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Guiding Readers-- Layers of Meaning
This book explains how to develop all aspects of reading comprehension for pupils aged 7--11. It includes eleven in-depth case studies -- taken from real-life classrooms -- of lessons on fiction and non-fiction, poetry and picture books, advertising and film.
Teaching Primary English
Now in its second edition, Teaching Primary English is a bestselling, comprehensive, evidence-informed guide designed to support and inspire teaching and learning in the primary school. Written in a clear and accessible way, it draws on the very latest research and theory to describe and exemplify a full and rich English curriculum. It offers those on teacher training courses, as well as qualified teachers who are looking to develop their practice, invaluable subject knowledge and guidance for effective, enjoyable classroom practice. Throughout there is an emphasis on equity and inclusion. Advice and ideas are supported by explicit examples of good teaching linked to video clips filmed in re...
Teaching Reading at Key Stage 1 and Before
The requirements of the National Literacy Strategy are fully addressed in this book on teaching reading at Key Stage 1 and before. It features coverage of the structure and use of the English language and gives an explanation of classroom planning and management, based on an understanding of how children learn and progress. Included is also practical guidance on effective teaching practice, embedded in a modern theoretical framework.
The Literate Classroom
Now in its third edition, The Literate Classroom offers essential information and advice from leading experts about the teaching of primary English to students, NQTs and less confident teachers of literacy. Presenting a range of refreshing and challenging viewpoints from experienced classroom practitioners, this book describes how the theory behind key areas of literacy teaching can be transformed into realistic learning experiences within the classroom. Split into five sections, this book outlines effective measures in inspiring children to become confident with all aspects of literacy through speaking and listening, creative approaches to reading and writing and new experiences with poetry...
Teaching English Creatively
What does it mean to teach English creatively to primary school children? Teaching English Creatively encourages and enables teachers to adopt a more creative approach to the teaching of English in the primary school. Fully updated to reflect the changing UK curricula, the second edition of this popular text explores research-informed practices and offers new ideas to develop imaginatively engaged readers, writers, speakers and listeners. Underpinned by theory and research, and illustrated throughout with examples of children’s work, it examines the core elements of creative practice and how to explore powerful literary, non-fiction, visual and digital texts creatively. Key themes addresse...
Eric Hobsbawm: A Life in History
At the time of his death at the age of 95, Eric Hobsbawm (1917-2012) was the most famous historian in the world. His books were translated into more than fifty languages and he was as well known in Brazil and Italy as he was in Britain and the United States. His writings have had a huge and lasting effect on the practice of history. More than half a century after it appeared, his books remain a staple of university reading lists. He had an extraordinarily long life, with interests covering many countries and many cultures, ranging from poetry to jazz, literature to politics. He experienced life not only as a university teacher but also as a young Communist in the Weimar Republic, a radical s...
Bridging Bands for Guided Reading
The 'dip in literacy achievement' experienced by some children at age 7-8 may in part be due to a steep rise in text reading challenge that children encounter at this age. This guide will help teachers set up comprehensive Guided Reading resources that support children's development as they move into Key Stage 2.
Starting School
"This is a unique portrait of a group of working-class families whose 4 year old children start school on the cusp of the millenium in urban Britain. It is a brilliant analysis of ways in which parents, children and teachers strive to cross cultural and linguistic boundaries to come to a common understanding of 'school'. Beautifully written, it is essential reading for all involved in the education of young children." - Eve Gregory, Professor of Language and Culture in Education, Goldsmiths, University of London. "This book will challenge and support practitioners in their quest to improve early childhood practice. The use of theory is 'friendly' and the real-life examples of the experiences...
Thinking Globallly Acting Locally
This unusual book is more than just the memoir of a distinguished career. It is a history of the twentieth century reflected in the life and work of one individual. It begins in 1938 with a year in the life of an eight year old Viennese Jewish boy as he experiences the worst and best of humanity, from Nazi persecution to rescue by strangers through the Kindertransports. It tells of his encounters with an English schooling system at its worst and best and of his formative years. But this is not a story of one person’s liberation. That little refugee boy grew up to contribute to the liberation of hundreds of thousands of people world-wide. Influenced by his own early experiences, Peter Mittl...
Collaborative Creative Thought and Practice in Music
The notion of the individual creator, a product in part of the Western romantic ideal, is now troubled by accounts and explanations of creativity as a social construct. While in collectivist cultures the assimilation (but not the denial) of individual authorship into the complexities of group production and benefit has been a feature, the notion of the lone individual creator has been persistent. Systems theories acknowledge the role of others, yet at heart these are still individual views of creativity - focusing on the creative individual drawing upon the work of others rather than recognizing the mutually constitutive elements of social interactions across time and space. Focusing on the ...
