as he or she touches each word in a memorized song, rhyme, or jingle. It is a critical component of early literacy development and a "watershed event," because it brings together and solidifies all of the foundational emergent literacy skills. Achieving COW-T is necessary to develop an initial sight word vocabulary and to start reading in a conventional way." (Johnston et al., p. 139)

Concept of Word in Text Continuum (COW-T) p.140-142

3-year-olds	PreK
Table 6.1 (p.142)	Table 6.1 (p.142)
Developing COW-T: able to recite words to a memorized nursery rhyme or jump rope jingle	Stages of COW-T: Developing COW-T (able to recite words to a memorized nursery rhyme/jingle) Rudimentary COW-T (can track words from left to right but may not always be accurate word for word) Firm COW-T (can accurately track words and identify words in and out of context)

 

Word Recognition p.142-144

*The authors stress the term sight word as any word that a reader can recognize immediately, without hesitation, "at first sight".

3-year-olds	PreK
Developing COW-T: Pre-alphabetic readers	Developing COW-T: pre-alphabetic readers Rudimentary COW-T: partial alphabetic readers Firm COW-T: full alphabetic readers
--	Wait until rudimentary COW-T to start sight word instruction in isolation

 

Planning Instruction p.144-149

3-year-olds	PreK
Model and explain tracking when reading	Model and explain tracking when reading
Use print sources (books, nursery rhymes) to model and practice COW-T skills	Use print sources (books, nursery rhymes) to model and practice COW-T skills
Picture captions and dictations: to record what children say about a picture (ask to write on student's work first!)	Picture captions and dictations: to record what children say about a picture (ask to write on student's work first!)
--	Increase sight word development in and out of context
--	Word Wall
--	Word identification games and activities
--	Whole-to-part five-day plan

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Assessments

Suggested assessments (formal and informal) to gain insight of a student's knowledge and understanding are detailed below. These assessments are optional and can be used as a compliment to observation, teacher-developed assessments, assessments from Literacy Beginnings and Little Treasures, etc. They can also be used to help complete PreA Checklists and Learning Progress Forms.

• 
  Oral Language
• 
  Alphabet Knowledge
• 
  Phonological Awareness
• 
  Concepts about Print and Writing
• 
  Word Study for Phonics and Spelling
• 
  Concepts of Word in Text

Oral Language (p.30)

• Answering direct questions (e.g., yes/no, simple wh questions)
• Retelling stories and read alouds (e.g., tally vocabulary growth expressed in retelling through anecdotal notes)
• Concept sorts (e.g., tally vocabulary growth expressed in explaining sorts through anecdotal notes)

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Alphabet Knowledge (p.54-55)

• Sequence of letters (i.e., can separate LMNOP as distinct letters)
• Recitation and pointing (i.e., using an alphabet chart, can point to a specific letter)
• Random recognition (i.e., can recognize letters using a variety of materials and settings, in and out of context)
• Letter production (i.e., can write a random letter)
• Name writing (i.e., note if using capitals or a mix; refer to the Handwriting Resource Guide for developmentally appropriate handwriting instruction)
  • Appropriate for PreK,L.PK.1.a, L.PK.2.a
• Sounds of letters - can produce letter sounds with adult pointing to letters (expressive and receptively)
  • Appropriate for PreK, RF.PK.3.b

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Phonological Awareness (p.76)

Table 3.6 from Words Their Way PreK-K

Skill	Recognition with Visual Support	Production in an Oral Task
Syllables	Sort pictures by number of syllables	Say and segment syllables
Rhyme	Odd one out with rhyming pictures	Produce a rhyme
Partial Phonemic Awareness/Alliteration	Find a match for beginning sounds with pictures	Puppet talk to segment initial sounds
Full Phonemic Awareness	Push and segment the sounds with pictures	Spelling task (see Ch.5)

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Concepts about Print (p.96-97)

• Name writing assessment (collect samples throughout the year)
• Assessment of writing (collect samples throughout the year)
• Clay's Assessment of Concepts about Print - use Figure 4.8 (p.97) to score
• Concept sorts (sort pictures, letters, words, and sentences together - use prepared sort on p.203)

 

Word Study for Phonics and Spelling (p.129-136)

• Observe children's writing (e.g., collect samples throughout the year but be aware if they are using inventive spelling or copying print)
• Assessment for beginning consonants (e.g., use resource on p.204)

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Concepts of Word in Text (p.167-168)

 Complete assessment in the following order (similar to steps used during instruction):

1. Memorize a rhyme such as Humpty Dumpty (i.e., able to recite rhyme independently); see Poems Links to an external site. for more!
2. Model 1:1 correspondence or tracking when reading (i.e., observe child pointing to words
3. Assess word identification in context in rhyme) (i.e., "What word is this?")
4. Assess word identification out of context, as appropriate (across materials and environments) (e.g., able to identify words via flashcard method)

Activities

Suggested activities to support a balanced literacy diet are detailed below; use the links for quick access. Activities can be included in the whole group, guided, or independent settings, as appropriate. This list is not exhaustive of the many activities highlighted in Words Their Way for PreK-K, so be sure to explore the book for more ideas to complement your instruction!

• 
  Oral Language
• 
  Alphabet Knowledge
• 
  Phonological Awareness
• 
  Concepts about Print and Writing
• 
  Word Study for Phonics and Spelling
• 
  Concepts of Word in Text

 

Oral Language

3-year-olds	PreK
Recast, Expansion, and Questions: expand language by asking open-ended questions such as "What are you going to build with blocks?" (p.13)	Recast, Expansion, and Questions: expand language by asking open-ended questions such as "What are you going to build with blocks?" (p.13)
Show and Tell: 3-5 minutes total. Needs to be carefully planned. (p.15)	Show and Tell: 3-5 minutes total. Needs to be carefully planned. (p.15)
Anchored Vocabulary: preplan vocab, present words with pics/objects, then read story with targeted vocab, (p.18-19)	Anchored Vocabulary: preplan vocab, present words with pics/objects, then read story with targeted vocab. (p.18-19)
Retelling: elaborate read alouds with rereading and letting children help tell the story using props. (p.20)	Retelling: elaborate read alouds with rereading and letting children help tell the story using props. (p.20)
Tower of Talk: with each conversational turn, students add a block to tower. (p.20)	Tower of Talk: with each conversational turn, students add a block to tower. (p.20)
--	Antonyms: read a story with sets of antonyms and then act out opposites after reading. (p.23)
Concept Sorts: sort in predetermined categories with concrete objects. (p.25)	Concept Sorts: sort into categories with concrete objects (p.25)

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Alphabet Knowledge

3-year-olds	PreK
Alphabet song (p.38)	Alphabet song (p.38)
Create class alphabet book (p.43)	Create class alphabet book (p.43)
--	Name of the Day (p.44-45)
Building student names with Manipulatives: magnetic letters, matching cards, etc. (p.44-51)	Building student names with Manipulatives: magnetic letters, matching cards, etc. (p.44-51)
--	Name Grids: top to bottom: name printed, name letter cards, write name. (p.46)
Name Puzzles (p.47)	Name Puzzles (p.47)
--	Alphabet Strips: focus on letters "before" and "after." (p.48)
--	Floor-Size Letters (p.50)
	Font Sorts: PD Toolkit Links to an external site., Word fonts, magazines (p.51)
Alphabet Matching: eggs, unifix cubes, etc. (p.53)	Alphabet Matching: eggs, unifix cubes, etc. (p.53)

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Phonological Awareness

3-year-olds	PreK
	Syllables in Names (p. 62)
	Sorting Pictures by Syllables (p. 62-63)
Matching and Sorting Rhyme Objects/Pictures (p. 66)	Matching and Sorting Rhyme Objects/Pictures (p. 66)
What's in the Surprise Sack: Dr. Jean song with rhyming objects to introduce rhyming
	Sorting by Initial Sound, (p. 73)
Poems Links to an external site.	Poems Links to an external site.

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Concepts about Print

3-year-olds	PreK
Read Signs around School (p.84)	Read Signs around School (p.84)
Label the Room: words and pictures (p.85)	Label the Room: words and pictures (p.85)
Match Environmental Print: consider common labels such as McDonalds, Target, Oreos, etc. (p.85)	Match Environmental Print: consider common labels such as McDonalds, Target, Oreos, etc. (p.85)
Lesson 4.1: Steps in a Shared Reading Activity, p. 87	Lesson 4.1: Steps in a Shared Reading Activity, p. 87
Lesson 4.2: The Morning Message, p. 87-88	Lesson 4.2: The Morning Message, p. 87-88
Write for Children (p.89)	Write for Children (p.89)
Independent Writing: make invitations for events (p.89)	Independent Writing: make invitations for events (p.89)
Journal Writing: making marks on paper, prewriting strokes (p.93)	Journal Writing: making marks on paper, prewriting strokes (p.93)
Writing Centers, p. 94-95	Writing Centers, p. 94-95
Poems Links to an external site.	Poems Links to an external site.

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Word Study for Phonics and Spelling

• Emergent Picture/Word Sorts (see: Other Resources, PD Toolkit Links to an external site.)
  • Set a slow pace for PreK
  • In general, phonics instruction in preschool is limited to the study of beginning consonants
  • Other appropriate early emergent-level sorts include concept, phonological awareness, alphabet knowledge, and concepts of print. See "Other Resources" for the Developmental Sequence of Systematic Word Study. 

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Concepts of Word in Text

3-year-olds	PreK
Poems Links to an external site.	Poems Links to an external site.
	Cut-Up Sentences: cut up words in sentences and students glue together (p.148)
Picture Captions/Dictations and Language Experience Approach (p.149)	Picture Captions/Dictations and Language Experience Approach (p.149)
Personal Readers (include pictures for students to remember rhymes) (p.150)	Personal Readers (include pictures for students to remember rhymes) (p.150)
Chant the Letters: environmental print words (p.156)	Chant the Letters: environmental print words (p.156)

 

Sorts for Word Study

"Categorizing is a natural way that we make sense of the world, finding order and similarities across multiple encounters with words, objects, and ideas. The simple process of sorting pictures and words into categories is at the heart of word study. Sorts focus attention on the sounds and letters within words that children can already say in an analytic approach to beginning phonics instruction. In a synthetic approach, children are directly taught letter-sound correspondences, including vowels, and then are expected to blend sounds together to decode unknown words. The analytic approach taken in Words Their Way for PreK-K is sensitive to the young child's development and allows phonics instruction to begin without the mastery of short vowels. During the study of word families, children do learn to blend sounds and when children apply their phonics knowledge in their early writing, they are exercising a synthetic approach as they match letters to sound one by one." (Johnston et al., 109-110)

 

Developmental Stages of Systematic Word Study

As part of developmentally appropriate practice, and to best meet the needs of your learners, plan instruction that matches the students' developmental level. For young children, set a slow pace and introduce the skill of sorting first with objects, then with pictures as they grasp the concept with increased difficulty. Please note that children younger than four do not understand negations (i.e. not), therefore should not be sorting into categories with "not ____" (i.e. food, not food). 

In general, phonics instruction in preschool is limited to the study of beginning consonants. Other appropriate early emergent-level sorts include concepts, phonological awareness, alphabet knowledge, and concepts of print. See "Other Resources" for the Developmental Sequence of Systematic Word Study. See Chapter 5: Word Study for Phonics and Spelling, p. 129-136, Appendix A, or the PD Toolkit Links to an external site. for assessments to identify the stage of development.

Developmental Stages of Systematic Word Study Links to an external site. (includes suggested sorts and pacing)

 

Sorts

The following links are organized lists of the pre-made sorts that can be found on the PD Toolkit Links to an external site.. Sorts are searchable by name or developmental stage (emergent or letter name-alphabetic). You can also make your own sorts using the PD Toolkit's "Create a New Sort" feature or Words Their Way for PreK-K, Appendices B and C.

• Emergent and Late Emergent (Letter/Picture) Online Sort Inventory Links to an external site.
• Additional Categories Online Sort Inventory Links to an external site. 

 

Online Resources: PD Toolkit

Pearson's PDToolkit Links to an external site., an online subscription-based resource, provides the tools that educators need to effectively plan and implement instruction. Together with Words Their Way for PreK-K, the PDToolkit Links to an external site. introduces technology integration by aligning text to online videos, resources, assessments, and more; specific to each chapter. The PDToolkit Links to an external site. replaces previous CD-ROMs and DVDs once available with our textbooks and removes any download or program compatibility issues.

When accessing the PD Toolkit Links to an external site. for the first time, register using your access code (found in the back of the book). The code provides a 12 months of prepaid access from the time of activation. More detailed steps can be found in the back of your Words Their Way for PreK-K book. All sorts from the PD Toolkit Links to an external site. can be saved as PDF files for printing or later use. Interactive sorts can be played on the PD Toolkit Links to an external site. site or saved as PDF files.

 

FAQs

Frequently Asked Questions for Prekindergarten Links to an external site.

 

Additional Materials

• Words Their Way - Literacy Beginnings - English Language Arts Standard Alignment Links to an external site.
• Five Elements to Include When Organizing a Classroom to Support a Balanced Literacy Diet Links to an external site.
• Developmental Stages of Writing Links to an external site.
• Poems Links to an external site. (can be used for various components of balanced literacy)

 

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