Prepare with confidence for the end of year SATs tests with Scholastic National Curriculum Tests. Scholastic's practice tests are fully in line with the Year 2 and Year 6 SATs Tests. Examination: SATs Curriculum: National Curriculum for England Year: Year 4 Subject: Grammar, Punctuation and Spelling Each book contains three complete practice tests and a guidance and mark scheme. These practice tests have a similar look to the real test, to help familiarise children with both the content and format of these tests. The guidance and mark scheme provides advice for parents and carers on how to use the tests and how to support children in preparing for them. [Content previously published as separate test papers in packs of the same name]

Level: KS1 Subject: English Elevate English at home with these fun quick quizzes! A fun and easy way to test key skills taught at school Simple, clear layout with colourful illustrations Includes a motivating 'colour in your score' chart for every quiz Handy hints to help guide children through the quizzes Answers are included to help you to support children's learning at home

Level: KS2 Subject: English An engaging Grammar and Punctuation activity book to really help boost your child's progress at every stage of their learning! Including helpful questions and answers, this English book provides reassurance whilst supporting your child's learning at home. Combining useful English practice with engaging, colourful illustrations, this Grammar and Punctuation practice book helps to boost your child's confidence and develop good learning habits for life. Each fun activity is designed to give your child a real sense of achievement. Included in this book: questions that allow children to practise the important skills learned at school colourful activities that make learning fun and motivate children to learn at home helpful tips and answers so that you can support your child's learning

The Grammar 1 Workbooks 1-6 contain grammar, spelling and punctuation topics ideal for children who have completed their first year of phonics. These workbooks provide structured practice and support for children entering their second year of literacy learning after mastering basic reading and writing skills. Following the units covered in The Grammar 1 Handbook, Grammar 1 Workbooks 1-6 cover an academic year of fun activities that reflect Year 1/P1 teaching. Containing handy checklists for what children are learning in school, these workbooks enable children to be confident writers through independent practice. Ages 5+. Content Grammar 1 Workbook 1 Reinforcing: 42 letter sounds and alternative vowel spellings from the phonics year. Introducing: capital letters, initial consonant blends, sentence formation, proper nouns, common nouns & key rules for spelling. Grammar 1 Workbook 2 Reinforcing: capital letters, initial consonant blends, sentence formation, proper nouns. Introducing: alphabetical order, plurals, pronouns, short vowels, the use of 'a' and 'an' before nouns and key rules for spelling. Grammar 1 Workbook 3 Reinforcing: alphabetical order, learning of short vowels, capital letters, proper nouns and initial consonant blends. Introducing: verbs, conjugation, verb tenses and key rules for spelling. Grammar 1 Workbook 4 Reinforcing: alphabetical order, short vowel sounds, nouns, adjectives, verbs and plurals. Introducing: final consonant blends, compound words, and key rules for spelling. Grammar 1 Workbook 5 Reinforcing: alphabetical order, adjectives, verbs, plurals, compound words, final consonant blends and the use of 'a' and 'an' before nouns. Introducing: adverbs, antonyms and key rules for spelling. Grammar 1 Workbook 6 Reinforcing: verb tenses, alphabetical order, plurals, adverbs, antonyms and final consonant blends. Introducing: speech marks, word webs, questions, and key rules for spelling.

This book comprises a synthesis of current directions in reading research, theory, and practice unified by what has been referred to as the engagement perspective of reading. This perspective guides the research agenda of the National Reading Research Center (NRRC), a consortium of the University of Georgia, University of Maryland, and affiliated scholars. A major goal of the book is to introduce reading researchers to the engagement perspective as defined by the NRRC and to illustrate its potential to integrate the cognitive, social, and motivational dimensions of reading and reading instruction. Engaged readers are viewed as motivated, strategic, knowledgeable, and socially interactive. They read widely for a variety of purposes and capitalize on situations having potential to extend literacy.
The book is organized into four sections representing key components of the NRRC research agenda and the engagement perspective. This perspective emphasizes contexts that influence engaged reading. Accordingly, the first section of the volume focuses on the social and cultural contexts of literacy development, with chapters devoted to examining home influences, home-school connections, and the special challenges facing ethnic minorities. The engagement perspective also implies greater attention to the role of motivational and affective dimensions in reading development than traditional views of reading. Therefore, the second section examines motivational theory and its implications for reading engagement, with special attention to characteristics of classroom contexts that promote motivation in reading. The engagement perspective embraces innovative instructional contexts that address the cognitive, social, and motivational aspects of reading. Thus, the third section includes chapters on current directions in promoting children's learning from text, on the value of an integrated curriculum in promoting reading engagement, and on the challenges of assessing students' development as engaged readers. Finally, the broader conception of reading implied by the engagement perspective requires an expanded array of research approaches, sensitive to the complex and interacting contexts in which children develop literacy. The concluding section focuses on these important contemporary issues in literacy research and educational research, with chapters examining the variety of alternative modes of inquiry gaining prominence in literacy research, teacher inquiry, and ethical issues of collaboration between university and teacher researchers.
Intended for university-based researchers, graduate students, and classroom teachers, this volume brings together researchers who think about students and their literacy development in school and home communities in distinctly different ways. The cooperative and collaborative inquiry presented contributes to a richer understanding of the many factors influencing engaged reading.

CGP's Targeted 10-Minute Tests for Ages 9-10 are the perfect way to hone pupils' skills on specific subjects and topics. This Comprehension book is full of realistic, quick-fire practice on the tricky Comprehension questions pupils will have to answer in the GL 11+ English Paper. It contains over 30 tests covering a variety of different texts, including non-fiction, fiction and poetry. Plus, all the trickier content is broken up with fun puzzle pages, and we've included answers for every question, with full explanations so that you're never left in the dark. If all that wasn't enough, this book also comes with a free online edition for you to view on your PC, Mac or tablet.

This is the second of a two-volume publication which provides an international perspective on how children learn to read. Research studies and classroom experiences from around the world are reported, highlighting implications for the design implementation and evaluation of classroom reading programmes. Contributions are included from the UK, USA, Canada, Australia, Jamaica and Israel with evidence drawn from over 18 countries. Despite the contexted differences, there are many common concerns and controversies. From these, three areas are identified: the first is developing an improved understanding of the nature of children's early reading development; the second is the consideration of the ways in which children's reading can be encouraged. This volume addresses the issues of curriculum and assessment in the context of accountability.

How do young children bridge the gap between "writing" a story with pictures and writing with words? How children learn to use written words to tell a story is a topic important to both cognitive development and early literacy instruction. Using the theoretical framework developed by Vygotsky, the behavior of a group of prekindergarten children as they author two consecutive pieces of writing is analyzed. The children tell their stories at first with spoken words and pictures. As they discuss their work-in-progress in public conferences, they discover how to build on and combine existing skills to produce a new skill -- telling stories with written words.
Current descriptive and theoretical perspectives on beginning writing are presented in this volume, with a particular focus on Vygotsky's concept of the "zone of proximal development," a period of sensitivity in which learning advances. The proposed mechanism of change is "verbal mediation" -- talk among peers and teachers as they discuss work-in-progress -- which moves the children through the zone of proximal development.
An open, whole-language approach to literacy instruction makes the classroom in this book an ideal arena in which to observe verbal mediation in operation. Children are free to question, criticize and argue; and in the process they collectively advance their developing ability to use written language.
The work is unique in that the rich and comprehensive data record is reproduced in its entirety. More than 400 illustrations of the children's products -- two "books" apiece, pictured before and after the children's revisions -- are included, along with transcripts of the conferences about each of the pages, permitting direct observation of the effects of verbal mediation. This dynamic study documents change during a period of time when specific learning is occurring, and provides strong support for the value and power of Vygotsky's theoretical framework.

The question of how the problems of slow readers can be caught early and remedied has been much in the news lately. In this very practical book for teachers and support teachers, based on extensive work in the classroom, Brigid Smith shows how to exploit the links between writing and reading to give children the all-important experience of literacy. The children with whom she works are encouraged to dictate their own stories to a helper and then to read these back. From their success in this, they are gradually guided towards the skills needed to decode unfamiliar text. At the same time the stories increasingly acquire features characteristic of written rather than oral language and in editing them, the children practice compositional skills which would otherwise be beyond their reach. Brigid Smith explains how teachers can use this approach in their own classrooms with different kinds of texts, with individuals, with groups and with children of all abilities. While her emphasis is on enjoyment and independence for the reader, she also shows how the method she suggests can fulfil the requirements of the National Curriculum and how progress can be monitored for assessment purposes.

The book has poems and sayings, traditional and modern, to give children time to explore rhythm and rhyme. Stars of Africa is an exciting reading series for learners from Grade R to Grade 7. The series contains a wonderful selection for Foundation Phase learners to build their confidence as readers, widen their knowledge as learners and increase their reading pleasure. There are two types of books in the series: * Stories: The stories are beautifully illustrated in full colour, set in urban and rural envrionments in countries all over Africa, and include titles to appeal to every child. * Info (Information) Books. The info books introduce concepts and content from all learning areas and are illustrated in full colour to stimulate reading and learning. The books are divided into four levels: * Starting - for Grades R and 1 * Practising - for Grades 2 and 3 * Improving - for Grades 4 and 5 * Independence - for Grades 6 and 7 Within each level, the books have been graded further for difficulty into three sub-levels: A, B and C. For learners in Grades R-3, Stars of Africa has: * books with no text, and beautiful illustrations * books with very simple, repeated text * Big Books, for teachers to use with a whole class * stories and information books* books with simple captions * books with photographs * counting books and alphabet books * a book with rhymes, poems and song * books about life and growing up in Africa * books that provide knowledge of and encourage a love for the environment * a dictionary activity book * a book that deals with the experience of AIDS * a book that celebrates children's rights * a personal dictionary Activity Book that learners can use to compile their own word list for each letter of the alphabet.

Build, reinforce and assess knowledge with additional practice and revision activities for all strands of the Cambridge Primary curriculum frameworks. - Boost confidence and check students' progress with review tests and practice questions. - Improve technique with a range of engaging activities and worked examples. - Consolidate knowledge with key content presented in a manageable and focussed format. The Cambridge Primary Revise for Study Guides can be used independently for homework or additional practice, or alongside the Teacher's Guides in the classroom. This resource has not been through the Cambridge International endorsement process.

The impetus for this book emerged from a conference that brought together publishers, and reading researchers and educators for the purpose of examining the best available research evidence about what we know -- and what we have yet to learn -- about the teaching of reading and about how children learn to read. The goal of the conference was to contribute to a sound research base upon which to develop classroom practices that will ensure that every American child will become fully literate.
Because the field is still so deeply divided over the best ways to translate belief into classroom practice, the editors decided to highlight rather than gloss over these divisions. It is hoped that the papers in this volume will promote thought and discussion that will lead to action in improving reading instruction for children, now and into the new century.

This bumper Year 4 Question Book is packed with essential practice for grammar, spelling and punctuation, all perfectly matched to the National Curriculum! There are notes and examples throughout the book to help children get started on each topic, and tick-boxes to keep track of how confident they're feeling about their skills. Complete answers are included in a cut-out-and-keep section for easy marking. (If you prefer, the Grammar (9781782941200), Punctuation (9781782941248) and Spelling (9781782941286) sections of this books are available as separate Question Books.)

Vuma – a truly South African reading instruction programme created to inspire a love of reading in children through lively and entertaining stories. Vuma provides comprehensive teacher support and guidance, making it a complete solution for teaching and assessing reading. Fun, age-appropriate stories centre around a diverse group of loveable characters to whom all South African children can relate. This finely levelled reading instruction programme has been specifically developed for teaching and assessing reading in the Foundation Phase. Each story has been individually developed around the structure and vocabulary of the language for which it was written. The Vuma Reading Instruction Programme has a number of different resources that work together to offer a comprehensive reading solution. Vuma is currently available for English First Additional Language, and Afrikaans, isiXhosa, isiZulu and Sepedi Home Language. The core resources are: Finely levelled Readers with stories that will delight boys and girls; Engaging Workbooks with activities to entrench reading and comprehension skills; and Comprehensive Teacher’s Guides with detailed guidance, lesson plans and assessments.

What should you eat? is the eighth Reader of Level 3 in the Aweh! English First Additional Language reading scheme. Aweh! is a graded reading scheme that will awaken any child's imagination as they join Mama Africa in saving the world's stories by charging the Umthombo; the well of stories. The bright and colourful artwork provides a child-centred learning opportunity that integrates both the weekly Mathematics concept and the Life Skills topic. The inside cover identifies the key vocabulary and phonic focus for every Reader. The back inside cover offers a fun writing activity to consolidate the child's understanding and to link reading to writing.

The Smart-Kids Read! series is designed and created by teachers and reading specialists to help children learn to read confidently and enjoy reading. The series is perfect for children who are starting to recognise words. All the books include notes for parents, a wordlist and activities to enhance comprehension skills. Kids will have such fun, they won't even know they're learning! Smart-Kids Read! Level 3 is for children who are ready to read short paragraphs. At this level, children use their existing reading vocabulary and the pictures to read the stories. Your child will practise reading familiar words in new, fun and interesting contexts and increase his or her reading vocabulary. Once a child recognises sentences, they are ready to follow the adventures of the loveable Smart-Kids characters in Level 4.

The third of four levels of decodable books, providing the best start for children just starting to read. At every stage the words are within the reach of children as they use their letter sound knowledge and tricky words already taught. Tricky words are shown at the beginning of each book. Comprehension questions and discussion topics are provided at the end of each book. Also includes guidance for teachers and parents. Light type is used as a guide for those few letters that should not be sounded out, such as the /b/ in lamb. Level 3: Introduces the 'magic e' for spelling words with the long vowels, as in 'make', 'like', 'bone' and 'tune'. Introduces some alternative spellings of the digraphs. 3 series - Inky Mouse and Friends, General Fiction & Nonfiction 6 different books per series, all 18 titles in Complete Set 16 Pages per book 40 Tricky Words per book 4 Sentences per page (approx) 5 Alternative spellings per book Each series is also available separately: Level 3 Inky & Friends Level 3 General Fiction Level 3 Nonfiction

This volume centers on the words and experiences of teachers and students who used QUILL -- a software package developed by the authors to aid in writing instruction. It looks in detail at the stories of these early users and considers questions relevant for other teachers, students, researchers, and developers of educational innovations. Questions posed include:
* What does it mean to develop an environment for literacy in an actual classroom?
* How can a teacher create an environment in which students work together toward meaningful goals?
* How can a teacher promote the rich communication so necessary for developing language?
* What is the role of technology in the practice and development of literacy?
The examination of the QUILL experiences provides a fuller and more revealing account of what it meant to use QUILL than would have been possible through standard evaluation techniques. At the same time, the focus on the particulars also finds analogues in analyses of similar pieces of open-ended software or educational innovations in general.

Rimpelstories is ‘n leesprogram vir die Grondslagfase (Afrikaans huistaal), wat uit 88 aantreklike geïllustreerde storie- en feiteboekies bestaan. Die reeks is uitkomsgebaseerd met ‘n vaardigheidsbenadering as grondslag. Luister-, praat-, lees-, skryf-, taal-, leer- en denkvaardighede word op ‘n natuurlike wyse geïntegreer en ontwikkel progressief. Die leesboeke vir elke graad is in vier vlakke ingedeel, om voorsiening te maak vir lesers met verskillende vlakke van leesvaardigheid. Daar is ook ‘n Onderwysersgids vir elke graad wat al die inligting bevat wat nodig is om die die program vir lees suksesvol te beplan en aan te bied. Die Onderwysersgidse bied ook voorbeelde van werksvelle en assesseringstabelle. Vir Graad 1 en 2 is daar ook ‘n Handleiding vir liedjies en musiek en ‘n Oudio kassetband met musiek en sang beskikbaar, wat albei dien as versterking van die woordeskat en taalstruktuur wat in die storieboeke bekendgestel word, terwyl musiekvaardighede terselfdertyd verwerf word.