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Books > Children's & Educational > Language & literature > English (including English as a school subject) > General
Exam Board: SQA Level: National 5 Subject: English First Teaching:
September 2017 First Exam: Summer 2018 This book contains all the
advice and support you need to revise successfully for your
National 5 exam. It combines an overview of the course syllabus
with advice from a top expert on how to improve exam performance,
so you have the best chance of success. - Refresh your knowledge
with complete course notes - Prepare for the exam with top tips and
hints on revision technique - Get your best grade with advice on
how to gain those vital extra marks
With a Foreword by Hugh Starkey and Audrey Osler, and Afterwords by
Graham Crookes, Hilary Janks and Allan Luke, this book promotes
critical language education and illustrates how a critical agenda
can be enacted in English language education in real classrooms. It
presents four cases located in primary and secondary schools in the
province of Buenos Aires in Argentina in contexts that can be
characterised as vulnerable or difficult. It describes the
possibilities, challenges and limitations of this critical agenda
using students' drawings, posters, leaflets, artwork, classroom
activities and conversational data as foundation, and including the
voices of local teachers in their classrooms. Importantly, these
teachers used teacher-made, locally produced, critical post-method
materials, described by the author of those materials in one of the
chapters. In this way, the book offers a unique balance of
researcher, teacher and materials writer voices. These materials
are included in the book and can help language teachers around the
world to introduce critical perspectives in their specific
contexts. The book is appealing to researchers, classroom teachers,
teacher educators, and materials writers and developers interested
in critical language education.
The only official Minecraft English book for children aged 8-9!
Children embark on a Minecraft adventure in each English topic,
using their skills and knowledge to complete the tasks and earn
rewards. This is a write-in English practice workbook which uses
the Minecraft game as a mechanism for practising the key English
skills covered in Year 4. Accomplish English activities to help
Minecraft characters on their missions Explore different biomes in
each topic Earn emeralds as you work through the book, and choose
how you spend them Go hardcore with challenging questions
This all-in-one book is ideal for helping students improve their
spelling, punctuation and grammar - and pick up top marks for
SP&G in their exams. It's fully up-to-date for all current
GCSEs, including the new Grade 9-1 courses. Each section contains
clear notes and worked examples that explain all the important
rules, with plenty of tips on how to avoid common mistakes. There
are also practice questions to test the key skills, plus exam-style
proofreading practice to help students identify and correct
mistakes (answers are included at the back). The book is rounded
off with a section of advice for the exams and a useful glossary
for reference.
"This book gives a voice to English language teachers faced with
the challenges posed by English language curriculum change. As a
core component of national state system curricula in virtually
every country in the world, there has nevertheless been little
research exploring how the millions of English teachers worldwide
navigate the challenges posed by such curriculum changes. This
volume includes eleven stories from teachers based across every
continent, providing a global glimpse of how national English
curriculum change projects have been experienced by classroom
teachers who are commonly (if erroneously) viewed as mostly
responsible for its implementation success or failure. The final
chapter synthesises these experiences and suggests wider
implications for the development of curriculum change planning
processes, and how they might better support teachers' attempts to
achieve curriculum goals. Edited and authored by leading experts in
the field, this ground-breaking collection will be of interest to
students and scholars of English language teaching, teacher
education, curriculum change and education policy."
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.
This CGP English 10-Minute Test book is designed to give pupils
realistic practice for the KS1 Grammar, Punctuation and Spelling
SATs test. Split into short, manageable tests, it contains a wide
variety of SATs-style questions on every topic to get pupils fully
prepared for the real tests. There are also spelling test scripts
which can be read aloud to pupils or listened to online. Full
answers are included, as well as scoresheets and a progress chart
to keep track of how well pupils are doing. A CGP 10-Minute Test
book for the Reading part of the SATs test is also available
(9781782947103). There's also a matching Maths book covering both
Arithmetic and Reasoning (9781782947080)
A must-read for incorporating digital literacy into your classroom
As the saying goes, "If you want someone to remember something,
tell them a story." But if you really want your students to
remember what they learn, then let them create their own digital
stories. Digital storytelling empowers your students to be
confident communicators and creators of media as they gain
essential 21st-century literacy skills and reach deeper
understandings in all areas of the curriculum. Aligned with
refreshed ISTE and Common Core standards, this new edition of
Digital Storytelling in the Classroom includes: Practical
techniques for combining storytelling with your curriculum content
Tips for exploring effective storytelling principles through
emerging digital media as well as via traditional literacy skills
in reading, writing, speaking, and art Information on relevant
copyright and fair use laws Visual aids and video clips that
illustrate best practices in multimedia composition A world leader
in digital storytelling and a lifelong digital humanist, author
Jason Ohler opens the door to a new world of creative teaching and
learning for you and your students.
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.
This CGP Study & Question Book is a brilliant way to help
pupils aged 5-7 get to grips with all the Grammar, Punctuation and
Spelling they'll need for the latest Key Stage 1 SATS. For every
topic, there are clear, colourful notes and examples that explain
the important concepts, followed by a selection of helpful,
child-friendly practice questions. Complete answers are included at
the back, so it's easy to check how well they're getting on. A CGP
Study & Question Book is also available for KS1 Reading - see
9781782944607.
New Way, renowned for its phonic focus and success with generations
of children, has always been committed to a balanced phonic
approach. The core books provide the focus of each level.
The Developing Core Literacy Proficiencies program is an integrated
set of English Language Arts/Literacy units spanning grades 6-12
that provide student-centered instruction on a set of literacy
proficiencies at the heart of the Common Core State Standards
(CCSS). * Reading Closely for Textual Details * Making
Evidence-Based Claims * Making Evidence-Based Claims about Literary
Technique (Grades 9-12) * Researching to Deepen Understanding *
Building Evidence-Based Arguments The program approaches literacy
through the development of knowledge, literacy skills, and academic
habits. Throughout the activities, students develop their literacy
along these three paths in an integrated, engaging, and empowering
way. Knowledge: The texts and topics students encounter in the
program have been carefully selected to expose them to rich and
varied ideas and perspectives of cultural significance. These texts
not only equip students with key ideas for participating
knowledgeably in the important discussions of our time, but also
contain the complexity of expression necessary for developing
college- and career-ready literacy skills. Literacy Skills: The
program articulates and targets instruction and assessment on
twenty CCSS-aligned literacy skills ranging from making inferences
to reflecting critically. Students focus on this set of twenty
skills throughout the year and program, continually applying them
in new and more sophisticated ways. Academic Habits: The program
articulates twelve academic habits for students to develop, apply,
and extend as they progress through the sequence of instruction.
Instructional notes allow teachers to introduce and discuss
academic habits such as preparing and completing tasks that are
essential to students success in the classroom. The program
materials include a comprehensive set of instructional sequences,
teacher notes, handouts, assessments, rubrics, and graphic
organizers designed to support students with a diversity of
educational experiences and needs. The integrated assessment
system, centered around the literacy skills and academic habits,
allows for the coherent evaluation of student literacy development
over the course of the year and vertically across all grade levels.
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.
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 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.
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.
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.
With Fusion, you can teach your students the language and skills
they need for the real world today. The integrated skills approach
means language is introduced and skills are practiced through
authentic, real world contexts. Each unit ensures students'
cultural awareness and 21st century skills are being developed
alongside their English, meaning you can be sure your students will
be equipped for life beyond the classroom. The Teacher's Pack
includes a Teacher's Guide and the Classroom Presentation Tool. The
Teacher's Guide provides step-by-step guidance on each lesson in
the Student Book, as well as teaching tips on introducing new
educational trends into your classroom, ensuring you are supported
all the way. The Classroom Presentation Tool allows you to project
the Student Book page on your interactive whiteboard. This means
you can play audio and video directly from the page, as well as
access extra critical thinking activities and vocabulary and
grammar practice exercises.
Using a cross-curricular approach, Wiegand discusses the knowledge
necessary for preparing children for life in a pluralist society.
Looking at theories of education for citizenship, environment
education and economic and industrial understanding, it examines
the evidence for what children know and feel about their own
country, other countries and people in "distant" places. He offers
practical suggestions for curriculum planning and classroom
activities in the primary school and examines ways in which project
work on different localities can be initiated and developed.
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