This book is about playful texts - picturebooks and novels which play on words and/or images in the same way that children play in games of make-believe, transforming the everyday world of common sense meaning into a self-reflexive playworld which works to disclose, and subvert, the rules which sustain it. Taking their cues from the metacommunicative dimension of make-believe play, the texts employ transparent strategies which serve simultaneously to draw attention to the making of textual meaning and to disclose the processes by which those meanings are made. Playful texts specialise in multiple storylines, unreliable narrators, language play and visual games, parodies and nonsensical lists. We can therefore say that playful texts are essentially metafictive texts: texts which encourage young readers to reflect on the meaning-making procedures of narrative fiction. This process, it is argued, enhances cognitive development in a number of vital areas, especially in the area of metalinguistic awareness - the ability to identify and talk about the properties of language that is so critically important in the development of language and literacy skills.

Designed to facilitate teachers' efforts to meet the actual challenges and dilemmas they face in their classrooms, Becoming a Teacher Researcher in Literacy Teaching and Learning: * provides background information and key concepts in teacher research * covers the "how-to" strategies of the teacher research process from the initial proposal to writing up the report as publishable or presentable work * illustrates a range of literacy topics and grade levels * features twelve reports by teacher researchers who have gone through the process, and their candid remarks about how activities helped (or not) * helps teachers understand how knowledge is constructed socially in their classrooms so that they can create instructional communities that promote all students' learning. Addressing the importance of teacher research for better instruction, reform, and political action, this text emphasizes strategies teachers can use to support and strengthen their voices as they dialogue with others in the educational community, so that their ideas and perspectives may have an impact on educational practice both locally in their schools and districts and more broadly.

Storytelling helps pupils develop a wide range of skills. Do they dream and fantasize? Do they lie, waffle and distract? These are not just bad habits but marvellous starting points for teaching an art that can help them to pass on experience, train and use imagination, develop language skills, promote their own confidence, communication and creativity and much more. Storytelling and story making may indeed be essential catalysts in developing critical and analytical thinking skills too. Storytelling and Imagination: Beyond Basic Literacy 8-14 is the complete guide to using creative storytelling in the primary school classroom and for transitions to Key Stage 3 at secondary school. Taking a holistic approach incorporating reading, writing, speaking and listening, this book covers the skills of developing stories from conceiving a tale through to performance and the oral tradition. Tried and tested by the author and by teachers in hundreds of workshops, this book provides: ideas for sparking children's imaginations and harnessing creativity information on using storytelling in cross-curricular contexts with examples and ideas games and practical activities in each chapter a range of original and traditional stories for use in the classroom different stages of work to suit all abilities joined up thinking about stories and storytelling. More than a box of good tricks, this book is an indispensable guide for all literacy co-ordinators, practising and student teachers who are looking to create an inspiring and cross curricular approach to literacy.

A pack of two full colour posters, the Jolly Phonics Tricky Word Posters create an attractive display teaching and reinforcing the 72 tricky words. Each poster contains 36 tricky words which are split into three sets of 12. Each set is in a different colour to help children identify the word they want when searching the flowers. Each poster opens out to be 84cm/33" wide x 59cm/23" high.

Poor language and communication skills have been shown to have profound effect on the life chances of children and young people. Research tells us this consistently over the years. Now in its third edition, Developing Language and Communication Skills through Small Group Work provides essential information for practitioners working with linguistically vulnerable children. It is underpinned by an approach based on developmental psychology and brain based research. The book provides clarity and repetition of key concepts at a level that this particular cohort of children require. The book now includes a section on using the power of puppets to support communication. Feedback from practitioners is that it is not only fun to run the SPIRALS groups but also highly effective in providing the support the children need.

The SPIRALS language book contains a wealth of effective ideas for activities to support good practice to develop children s speech, language and communication development. The most powerful way to use Spirals is as set out in the sessions as an ongoing programme. Although these activities can be used as stand alone ideas to target a particular area of concern. The sessions have been carefully designed to build upon children s existing skills base. Small spirals of learning are introduced at a pace the children can access and retain.

SPIRALS supports good practice in early years settings and schools up to KS2. The aim is to develop effective language and communication skills which will underpin a range of critical thinking, reasoning and social competency skills as well as increased ability to listen, maintain focus and learn effectively. Also it has been shown that improvements in levels of spoken language can have a positive impact on written literacy.

Included in this book are:

• concise explanations of the terms and concepts involved
• clear guidelines for setting up and running small group sessions
• structured lesson plans twelve for nursery and early primary years
• photocopiable resources
• lists of further reading and resources.

New to this third edition includes:

• revised Early Years and Reception Year material
• fully updated to reference the Bercow Report (2008)
• new section on using puppets effectively
• additional bubble commentaries offering useful tips and suggestions to teachers.

This fully updated edition will be particularly useful for teachers, teaching assistants in early years and in schools, speech and language therapistsand assistants interested in the Spirals language development technique.

Providing children with opportunities to talk about their learning enables teachers to hear what children are thinking. Talking with one another allows children to question, elaborate, and reflect on a range of ideas. Classroom talk can be motivating and involving, and helps children to think and learn. And yet it is difficult to organise such talk in a classroom. Children unaware of the importance of talk for learning may think of talk as just chat and learning falls away as they slip into social talk. This book provides teachers with strategies and resources to enable whole classes to work together through the medium of talk.

Creating a Speaking and Listening Classroom provides timely professional development for teachers. Based on a theoretical approach underpinned by classroom research, this book offers classroom-tested strategies for engaging children in their own learning. Such strategies involve the direct teaching of speaking and listening. Activities in the book can ensure that children know how and why to support one another s learning in whole-class and group work. The approach enables teachers to ensure that personalised learning programs are based on what children already think and know. The suggested strategies for teaching speaking and listening can enable children to use one another s minds as a rich resource.

This stimulating book will be of interest to professionals in primary education, literacy co-ordinators, and trainee primary teachers.

The legend of the king and Alisha's Africa Day is the fifth Big Book of Level 2 in the Aweh! English First Additional Language reading scheme. AwehI 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.

Imaginative and attractive, cutting edge in its conception, this text explicates a model for the integration of language arts and literacy education based on the notion of framing. The act of framing - not frames in themselves - provides a creative and critical approach to English as a subject. Re-framing Literacy breaks new ground in the language arts/literacy field, integrating arts-based and sociologically based conceptions of the subject. The theory of rhetoric the book describes and which provides its overarching theory is dialogic, political, and liberating.

Pedagogically, the text works inductively, from examples up toward theory: starting with visuals and moving back and forth between text and image; exploring multimodality; and engaging in the transformations of text and image that are at the heart of learning in English and the language arts. Structured like a teaching course, it is designed to excite and involve readers and lead them toward high-level and useful theory in the field. Offering an authoritative, clear guide to a complex field, it is widely appropriate for pre-service and in-service courses globally in English and language arts education.

"A marvellous book of great practical value" James Carter

The lack of interest in reading for pleasure amongst large numbers of primary age pupils, put off by mechanical worksheet-driven approaches, is a cause for major concern amongst education professionals and parents. However, Inspiring Children to Read and Write for Pleasure from writer, journalist and education commentator Fred Sedgwick uses the context of literature to illuminate and inform the teaching of literacy in the primary classroom and inspire children to a love of books.

Aimed at Year 4, 5 and 6 primary pupils, but also significant as a transitions text to teaching secondary school pupils, this book shows how children s fluency in language - their thinking, their talking, their reading, their listening and their writing can be greatly improved and enriched through contact with literature placed in an understandable context. With both focus on prose and poetry, primary pupils will be introduced to using grammar, syntax and sentence construction skills in meaningful contexts. Through the use of inspiring case studies, schedules of work and practical classroom applications as well as literary figures like Dickens, Coleridge, Carroll, Rossetti and Shakespeare, primary school children can enjoy reading and writing again.

With a number of sample passages to use, teaching guidelines and examples of children s work, this book will be of great interest to literacy coordinators, practicing Primary PGCE and Key Stage 2 teachers and those on BA Primary/B Ed courses.

"A marvellous book of great practical value" - James Carter

The lack of interest in reading for pleasure amongst large numbers of primary age pupils, put off by 'mechanical' worksheet-driven approaches, is a cause for major concern amongst education professionals and parents. However, Inspiring Children to Read and Write for Pleasure from writer, journalist and education commentator Fred Sedgwick uses the context of literature to illuminate and inform the teaching of literacy in the primary classroom and inspire children to a love of books.

Aimed at Year 4, 5 and 6 primary pupils, but also significant as a transitions text to teaching secondary school pupils, this book shows how children's fluency in language - their thinking, their talking, their reading, their listening and their writing - can be greatly improved and enriched through contact with literature placed in an understandable context. With both focus on prose and poetry, primary pupils will be introduced to using grammar, syntax and sentence construction skills in meaningful contexts. Through the use of inspiring case studies, schedules of work and practical classroom applications as well as literary figures like Dickens, Coleridge, Carroll, Rossetti and Shakespeare, primary school children can enjoy reading and writing again.

With a number of sample passages to use, teaching guidelines and examples of children's work, this book will be of great interest to literacy coordinators, practicing Primary PGCE and Key Stage 2 teachers and those on BA Primary/B'Ed courses.

First Comprehension provides an early introduction to written comprehension, developing children's enthusiasm for reading and their ability to interpret texts. When working through the series, support from an adult will boost children's confidence and help them to understand and evaluate each text. The books are easy to mark and provide a permanent record of each child's work, helping you to monitor progress. Designed to support the National Curriculum for Years 2 and 3, the content of this series has wide appeal and may also be used by older children. First Comprehension Book 2 is aimed at children who are gaining confidence in written comprehension. It is designed to stretch high-achievers in Year 2 (ages 6 - 7), and also provides extra practice for children in Year 3 (ages 7 - 8). 18 carefully selected texts reflect the range of genres recommended by the National Curriculum, and accompanying questions are presented in two parts, to suit the concentration level of most children in this age group. The second of two First Comprehension activity books, this book features work by writers such as Kenneth Grahame and Jacqueline Wilson, as well as an autobiographical text and a number of accessible non-fiction texts. The series provides: a brief introduction, enabling teachers, parents and adult helpers to use the books effectively; passages from classic and contemporary fiction to broaden children's reading experience; a wide selection of poetry, from William Wordsworth to Tony Mitton; stimulating non-fiction extracts, with different subjects and structures; a range of question types, including direct, inferential and evaluative questions. The separate Teacher's Guide contains teaching notes, sample answers and further activities for each text, allowing you to use First Comprehension to its full potential.

Imaginative and attractive, cutting edge in its conception, this text explicates a model for the integration of language arts and literacy education based on the notion of framing. The act of framing not frames in themselves provides a creative and critical approach to English as a subject. Re-framing Literacy breaks new ground in the language arts/literacy field, integrating arts-based and sociologically based conceptions of the subject. The theory of rhetoric the book describes and which provides its overarching theory is dialogic, political, and liberating.

Pedagogically, the text works inductively, from examples up toward theory: starting with visuals and moving back and forth between text and image; exploring multimodality; and engaging in the transformations of text and image that are at the heart of learning in English and the language arts. Structured like a teaching course, it is designed to excite and involve readers and lead them toward high-level and useful theory in the field. Offering an authoritative, clear guide to a complex field, it is widely appropriate for pre-service and in-service courses globally in English and language arts education.

This title has been endorsed by Cambridge Assessment International Education Inspire learners to build, strengthen and extend their skills. Written by experienced authors and primary practitioners, Cambridge Primary English offers full coverage of the new Cambridge Primary English curriculum framework (0058). - Boost confidence and extend understanding: Tasks built in a three-step approach with 'Learn', 'Get started!' and 'Go further' plus 'Challenge yourself' activities to support differentiation and higher order thinking skills. - Revisit, practice and build on previous learning: Let learners see how their skills are developing with 'What can you remember?' checklists at the end of each unit and self-check practice quizzes. - Develop key concepts and skills: A variety of practice material throughout to build Reading, Writing, Speaking and Listening skills. - Motivate learners with an international approach: The learner's books provide a variety of engaging extracts from diverse international authors covering fiction genres, non-fiction text types, poetry and plays.

Teaching Visual Literacy in the Primary Classroom shows how everyday literacy sessions can be made more exciting, dynamic and effective by using a wide range of media and visual texts in the primary classroom. In addition to a wealth of practical teaching ideas, the book outlines the vital importance of visual texts and shows how children can enjoy developing essential literacy skills through studying picture books, film, television and comic books.

Designed to take into account the renewed Framework for Literacy, each chapter offers a complete guide to teaching this required area of literacy. Aimed at those who want to deliver high quality and stimulating literacy sessions, each chapter contains a range of detailed practical activities and resources which can be easily implemented into?existing literacy teaching with minimal preparation. In addition, each chapter gives clear, informative yet accessible insights into the theory behind visual literacy.

Containing a wealth of activities, ideas and resources for teachers of both Key Stage 1 and Key Stage 2, this book discusses how children's literacy skills can be developed and enhanced through exploring a range of innovative texts. Six chapters provide comprehensive guides to the teaching of the following media and literacy skills:

• picture books
• film and television
• comic books
• visual literacy skills
• genre
• adaptation.

Teaching Visual Literacy in the Primary Classroom is an essential resource for all those who wish to find fresh and contemporary ways to teach literacy and will be useful not only to novices but also to teachers who already have experience of teaching a range of media.

Students, primary school teachers, literacy co-ordinators and anyone who is passionate about giving pupils a relevant and up-to-date education will be provided with everything they need to know about teaching this new and ever-expanding area of literacy.

Are there evidence-based answers to the broad question "What explicit knowledge about language in teachers and/or students appears to enhance literacy development in some way"? Distinguished by its global perspective, its currency, and its comprehensiveness, Beyond the Grammar Wars

• provides an historical overview of the debates around grammar and English/literacy teaching in four settings: the US, England, Scotland and Australia
• offers an up-to-date account of what the research is telling (and not telling) us about the effectiveness of certain kinds of grammar-based pedagogies in English/literacy classrooms
• takes readers into English/literacy classrooms through a range of examples of language/grammar-based pedagogies which have proven to be successful
• addresses metalinguistic issues related to changes in textual practices in a digital and multimodal age, and explores the challenges for educators who are committed to finding a "usable grammar" to contribute to teaching and learning in relation to these practices.

All of the contributors are acknowledged experts in their field. Activities designed for use in language and literacy education courses actively engage students in reflecting on and applying the content in their own teaching contexts.

Are there evidence-based answers to the broad question "What explicit knowledge about language in teachers and/or students appears to enhance literacy development in some way"? Distinguished by its global perspective, its currency, and its comprehensiveness, Beyond the Grammar Wars:

• provides an historical overview of the debates around grammar and English/literacy teaching in four settings: the US, England, Scotland and Australia
• offers an up-to-date account of what the research is telling (and not telling) us about the effectiveness of certain kinds of grammar-based pedagogies in English/literacy classrooms
• takes readers into English/literacy classrooms through a range of examples of language/grammar-based pedagogies which have proven to be successful
• addresses metalinguistic issues related to changes in textual practices in a digital and multimodal age, and explores the challenges for educators who are committed to finding a "usable grammar" to contribute to teaching and learning in relation to these practices.

All of the contributors are acknowledged experts in their field. Activities designed for use in language and literacy education courses actively engage students in reflecting on and applying the content in their own teaching contexts.

Four sets of flashcards in one box, suitable for whole-class use: Set 1 - 60 Letter sound flashcards covering the 42 letter sounds plus the alternative spellings of the vowel sounds. Set 2 - 88 Regular word blending cards. Dots under each sound help children to blend the sounds into words. Set 3 - 80 Alternative word blending cards with the alternative spelling of vowels. Dots under each sound also remind children that two letters can make one sound. Set 4 - 72 Tricky word cards. Numbered in recommended teaching order.

"Fresh, provocative, timely, and important, this volume extends the field of sociocultural literacies in new directions."--Marjorie Faulstich Orellana, University of California, Los Angeles

On the frontline of critical issues in education today, this book covers new ground for teachers and teacher educators for whom crisis is a daily part of their work. It explores the relationship between crisis and literacy in order to:

• improve educators' ability to recognize, cope with, and avoid crisis;
• advance understanding of the dynamic relationship between crisis and cultural, historical, and political literacy practices; and
• contribute to a deeper theoretical understanding of literacy practices as they are situated in social practices.

The types of crises addressed are diverse, including natural disaster, cultural and community disjuncture, homelessness, family upheaval, teen pregnancy, and disability. Along with nine empirical studies, a teacher early in her career, a veteran teacher, and teacher educators share their perspectives in commentary sections at the opening and conclusion of the book in order to provide applications to their specific fields.

This title has been endorsed by Cambridge Assessment International Education Inspire learners to build, strengthen and extend their skills. Written by experienced authors and primary practitioners, Cambridge Primary English offers full coverage of the new Cambridge Primary English curriculum framework (0058). - Boost confidence and extend understanding: Tasks built in a three-step approach with 'Learn', 'Get started!' and 'Go further' plus 'Challenge yourself' activities to support differentiation and higher order thinking skills. - Revisit, practice and build on previous learning: Let learners see how their skills are developing with 'What can you remember?' checklists at the end of each unit and self-check practice quizzes. - Develop key concepts and skills: A variety of practice material throughout to build Reading, Writing, Speaking and Listening skills. - Motivate learners with an international approach: The learner's books provide a variety of engaging extracts from diverse international authors covering fiction genres, non-fiction text types, poetry and plays.

This Teaching Guide offers simple, practical guidance for supporting struggling readers at Key Stage 3. It provides: * Step-by-step guidance for each fiction and non-fiction text, including one-to-one and group reading support, written by an experienced SEN specialist. * Practical support for teaching EAL students, written by EAL experts and approved by NALDIC, the professional association for English as an Additional Language. * Guidance on getting the most out of the 'Before reading' and 'Quiz' pages in the Reading Books, to encourage struggling readers and support comprehension. * Further comprehension questions with prompts and writing activities linked to the texts students have read. * Follow-on activities for students to practise and consolidate spelling and comprehension. * Straightforward guidance on how to use the assessment texts, written by the Series Editor, Dee Reid, including 'next steps' provision and 'top tips' for helping struggling readers to progress.

Talking Beyond the Page shows how different kinds of picturebooks can be used with children of all ages and highlights the positive educational gains to be made from reading, sharing, talking and writing about picturebooks.

With contributions from some of the world's leading experts, chapters in this book consider how:

• children think about and respond to visual images and other aspects of picturebooks
• children's responses can be qualitatively improved by encouraging them to think and talk about picturebooks before, during and after reading them
• the non-text features of picturebooks, when considered in their own right, can help readers to make more sense out of the book
• different kinds of picturebooks, such as wordless, postmodern, multimodal and graphic novels, are structured
• children can respond creatively to picturebooks as art forms
• picturebooks can help children deal with complex issues in their lives

Talking beyond the Page also includes an exclusive interview with Anthony Browne who shares thoughts about his work as an author illustrator.

This inspiring and thought provoking book is essential reading for teachers, student teachers, literacy consultants, academics interested in picturebook research and those organising and teaching on teacher education courses in children's literature and literacy.

Nurture children's intellectual growth with meaningful ideas and rich language experiences! This unique book emphasizes the importance of supporting students' academic development with targeted vocabulary instruction that includes a wide range of language forms and words. The authors provide sound theory and practical techniques to help teachers bridge the achievement gap by strengthening vocabulary, deepening literacy skills, and raising performance levels for all children. This rich resource includes specific strategies for: - Vocabulary acquisition - Read alouds and independent reading - Decoding unknown words - Helping students distinguish between language patterns at home and at school

First published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.