The Level 1 Biff, Chip and Kipper Stories, written by Roderick Hunt and illustrated by Alex Brychta, provide both wordless stories and a rich story context to help develop language comprehension and decoding skills with simple first words and sentences. Wordless Stories A and Wordless Stories B introduce the characters and children learn that the pictures tell a story, where a story begins and how to turn the pages. First Words and More First Words introduce children to simple words and the characters' names. Books contain inside cover notes to support children in their reading. Help with childrens reading development is also available at www.oxfordowl.co.uk.

Grading is one of the thorniest issues writing teachers must deal with, yet, surprisingly little has been written on this topic. As writing teachers move increasingly toward practices that focus on writing as a process, they face a growing need to reconsider their systems of grading to determine whether or not these systems support their pedagogies. The authors interrogate the grading of individual papers as well as portfolios and the assigning of end-of-term grades. This collection explores the issues and problems that have emerged as conventional grading practices have lagged behind and been challenged by new theories of language.

While the book will be of interest to theorists, Zak and Weaver have also made the book relevant and useful to teachers whose primary interest is the practical consequences of theory in their classrooms. Where theoretical discussion takes place, the language is clear and accessible. Many of the authors write directly from personal experience, telling stories of the classroom or writing of new techniques and approaches they have tried. They speak with the voices of teachers, and the tone and content of their words convey a sense of the immediacy of the topic.

This is a guide to teaching creative writing to primary school children aged 8-11. The 22 classroom-tested exercises encourage students to explore their emotions, their senses, and the world around them. Activities are designed to get children thinking about and describing what they see, hear, smell, taste and the thoughts which pass through their minds, re-enforcing their basic grammar and widening their vocabulary. The aim is to get children writing for enjoyment. The assignments are a springboard from which ideas are formed and then developed. They are structured to encourage spontaneous thought and to allow the writer to follow ideas; freeing the conscious mind from restraint to simply write. Above all, they are for children to have fun, to help them tap into emotions and imagination - which may well surprise both them and you. Get Children Writing brings together clear objectives, teachers' notes, and examples of techniques, styles, and formats drawn from classic children's literature into one classroom-ready sourcebook. Many of the assignments can be adapted to suit children younger or older than 8-11. We all love a story.

The next 10 Tippie adventures are proudly South-African, interesting and builds on the skills acquired in the Level 1 books. The text is supported by colourful, engaging illustrations to support comprehension and practise short vowel sounds and simple consonant clusters. Tippie learns and explores alongside his friends whilst staying true to typical child development. These sequential reading books were designed with a focus on sound development, linking sounds and letters as well as continuing building success and self-confidence in reading. The Level 2 books still focus on short vowels, simple consonants, sight words and final position consonant clusters. Children will love Tippie’s latest adventures as it is full of fun and humorous incidents along the way.

Teachers who want to cut lesson planning time should welcome this series. The new editions are revised in line with the new literacy framework and bring you new models. Writing Models aims to help teachers cover every sort of writing type they need; fine tune lessons by following key teaching points for each model; and deliver the new literacy units to pupils of varying ability using different versions of the same model. Each book in the series gives you: A bank of easy-to-use, photocopiable models for writing covering poetry, narrative and non-fiction Key teaching points for each model Simpler and harder examples for differentiation The newly revised second edition for Year 4 has been fully updated and restructured in line to deliver new units from the new framework and includes new writing models. Lesson planning has never been easier! The second edition of Writing Models Year 4 contains: Stories with historical settings; Stories from other cultures (new) and Stories that raise issues & dilemmas (new) Poems to explore form and Performance poems (new) Stories set in imaginary worlds and Plays (new) Newspaper reports (new); ICT-texts (new) and Persuasive writing including a model based on a DVD (new)

This revised edition of the best-selling Spelling for Literacy series consists of six books designed to reflect fully the demands of the latest National Curriculum. The books cover all the statutory requirements, which specify sounds and spelling patterns, as well as the non-statutory guidance including all curricular word lists...together with many others! Preserving the popular format of the original series, each book contains forty sets of words, with each set arranged across three pages: an overview display page, for pinning to the wall or showing on screen; a practice page, to include using the words in context, and a 'Learn, write, check' page to reinforce the learning process. By using these books, teachers will cover every word and every spelling pattern required for the 2014 curriculum.

This revised edition of the best-selling Spelling for Literacy series consists of six books designed to reflect fully the demands of the latest National Curriculum. The books cover all the statutory requirements, which specify sounds and spelling patterns, as well as the non-statutory guidance including all curricular word lists...together with many others! Preserving the popular format of the original series, each book contains forty sets of words, with each set arranged across three pages: an overview display page, for pinning to the wall or showing on screen; a practice page, to include using the words in context, and a 'Learn, write, check' page to reinforce the learning process. By using these books, teachers will cover every word and every spelling pattern required for the 2014 curriculum.

This revised edition of the best-selling Spelling for Literacy series consists of six books designed to reflect fully the demands of the latest National Curriculum. The books cover all the statutory requirements, which specify sounds and spelling patterns, as well as the non-statutory guidance including all curricular word lists...together with many others! Preserving the popular format of the original series, each book contains forty sets of words, with each set arranged across three pages: an overview display page, for pinning to the wall or showing on screen; a practice page, to include using the words in context, and a 'Learn, write, check' page to reinforce the learning process. By using these books, teachers will cover every word and every spelling pattern required for the 2014 curriculum.

"A must-read for all middle and high school teachers interested in motivating and engaging their students to enhance their reading development and help them enjoy it at the same time." -Lesley M. Morrow, Professor of Literacy Rutgers University "This rich compendium of information offers a solid plan of action for teachers who want to ensure that their students are highly motivated literacy learners." -Linda B. Gambrell, Distinguished Professor of Education Clemson University Inspire learners' passion for reading! Every day, secondary school teachers face the challenge of engaging students in essential reading tasks. This accessible text links key instructional practices with current research on reading motivation, engagement, and classroom context to help reluctant learners become active readers. Featuring contributions from content teachers working in collaboration with reading researcher John T. Guthrie, Engaging Adolescents in Reading offers examples that vividly illustrate how motivation looks from the teacher's vantage point and how students can experience deep reading engagement. The writers discuss teaching frameworks, student activities, and textbooks, and demonstrate how to use classroom-tested motivational approaches. This insightful book shows educators how to: Infuse reading assignments with significance and meaning Present choices that encourage students to take charge of their learning Tap into adolescents' social natures through group activities Build proficiency and confidence in struggling readers With examples from the content areas, these strategies help teachers increase adolescents' engagement with texts and boost their reading enjoyment.

Reinforce your child's second-grade skills with Spectrum Phonics. With the progressive lessons in this workbook, your child will strengthen reading skills involving blends, hard and soft consonants, long and short vowel sounds, and vowel pairs. The Spectrum(R) Phonics series provides your child with skill-building exercises that focus on phonics, structural analysis, and dictionary skills. Phonics for grades K-2 guides students progressively through letter sounds, blends, and pairs and how they combine to form words. Word Study and Phonics for grades 3-6 includes lessons in decoding as well as vocabulary comprehension, spelling, word relationships, figurative language, and even foreign words. Unique exercises will keep children engaged, and complete answer keys will help you gauge their understanding of the way words work. Spectrum, the best-selling workbook series, is proud to provide quality educational materials that support your students' learning achievement and success.

Achieve. Fun and focused SATs revision. Achieve the Expected Standard in Reading, with the only fully updated revision series. Written in the style of the most recent Year 6 National Tests, this essential book is packed with full length tests papers, providing realistic practice to develop and perfect exam technique for the 2019 SATs and covers everything that could be tested while ensuring children have some fun while they learn. Our unique approach has been helping children and schools perform above national average for over 15 years. This full colour write-in book: - Builds children's ability to concentrate in a test situation - Familiarises children with the style and format of the SATs with exposure to all the question types that could be set - Identifies strengths and weaknesses to help guide revision and improve results - Saves teacher and parent preparation time with ready-made practice papers - Draws on expert analysis to ensure our content is just right For best results use alongside Achieve Reading SATs Revision The Expected Standard Year 6 and Achieve Reading SATs Question WorkbookThe Expected Standard Year 6

Children's Books in Children's Hands: A Brief Introduction to Their Literature familiarizes current and future teachers with the best and most recent books for children. The renowned author team presents richly illustrated, practical ideas for sharing literature with children as a source of enjoyment and inspiration that will last them all their lives. This authoritative, captivating, and popular guide establishes a roadmap for understanding the world of children's literature, including its writers, illustrators, editors, and critics, while also providing a strong emphasis on books from many cultural groups. The 6th Edition now includes full color illustrations and art, newer title annotations, new teaching ideas, coverage of shifting changes in genres, and thorough coverage of multicultural and international books.

To a degree unknown in practically any other discipline, the pedagogical space afforded composition is the institutional engine that makes possible all other theoretical and research efforts in the field of rhetoric and writing. But composition has recently come under attack from many within the field as fundamentally misguided. Some of these critics have been labelled "New Abolitionists" for their insistence that compulsory first-year writing should be abandoned. Not limiting itself to first-year writing courses, this book extends and modifies calls for abolition by taking a closer look at current theoretical and empirical understandings of what contributors call "general writing skills instruction" (GWSI): the curriculum which an overwhelming majority of writing instructors is paid to teach, that practically every composition textbook is written to support, and the instruction for which English departments are given resources to deliver.
The vulnerability of GWSI is hardly a secret among writing professionals and its intellectual fragility has been felt for years and manifested in several ways:
* in persistently low status of composition as a study both within and outside of English departments;
* in professional journal articles and conference presentations that are growing both in theoretical sophistication and irrelevance to the composition classroom; and
* in the rhetoric and writing field's ever-increasing attention to nontraditional sites of writing behavior.
But, to date, there has been relatively little concerted discussion within the writing field that focuses specifically on the fundamentally awkward relationship of writing theory and writing instruction.
This volume is the first to explicitly focus on the gap in the theory and practice that has emerged as a result of the field's growing professionalization. The essays anthologized offer critiques of GWSI in light of the discipline's growing understanding of the contexts for writing and their rhetorical nature. Writing from a wide range of cognitivist, critical-theoretical, historical, linguistic and philosophical perspectives, contributors call into serious question basic tenets of contemporary writing instruction and provide a forum for articulating a sort of "zeitgeist" that seems to permeate many writing conferences, but which has, until recently, not found a voice or a name.

The Level 3 Biff, Chip and Kipper Stories, written by Roderick Hunt and illustrated by Alex Brychta, provide a rich story context to help develop language comprehension and decoding skills. Stories, More Stories A and More Stories B build on the reading skills from Level 2 and are slightly longer. First Sentences include a range of high frequency vocabulary with repetitive text to continue to build fluency. Books contain inside cover notes to support children in their reading. Help with childrens reading development is also available at www.oxfordowl.co.uk.

Writing Studio Pedagogy (WSP) breaks from the tradition of teaching and responding to writing in traditional ways and moves the teaching and learning experience off the page and into engaging spaces in multiple ways, which can enhance the composing process. Through this collection, scholars interested in rethinking approaches to teaching, writing pedagogy, and innovative learning will find new ways to challenge their own understandings of space, place, and collaboration. WSP involves an attention to space and place in the development of rhetorical acts by focusing on the ways in which they enhance pedagogy. This book takes a unique opportunity to return to pedagogy as the foremost priority in any learning space. Educators might preference WSP for its emphasis on student-centeredness by creating productive interactions, intersections, and departures that arrive from prioritizing learning. WSP acknowledges the centralized role of students and teachers as co-facilitators in learning and writing. These threads are intentionally broad-based, as the chapters contained in this book speak to the complexity of WSP across institutions.

Are you looking for excellent writing models to support teaching writing, punctuation and grammar from the 2014 National Curriculum? Model Writing for Ages 7-12 is a compilation of short, photocopiable texts including fiction, non-fiction and poetry that provides teachers with writing models for a wide range of genres, writing styles and topics while incorporating the National Curriculum obligations. With stories ranging from historical accounts of the Vikings and the Blitz to a more sophisticated version of Little Red Riding Hood, and writing genres ranging from persuasive writing texts to newspaper reports, Model Writing for Ages 7-12 provides teachers with an example for every eventuality. The perfect aid for teaching writing, each text is accompanied by a table listing which statutory assessment criteria it includes, as well as a blank table for pupils to collect examples themselves. This invaluable text is essential for upper Key Stage 2 and lower Key Stage 3 teachers, particularly literacy coordinators and all those who lack confidence with the grammatical concepts in a text.

To a degree unknown in practically any other discipline, the pedagogical space afforded composition is the institutional engine that makes possible all other theoretical and research efforts in the field of rhetoric and writing. But composition has recently come under attack from many within the field as fundamentally misguided. Some of these critics have been labelled "New Abolitionists" for their insistence that compulsory first-year writing should be abandoned. Not limiting itself to first-year writing courses, this book extends and modifies calls for abolition by taking a closer look at current theoretical and empirical understandings of what contributors call "general writing skills instruction" (GWSI): the curriculum which an overwhelming majority of writing instructors is paid to teach, that practically every composition textbook is written to support, and the instruction for which English departments are given resources to deliver.
The vulnerability of GWSI is hardly a secret among writing professionals and its intellectual fragility has been felt for years and manifested in several ways:
* in persistently low status of composition as a study both within and outside of English departments;
* in professional journal articles and conference presentations that are growing both in theoretical sophistication and irrelevance to the composition classroom; and
* in the rhetoric and writing field's ever-increasing attention to nontraditional sites of writing behavior.
But, to date, there has been relatively little concerted discussion within the writing field that focuses specifically on the fundamentally awkward relationship of writing theory and writing instruction.
This volume is the first to explicitly focus on the gap in the theory and practice that has emerged as a result of the field's growing professionalization. The essays anthologized offer critiques of GWSI in light of the discipline's growing understanding of the contexts for writing and their rhetorical nature. Writing from a wide range of cognitivist, critical-theoretical, historical, linguistic and philosophical perspectives, contributors call into serious question basic tenets of contemporary writing instruction and provide a forum for articulating a sort of "zeitgeist" that seems to permeate many writing conferences, but which has, until recently, not found a voice or a name.

Raising literacy levels in secondary schools has taken on a new urgency. Recognized author, Elaine K. McEwan, focuses her revised second edition on broadening and enhancing the "five big ideas" for winning the battle against illiteracy, with reflection and discussion questions for reinforcement. With new research and programmes designed for adolescent learners, this update provides suggestions and developmental tools for administrators to effectively strengthen reading curriculum and teaching. Reading specialists, special education teachers, literacy coaches, intervention specialists, and central office administrators can also use this essential tool for evaluating middle and high school reading programs and formulating school and district improvement goals. McEwan has enhanced the five strategies of the first edition with seven cognitive strategies of highly effective readers and more than 20 "teaching for learning" tips to infuse into daily content instruction. This indispensable guide helps educators: * Understand the current state of reading achievement * Alter the instructional planning and delivery system * Motivate all students to read, and teach them how to read to learn * Create reading cultures in schools An invaluable resource for site-based literacy and improvement teams, and for educators without a reading curriculum background, this comprehensive book encourages leadership and creativity to achieve high levels of literacy in today's classroom.

This book aims to help students practise their comprehension skills as a way of improving their abilities to understand written information. To achieve this the book contains important, practical advice on how to approach standard comprehension tests and to write effective, purposeful answers. The book also provides tips and advice for writing compositions. These are writing tests that cover aspects of creative writing such as stories, reports and letters. 5 standard comprehension tests are provided, each with a reading passage followed by questions that are answered by the students in the spaces provided. Each of the 5 comprehension tests is accompanied by a composition test that provides a choice of 2 tasks with space given for students to write their answers. A clear, helpful and detailed mark scheme is provided for both the comprehension tests and compositions to enable an accurate assessment to be made of each student's performance. The tests contained in this book have been prepared for children in school years 5, 6 and 7 (ages 9-13). As well as being helpful for general revision and practice, these comprehension tests are written to assist particularly students who are preparing for entrance examinations at 11+ for grammar and independent schools. The ability to read and make meaning from written information is crucial for students of all ages. Because this is tested regularly in schools this book offers not only practice but also helpful advice and support for both students and their parents.

Children who have difficulty acquiring basic skills need additional help and encouragement. In "Helping Children with Reading and Spelling, " Rea Reason and Rene Boote have written a highly practical manual which provides detailed frameworks for assessment and teaching which will be widely used by class teachers, particularly those working with children who have specific literacy difficulties. The book does not adopt any one theoretical stance, but provides a comprehensive and workable collection of ideas, including photocopiable pages which can be used as teaching and assessment resources and case studies to illustrate the methods suggested. The emphasis of the book is on reading for meaning and enjoyment, together with the systematic practice of word and letter recognition skills.

Treasure House Comprehension Skills Teacher's Guides provide at-a-glance lesson planning to guide teachers through the activities in Treasure House Comprehension Skills Pupil Books. Treasure House Comprehension Skills Teacher's Guide 4: - provides at-a-glance planning with overviews, step-by-step instructions and answer keys for all Pupil Book units - offers ideas to enable all children to access learning in Support, Embed and Challenge sections - targets individual learning needs with photocopiable resources - maps units to the 2014 National Curriculum for English

This open access book is a unique study of the impact of lived experience on literate life, exploring how children's reading development is affected by their home setting, and how this sense of place influences textual interpretation of the books they read. Based on qualitative research and structured around interviews with twelve participants, Space, Place and Children's Reading Development focuses on the digital maps and artistic renderings these readers were asked to create of a place (real or imagined) that they felt reflected their literate youth, and the discussions that followed about these maps and their evolution as readers. Analysing the participant's responses, Margaret Mackey looks at the rich insights offered about the impact on childhood stability after experiences such as migration; the "reading spaces" children make based on their social relationships and domestic spheres; the creation of "textual spaces" and the significance of the recurring motif of forests in the participants' maps; the importance of the Harry Potter novels; the basis of life-long reading habits; psychological spaces and whether readers visualize when they read. Blending theoretical perspectives on reading from many disciplines with the personal experiences of readers of diverse nationalities, languages, disciplinary interests, and life experiences, this is an enlightening account of the behaviors of readers, reading histories, and place-based reader responses to literature. By building greater understanding about the broad and subtle processes that enable people to read, this study refines the kind of questions we ask about reading and moves towards developing a multidisciplinary language for the study and discussion of reading practices in contemporary times. The eBook editions of this book are available open access under a CC BY-NC-ND 4.0 license on bloomsburycollections.com. Open access was funded by the Social Sciences and Humanities Research Council of Canada.

Practice reading comprehension with this activity sticker book, perfect for learning at home! Let's Do Comprehension 6-7 supports the National Curriculum for Key Stage 1 and is ideal for boosting English literacy skills at home. The workbook contains a variety of stimulating fiction and non-fiction texts, accompanied by comprehension questions of varying difficulty and over 100 colourful stickers to encourage and reward children. This comprehension practice book includes: - Tips and clues from Alice the Alligator to support children - Extra challenges in Brodie's Brain Boosters to stretch and challenge - Answers at the back of the book - Exciting, colourful illustrations and stickers For more in the popular Let's Do series by Andrew Brodie, see: Let's Do Handwriting, Let's Do Spelling, Let's Do Punctuation, Let's Do Grammar, Let's Do Times Tables, Let's Do Mental Maths, Let's Do Addition and Subtraction and Let's Do Arithmetic

How do we inspire students to love reading and discovery? In Passionate Readers: The Art of Reaching and Engaging Every Child, classroom teacher, author, and speaker Pernille Ripp reveals the five keys to creating a passionate reading environment. You'll learn how to... Use your own reading identity to create powerful reading experiences for all students Empower your students and their reading experience by focusing on your physical classroom environment Create and maintain an enticing, well-organized, easy-to-use classroom library; Build a learning community filled with choice and student ownership; and Guide students to further develop their own reading identity to cement them as life-long, invested readers. Throughout the book, Pernille opens up about her own trials and errors as a teacher and what she's learned along the way. She also shares a wide variety of practical tools that you can use in your own classroom, including a reader profile sheet, conferring sheet, classroom library letter to parents, and much more. These tools are available in the book and as eResources to help you build your own classroom of passionate readers.

This book addresses the need to help all students, including English learners, improve their ability to read with understanding so that they can succeed not just in their language and literacy classes, but also in their subject area classrooms. The book brings together a group of experts representing the fields of first and second language reading, whose chapters contribute in different yet complementary ways to the goal of this book: Improve students' reading for understanding across languages with metacognitive awareness and use of reading strategies instruction.