Understanding English is a series of topic-based study books for children in Key Stage 2, providing rigorous practice of key subject areas. Each topic contains a concise summary of the information required by the National Curriculum, making the series ideal for use as preparation for the Key Stage 2 tests. Each book is a stand-alone resource, so children can either work through them in order or focus on individual aspects of the subject. Together, the eight books support the whole of the Key Stage 2 English curriculum, providing a solid foundation for success in English. Vocabulary meets the National Curriculum requirements for Key Stage 2 English, and covers the following areas: verbs and adverbs, nouns, adjectives, using a dictionary, onomatopoeia, synonyms, antonyms, word origins, homographs, formal and technical words, idioms and similes. This book explains how readers and writers can increase their understanding of words and their interest in them. Key features of Understanding English include: an 'Explanation' to introduce each topic; activities to consolidate and revise knowledge and skills; thought-provoking facts to foster a love of learning beyond the National Curriculum; 'Now you try' activities to develop children's understanding of English outside the classroom.

The Jolly Phonics Little Word Books provide a gradual and structured start for children who are just learning to read. It gives children the opportunity to apply their letter sound knowledge. These readers cover the 42 letter sounds across 14 books. The text in the first two books uses only decodable regular words made up from the first group of letter sounds; the text in the next two books uses only the first and second groups of letter sounds, and so on. Tips and guidance for teachers and parents are provided at the end of each book. Light type is used as a guide for those few letters that should not be sounded out, such as the /b/ in 'lamb'. * 14 different books per set * 12 pages per book * 1-2 Words per page (approx.) The titles included in this set are: * Ants in Tin * Snip, Snip * Ten Tents * Kitten in Mittens * Frog's Pond * Dog Digs * Train Tracks * Mmm, Snacks * Rook Wood * Moon Landing * Puffin Cliffs * Traffic Jam * Farm Rescue * River Outing

My Word Bank is a personal dictionary that contains a wide range of commonly used words and space for students to record their own words.

During any lesson where students are required to write, My Word Bank will be an essential companion. If a student needs a word but doesn’t know how to spell it, he/she can use My Word Bank to find the correct spelling.

If the word isn’t already located in My Word Bank, the student can look it up in a classroom dictionary then copy it into his/her writing and into his/her Word Bank. That way, the next time the word is needed, it will be at hand! Difficult to spell and commonly confused words are featured under each letter of the alphabet.

This book explores the driving forces behind the current government-sponsored resurrection of phonics, and the arguments used to justify it. It examines the roles played by three key actors--corporate America, politicians, and state-supported reading researchers--in the formulation of what Strauss terms the neophonics political program. Essential for researchers, students, and teachers of literacy and reading, and for anyone seeking to understand what is happening in U.S. public schools today, "The Linguistics, Neurology, and Politics of Phonics: Silent "E" Speaks Out: "
*analyzes the political nature of the alleged literacy crisis in the United States, through an investigation of the political and corporate motives behind the renewed focus on phonics, and media complicity in promoting the neophonics political program as the solution to the so-called crisis;
*examines the scientific claims of neophonics, including methodology, linguistics, and neuroscience, and exposes the flaws in its reasoning and the weakness of its arguments;
*addresses the scientific, empirical investigation of letter-sound relationships in English (of phonics itself), and demonstrates the complexity of the system and its associated benefits and limitations in the theory and practice of reading;
*proposes actions to help make a return to politically undistorted science and to democratic classrooms a reality; and
*introduces, in a postscript, a formal analysis of the letter-sound system, using empirically based rules to convert one finite set of elements, the alphabet, into another, the phonemes of the spoken language.
Offering up-to-date information and an original critique, this book makes two important contributions. One is the policy analysis linking government agencies, policymakers, and corporate interests. The second is the neurological and linguistic treatment of why traditional phonics programs are not the solution and why the rhetoric developed to support their resurgence is so far off the mark.

This book looks at the changing nature of literacy and at the way in which new and different literacies are emerging in the first part of the 21st century. It considers how children are shaping and being shaped by these changes, it also looks at how teachers need to bridge-the-gap between children's out of school interests and school based curriculum demands. This edited collection, which features chapters by international experts and voices in the field, aims to: Take a closer look at (and demystify) some of the influences on literacy in the 21st century e.g. popular culture, multi-modal texts, email, text messaging and critical literacy. Enhance teachers' awareness of these developments and show how they can use them to improve the literacy skills of their pupils. Show, through the Implications for Practice sections, how teachers can find different but straightforward ways of linking children's personal, out-of-school interests with the demands of the school curriculum.

This handbook provides a comprehensive introduction to teaching English in primary and secondary schools. It brings together the latest standards with authoritative guidance, ensuring that readers feel confident about how to approach their teaching. It explores the context of the subject of English and brings readers up-to-date with key developments, placing the English curriculum in the context of whole school literacy issues. It introduces readers to key areas such as: planning and classroom management assessment, recording and reporting information and communication technology equal opportunities, special needs and differentiation English/literacy and whole school issues personal and professional early career development. This practical book gives new English teachers a solid and dependable introduction to teaching the subject. Many of the contributors are practising classroom teachers with enormous experience to draw on. The book is grounded in the realities of teaching and offers practical and relevant advice as well as plenty of ideas to stimulate thinking and teaching.

Intermediate Polish is designed for learners who have achieved basic proficiency and wish to progress to more complex language. Each unit combines clear, concise grammar explanations with examples and exercises to help build confidence and fluency.
Features include:
* focus on areas of particular confusion such as verbs that are difficult to translate and nouns made from numbers
* comprehensive glossary of grammatical terms
* reference list of over 250 Polish verbs
* full key to all exercises.
Suitable for independent learners and students on taught courses, Intermediate Polish, together with its sister volume, Basic Polish, forms a structured course in the essentials of Polish.
Dana Bielec is the author of the popular Polish: An Essential Grammar, as well as Basic Polish: A Grammar and Workbook, both published by Routledge.

In an era characterized by the rapid evolution of the concept of literacy, the Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts focuses on multiple ways in which learners gain access to knowledge and skills. The handbook explores the possibilities of broadening current conceptualizations of literacy to include the full array of the communicative arts (reading, writing, speaking, listening, viewing) and to focus on the visual arts of drama, dance, film, art, video, and computer technology. The communicative and visual arts encompass everything from novels and theatrical performances to movies and video games. In today's world, new methods for transmitting information have been developed that include music, graphics, sound effects, smells, and animations. While these methods have been used by television shows and multimedia products, they often represent an unexplored resource in the field of education. By broadening our uses of these media, formats, and genres, a greater number of students will be motivated to see themselves as learners. In 64 chapters, organized in seven sections, teachers and other leading authorities in the field of literacy provide direction for the future: I. Theoretical Bases for Communicative and Visual Arts Teaching Paul Messaris, Section Editor II. Methods of Inquiry in Communicative and Visual Arts Teaching Donna Alvermann, Section Editor III. Research on Language Learners in Families, Communities, and Classrooms Vicki Chou, Section Editor IV. Research on Language Teachers: Conditions and Contexts Dorothy Strickland, Section Editor V. Expanding Instructional Environments: Teaching, Learning, and Assessing the Communicative and Visual Arts Nancy Roser, Section Editor VI. Research Perspectives on the Curricular, Extracurricular, and Policy Perspectives James Squire, Section Editor VII. Voices from the Field Bernice Cullinan and Lee Galda, Section Editors The International Reading Association has compiled in the Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts an indispensable set of papers for educators that will enable them to conceptualize literacy in much broader contexts than ever before. The information contained in this volume will be extremely useful in planning literacy programs for our students for today and tomorrow.

Leer speel-speel lees saam met Tippie die olifant! LEER MY LEES met Tippie, Vlak 5 is die perfekte oorbruggings-reeks, voordat kinders 'n verskeidenheid tekste met selfvertroue, uitgebreide woordeskat en begrip kan lees. Die LEER MY LEES-reeks bevat kort, prettige stories oor alledaagse avonture wat vermaaklik is en waarmee die leser kan identifiseer, maar woordeskat, taal en begrip word tegelykertyd ontwikkel. Elke boek bevat 'n woordeskatlys, begripsvrae, hoer orde denkvrae, vrae om visuele geheue te stimuleer asook verskeie taalaktiwiteite gebaseer op die leesstuk. Titels in die Vlak 5-reeks: 1. Tippie en Buks juig 2. Tippie se vakansie 3. Tippie en die tandemuis 4. Tippie in die wildtuin 5. Tippie se plan 6. Tippie en die kompetisie 7. Tippie braai vleis 8. Tippie en Buks speel 9. Tippie en die skaapskeerders 10. Tippie en die orkes

Who are the teachers in children's literacy lives beyond their school teachers and parents? This text is a compilation of studies conducted in a variety of cross-cultural contexts where children learn language and literacy with siblings, grandparents, peers and community members. Focusing on the knowledge and skills of children often invisible to educators, these illuminating studies highlight how children skillfully draw from their varied cultural and linguistic worlds to make sense of new experiences. generative activity of young children and their mediating partners - family members, peers and community members - as they syncretize languages, literacies and cultural practices from varied contexts. Through studies grounded in home, school, community school, nursery and church settings, we see how children create for themselves radical forms of teaching and learning in ways that are not typically recognized, understood or valued in schools. about literacy learning as well as their own teaching practices and beliefs. It should be useful reading for teachers, teacher educators, researchers and policy makers who seek to understand the many pathways to literacy and use that knowledge to affect real change in schools.

Leer jou klanke saam met Tippie die olifant! Tippie leer klanke is ontwikkel in samewerking met ’n arbeidsterapeut om verskeie vroeë ontwikkelingsvaardighede in te sluit. Klankvaslegging, korrekte klankvorming vir skryf asook ouditiewe en visuele perseptuele vaardighede vorm deel van hierdie unieke benadering. Hierdie reeks sluit ’n verskeidenheid versteekte kurrikulumuitkomstes in met visuele struktuur vir ’n duidelike begin en einde. ’n Gestruktureerde werkswyse met ’n fokus op links na regs, bo na onder word ook van die begin af aangeleer. Leergereedheid is belangrik. Tippie leer klanke is ’n makliker manier om klanke op ’n ouderdomstoepaslike en kindgerigte wyse aan te leer.

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.

In this essential collection of readings, Teresa Grainger provides carefully chosen journal articles and chapters that offer significant and serious insights into the changing face of literacy. The twenty-five contributors all adopt a broad conception of literacy and contemporary literacy practices and recognise that the world of language and literacy is in a constant state of transition and transformation. Together, the authors examine the past, the present and the future of literacy and celebrate the interests and expertise of the learners. They acknowledge that the textual environments of today are complex and fluid, shaped by the rapid emergence of new technologies and the influential nature of popular culture. Children's engagement with multiple forms of text is also highlighted, including the oral, the visual, the electronic and the written. In addition, issues of pedagogy are explored, through the voices of teachers, parents and children. Many chapters offer particular perspectives based on classroom experience, reflection and smaller scale studies The contributors here perceive a common and urgent need to acknowledge diverse forms of living literacy and to redesign the curriculum accordingly. With an inspiring introduction and postscript by the Editor, this Reader is an invaluable and accessible companion for all students of literacy.

'Any teacher can use this book regardless of the reading program a district may be using. It brings the various practices of reading and writing and pulls them together in a practical and useful way' - Betty Ann Collinge, Kindergarten/First Grade Teacher, Green Acres Elementary School, North Haven, CT 'This book's major strengths include straightforward writing, clear discussion of topics, excellent graphic samples, strong attention to a balanced perspective and practical ideas' - Jennifer Trujillo, Assistant Professor, Teacher Education, Fort Lewis College 'The book is easy to follow and very accessible. It is not too esoteric or philosophical, yet includes important theory and knowledge about learning. The suggestions are excellent, relevant, and inclusive' - Karen Heath, Literacy Coordinator, Barre Schools, VT Reading is a complex process, and in today's increasingly diverse classrooms, each student has unique learning needs. In the face of these challenges, how can teachers ensure that all students develop essential literacy skills? How to Teach Balanced Reading and Writing provides practical, research-based strategies for all aspects of literacy education. Presenting best practices in an easy-to-use format, literacy expert Bonnie Burns supplies guidance for providing direct instruction in phonics, using authentic texts, building word recognition, strengthening comprehension, and implementing writing across the curriculum. Aligned with the National Reading Panel Report (2000) and Reading First legislation, this book offers strategies to use with students at all developmental levels. This second edition has been extensively revised to include * o A discussion of language acquisition o Strategies for assessing phonemic awareness o Techniques for developing fluency o Increased attention to the needs of diverse learners o Additional instructional activities in every chapter Because of its flexibility, this book is suitable for both novice and experienced teachers. Its friendly, accessible format also makes it an ideal text for new teachers and students in education courses.

Who are the teachers in children's literacy lives beyond their school teachers and parents? This text is a compilation of studies conducted in a variety of cross-cultural contexts where children learn language and literacy with siblings, grandparents, peers and community members. Focusing on the knowledge and skills of children often invisible to educators, these illuminating studies highlight how children skillfully draw from their varied cultural and linguistic worlds to make sense of new experiences. generative activity of young children and their mediating partners - family members, peers and community members - as they syncretize languages, literacies and cultural practices from varied contexts. Through studies grounded in home, school, community school, nursery and church settings, we see how children create for themselves radical forms of teaching and learning in ways that are not typically recognized, understood or valued in schools. about literacy learning as well as their own teaching practices and beliefs. It should be useful reading for teachers, teacher educators, researchers and policy makers who seek to understand the many pathways to literacy and use that knowledge to affect real change in schools.

Helping you deliver effective and integrated teaching of grammar.

An exploration of the variables that contribute to the improvement of literacy instruction in large urban school districts. The text grew out of a five-year initiative known as The Dallas Reading Plan - a 50 million dollar collaborative effort between area business and corporate interests, philanthropy, and the Dallas Independent School District. Features include: an analysis of systemic reform factors from the varied viewpoints of key stakeholders (such as change management experts, university scholars, school leaders, teachers, and educational researchers) involved in the improvement of urban literacy education in a major school district; concise reporting on the effects of long-term teacher development programmes built upon scientific research; quantitative and qualitative research data on the improvement of teacher performance in literacy instruction gathered over a five-year period. systemic reform efforts in urban settings; insights into the benefits of principal training as part of creating effective school-wide literacy programmes; and data showing that previously ineffective teachers can become effective literacy educators through deep and sustained professional development.

Contents:
1. Moving In: The Moving Image Finally 'Arrives' in the English Curriculum 2. Adaptations: Not Just the Film of the Book 3. Teaching Film 4. Teaching Television 5. Practical Work 6. New Technologies and the Moving Audience 7. Imag[in]ing the Future

English for life for the intermediate phase is an integrated language text. The series: offers a wide selection of texts for integrated literature and grammar studies; caters for the needs and interests of intermediate phase learners by developing their communication skills in various registers and contexts, and extending their knowledge of English grammar and spelling; empowers learners to respond with confidence and ease to the challenges of our dynamic, multicultural society; follows a text-based and communicative approach; encourages self-management, critical thinking, creativity and effective communication in a variety of situations and contexts.

"On Reading Books to Children: Parents and Teachers" brings together in one volume current research on adult book reading to children. The authors, drawn from around the world, are key researchers and eminent scholars from the fields of reading and literacy, child language, speech pathology, and psychology, representing multiple perspectives within these disciplines.
Chapters on the effects and limitations of book sharing are integrated with chapters discussing promising programs on storybook research. The reality of reading to children is more complex than it appears on the surface. The authors discuss some effects of and suggestions for reading to children that have emerged from the research. The ideas set forth in this volume will stimulate new lines of research on the effects of storybook reading, as well as refinements of current methods, yielding findings that enrich our understanding of this important arena of literacy development.

This fantastic range of fiction for Shared, Guided and Independent reading gives you stories your children will love to read over and over again. Gaelic and Scottish teaching support also accompanies this reading series.