Sylvia Edwards' book concentrates on enhancing the spelling skills of the pupils whom you support; analyzing how you can develop their spelling skills, offering advise and guidance on a variety of learning styles, and a breakdown of spelling principles.

Wilson and Scanlon focus on enhancing the reading skills of the pupils whom you support, analyzing how you can develop their skills, offering advise and guidance on a variety of learning styles and a breakdown of reading principles.

The Level 6 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 involve familiar situations and a variety of fantasy settings through the magic key adventures. This pack includes one copy of each of the following titles: Land of the Dinosaurs, In the Garden, Kipper and the Giant, The Outing, Robin Hood, and The Treasure Chest. Books contain inside cover notes to support children in their reading. Help with childrens reading development is also available at www.oxfordowl.co.uk.

Presenting a powerful and stimulating approach to writing, "Location Writing" allows children to escape the confines of the classroom and develop written responses to their environment. The book features: activities covering prose, poetry, non-fiction and faction; examples of written work by both children and professional writers; detailed lesson plans and ideas; advice on establishing writers' trails; cross-curricular links; and lists of resources and suggestions for location writing around the UK.

Authors Lynn Settlow and Margarita Jacovino offer teachers and specialists something unique. They define phonemic awareness in simple language and put to rest any confusion between phonemic awareness and phonics. How to Increase Phonemic Awareness In the Classroom offers: a quick and easy informal assessment measure for teachers to pinpoint their students' instructional needs, classroom activities that are brief, fun, and easy to implement, literature-based activities to build phonemic awareness through nursery rhymes, poetry, and children's books. Each chapter features one level of the phonemic awareness developmental continuum (i.e. rhyming) along with three types of activities. These activities can easily be incorporated into guided reading lessons. Transitional activities are simple, quick activities that help a class transition from one activity to another (or even just line up for lunch!) and reinforce phonemic skills. All of the activities are designed to encourage students' participation and success. This instructional guide can be used by specialists, teachers, tutors, and parents.

Save 15% when you buy 15 copies with the Subjects Matter, Second Edition book study bundle.

"To help every kid fall in love with at least one field of knowledge, our students must encounter our fields' most galvanizing, tantalizing, and pivotal documents. This book is about making those encounters as compelling as we can make them." -Harvey "Smokey" Daniels and Steven Zemelman

We are specialists to the bone-in science, math, social studies, art, music, business, and foreign language. But now, the Common Core and state standards require us to help our students better understand the distinctive texts in our subject areas. "Nobody's making us into reading teachers," write Smokey Daniels and Steve Zemelman, "but we must become teachers of disciplinary thinking through our students' reading."

If this shift sounds like a tough one, Subjects Matter, Second Edition is your solution. Smokey and Steve, two of America's most popular educators, share exactly what you need to help students read your nonfiction content closely and strategically: 27 proven teaching strategies that help meet-and exceed-the standards how-to suggestions for engaging kids with content through wide, real-world reading a lively look at using "boring" textbooks motivating instruction that's powered by student collaboration specifics for helping struggling readers succeed.

Subjects Matter, Second Edition enables deep, thoughtful learning for your students, while keeping the irreverent, inspiring heart that's made the first edition indispensable. You'll discover fresh and re-energized lessons, completely updated research, and vibrant vignettes from new colleagues and old friends who have as much passion for their subjects as you do.

"We'll be using methods particular to our fields as well as engaging reading materials that help students understand and remember our content better," write Smokey and Steve. "We can realize that vision of the light going on in kids' heads and maybe fill them with enthusiasm about the amazing subject matter that we have to offer. Sound good? Let's get to work." Read a sample chapter from Subjects Matter, Second Edition.

Emphasizing the need to develop higher-level thinking skills and critical discussion with intermediate and middle school struggling readers, Williams uses quality children's literature as a springboard to help readers: understand and use descriptive vocabulary and figurative language, make personal connections with text, create and solve text related mathematical problems, promote an active, engaged discussion and critical analysis of the story and the important issues raised in text, extend meaning through research and writing, art, and drama. To help teachers match student to text, literature selections are categorized according to interest (e.g., mystery, sports, humor, identity/solving problems), genre, and include reading level, interest level, and number of pages. Discussion questions and extension activities_specific to over 100 children's literature selections_provide opportunities for students to ask questions, discuss and use descriptive language, make predictions and inferences, evaluate story elements, and critically reflect on character perspectives and social issues raised in the text. All questions are appropriate for individual work, special education classrooms, general education and inclusion classrooms, and help teachers facilitate literature discussion groups, book club discussion and response writing, self-regulated reading, guided reading, and whole class discussions.

Primary-grade teachers face an important challenge: teaching children how to read while enabling them to build good habits so they fall in love with reading. Many teachers find the independent reading workshop to be the component of reading instruction that meets this challenge because it makes it possible to teach the reading skills and strategies children need and guides them toward independence, intention, and joy as readers.

In "Growing Readers," Kathy Collins helps teachers plan for independent reading workshops in their own classrooms. She describes the structure of the independent reading workshop and other components of a balanced literacy program that work together to ensure young students grow into strong, well-rounded readers. Kathy outlines a sequence of possible units of study for a yearlong curriculum. Chapters are devoted to the individual units of study and include a sample curriculum as well as examples of mini-lessons and reading conferences. There are also four "Getting Ready" sections that suggest some behind-the-scenes work teachers can do to prepare for the units. Topics explored in these units include: print and comprehension strategies;reading in genres such as poetry and nonfiction;connecting in-school reading and out-of-school reading;developing the strategies and habits of lifelong readers.

A series of planning sheets and management tips are presented throughout to help ensure smooth implementation.

We want our students to learn to read, and we want them to love to read. To do this we need to lay a foundation on which children build rich and purposeful reading lives that extend beyond the school day. The ideas found in "Growing Readers" create thekind of primary classrooms where that happens.

A practical text with ideas that can immediately be put to use in the classroom. This book goes beyond a thematic link between reading and music to an examination of those skills that are directly parallel in music learning and text reading. Including instructional examples, it provides specific strategies for music and reading teachers to support each other. It also presents the latest research supporting the links between music and literacy, making it a valuable advocacy resource.

The Level 5 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, More Stories B and More Stories C take the children from familiar, predictable events at home and school into the less certain realms of fantasy through the magic key adventures. Books contain inside cover notes to support children in their reading. Help with childrens reading development is also available at www.oxfordowl.co.uk. Contains one copy of each of the six titles at Oxford Reading Level 5.

Developing children's writing abilities boosts their confidence, creates enjoyment and relevance in the task and cultivates a range of decision-making and problem-solving skills that can then be applied across the curriculum. The Countdown series provides all the support you need in helping children to improve their prose, poetry and non-fiction writing. Countdown to Non-Fiction Writing is a comprehensive and flexible resource which you can use in different ways. It includes: 37 stand-alone modules which cover all aspects of writing and understanding non-fiction texts, including the nature of language, logical thinking, recognising 'facts' and planning; A countdown flowchart provides an overview, showing how modules are linked and allowing teachers and pupils to track their progress; Photocopiable activity sheets for each module that show how to make decisions and solve problems which writers face on the journey to a finished piece of work; Teachers' notes for each module with tips and guidance, including how modules can be used in the classroom, links to other modules and curriculum links, and advice on helping and guiding pupils in their writing; A self-study component so pupils can make their own progress through the material. This option gives young writers a sense of independence in thinking about their work and through offering a scaffolding of tasks, encourages confident and effective writing; 'Headers' for each module showing where along the 'countdown path' you are at that point; Contents page for quick access to particular modules and relevant aspects of writing. In short, Countdown to Non-Fiction Writing saves valuable planning time and gives you all the flexibility you need in helping pupils to prepare for, understand, and write non-fiction. The structure of the book allows teachers to utilise the modules for 'self-study', as a longer programme following the 'countdown' structure, or to dip into the book for individual lesson activities and ideas to fit in with wider programmes of study.

The Level 2 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 offer a predictable sentence structure to support reading success. Books contain inside cover notes to support children in their reading. Help with childrens reading development is also available at www.oxfordowl.co.uk. Contains one copy of each of the six titles at Oxford Reading Level 2.

This book provides teachers of children at Key Stages 1 and 2 with a much-needed source of exciting and creative drama-based activities, designed to improve literacy. As useful for the drama novice as for the busy literacy co-ordinator, these flexible activities are designed to help teachers meet National Curriculum and National Literacy Strategy (NLS) requirements, particularly through speaking and listening.
The book is divided into three parts:

Part 1 looks at literacy and the power of drama as a 'brain-friendly' medium for teaching and learning.
Part 2 contains ten structured, practical units of work, each based on a different story, poem, play or traditional tale or rhyme and each linked directly to the requirements and objectives of the NLS and the QCA objectives for speaking and listening.
Part 3 contains photocopiable Literacy Support Sheets for teachers to use and adapt for their own classroom needs.

All units of work have been tried and tested by the authors, giving teachers a springboard from which to enhance and extend their literacy lessons, and engage the imagination of their pupils. The book is also the ideal resource for student teachers.

eBook available with sample pages: 0203166981

"Spelltrack" is a practical approach to spelling, developed to help children who have specific difficulties with phoneme awareness, segmenting, blending and phoneme-letter correspondences. It helps to maintain a systematic progression through the process of learning to read and spell.
This book presents activities using tracking techniques to help those learners who have particular difficulty in memorizing high frequency words. By circling (tracking) each letter in one continuous movement, at the same time as saying the letter name, the learner is using visual and kinesthetic senses as well as learning the phonic components of the word. Writing out the spelling from memory, saying the letter names or mnemonic as he or she does so, provides reinforcement of correct letter formation and good handwriting.
The workbook focuses on helping children to learn 'tricky' words that are not phonically regular. Words in common everyday sequences have been included too, to give learners confidence with these words as quickly as possible.
Using Spelltrack activities can help children to scan a line of type effectively, improving reading, letter recognition and discrimination skills; correct problems of left-to-right directionality, omissions and reversals; improve visual recognition, matching and selecting; improve graphic knowledge and phoneme/graphic correspondence; work on fine motor control; consolidate phonic skills and early spelling strategies; and learn proofreading skills.

Developing Arts Loving Readers is based on the premise that children can and do learn a great deal about the arts and their own abilities innately. Involvement and immersion, author Nan L. McDonald argues, are the ways in which children may feel welcome to write, move, create, draw, and otherwise express ideas about art and music directly. Teaching suggestions are offered to classroom teachers and other non-specialists, so that classroom-reading activities may be extended into group discussions, co-operative learning-arts projects, and creative performances. Appended are extensive resource lists for further integrated arts teaching in the classroom.

The role of the writing program administrator is one of diverse activities and challenges, and preparation for the position has traditionally come through performing the job itself. As a result, uninitiated WPAs often find themselves struggling to manage the various requirements and demands of the position, and even experienced WPAs often encounter situations on which they need advice. "The Writing Program Administrator's Resource" has been developed to address the needs of all WPAs, regardless of background or experience. It provides practical, applicable tools to effectively address the differing and sometimes competing roles in which WPAs find themselves.
Readers will find an invaluable collection of articles in this volume, addressing fundamental practices and issues encountered by WPAs in their workplace settings and focusing on the hows and whys of writing program administration. With formal preparation and training only now beginning to catch up to the very real needs of the WPA, this volume offers guidance and support from authoritative and experienced sources--educators who have established the definitions and standards of the position; who have run into obstacles and surmounted them; and who have not just survived but thrived in their roles as WPAs. Editors Stuart C. Brown and Theresa Enos contribute their own experience and bring together the voices of their colleagues to delineate the intellectual scope and practices of writing program administration as an emerging discipline. Established and esteemed leaders in the field offer insights, advice, and plans of action for the myriad scenarios encountered in the position, encouraging WPAs and helping them to realize that they often know more than they think they do.
This resource is required reading for the new WPA, and an essential reference for all who serve in the WPA role. As a guidebook for WPAs, it is destined to become a fixture on the desk of every educator involved with or interested in administrating writing programs, writing centers, and writing-across-the-curriculum efforts.

Teachers, trainees and learning support assistants will find this lively and accessible book combines creativity with skills teaching to stimulate and improve children's writing, both at foundation and primary levels. Based on the concepts and objectives of the National Literacy Strategy (NLS), the content is well founded in experience, research and classroom application.

Special features include advice on planning, linking to NLS objectives, and selecting texts; demonstration scripts for teachers to use in the classroom; annotated extracts from quality literature to help children read as writers; practical advice on strategies to use in guided writing; and examples of children's work that show how to assess the children's writing and set 'next step' targets.

The authors show how you can use drama techniques, story stacks, artifacts and scenarios to engage children in writing, both in fiction and non-fiction, right across the curriculum.

The Level 1+ 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. First Sentences and More First Sentences A, B and C introduce children to stories told through complete sentences to provide practice of high frequency vocabulary to build confidence and fluency. Patterned Stories and More Patterned Stories A practise vocabulary in the context of a repeated sentence structure to help develop confidence and 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.

Foundation Treasure House is a topic-based resource consisting of mini-storytelling projects. Each project focuses on an exciting and engaging core text, with a bank of activities linked to the text. All 40-60+ month reading and writing early years outcomes are covered within the topics. The bank of activities for each project is the vehicle for teaching speaking and listening skills, early reading skills (phonics), early writing skills and related reinforcement. There are lots of suggestions for incorporating more cross-curricular and creative activities within the topic. The Teacher's Guide consists of: * 6 topics (one per half term) each consisting of 3 mini-storytelling projects. The 18 sequences contain: - Whole class focused teaching - Bank of differentiated adult-led activities - Bank of child-led activities - Resources

A magical chapter book series inspired by Sticker Dolly Dressing, perfect for fans of Rainbow Magic. Each book comes with a page of stickers to dress the Dolls. Meera, Sophia and Olivia, the Princess Dolls, are on an urgent mission to the River Kingdom on the Majestic Isle. It's the day of the Waterlily Ball, but the River Princess has flooded the ballroom! Somehow, the Princess Dolls must find a way for the biggest dance of the year to go ahead...and time is running out! Collect all the books in the Sticker Dolly Stories series! 1. Unicorn Rescue (A Magic Dolls Story) 2. Fairy Picnic (A Magic Dolls Story) 3. Mermaid in Trouble (A Magic Dolls Story) 4. Baby Dragon (A Magic Dolls Story) 5. Castle in the Clouds (A Princess Dolls Story) 6. Ice Palace (A Princess Dolls Story) 7. Woodland Princess (A Princess Dolls Story) 8. Waterlily Ball (A Princess Dolls Story) 9. Dream Pony (An Animal Rescue Dolls Story) 10. Lucky Bunnies (An Animal Rescue Dolls Story) 11. Little Lost Deer (An Animal Rescue Dolls Story) 12. Snow Puppy (An Animal Rescue Dolls Story) And look out for the Summer and Christmas specials: Dolphin Magic (A Summer special) Christmas Mystery (A Christmas special)

The essays selected for this volume address debilitating assumptions that place both students and teachers of basic writing, as well as the discipline itself, on the margins of educational, economic, and political localities of influence. The collection presents readers with previously published essays that together depict the fundamental and shifting theoretical, methodological, and pedagogical assumptions of basic writing instruction over the past two decades. Arranged chronologically, the essays examine such issues as defining basic writers, the phenomenology of error, cognitivism and writing instruction, the social construction of remediation, and the politics of basic writing pedagogy in a postmodern world. They collectively present what the contributors perceive as some of the most enduring and important debates in the field. At the same time, they illustrate that neither the basic writing classroom nor recent scholarship need to be "intellectually" marginalized locations.
By including primarily essays published between 1987 and 1997, the contributors bring together essays that historicize the preceding decades of scholarship and also anticipate the future of the field. The volume moves thematically from situating and defining basic writers and basic writing scholarship to questions of the relationships among methodology, ideology, and race. It closes with a series of essays that collectively move the field "Toward a Post-Critical Pedagogy of Basic Writing."

Published in 1988, this book is a teacher's eye view of how children come to write and rewrite poems, and of how they make aesthetic choices in their writing. Drawing on over twenty years' experience of teaching poetry in primary and secondary schools, Robert Hull presents a detailed account of the process of writing poetry in the classroom. The reader is invited, almost in confidence, to be witness to a skilled teacher's planning, recognition, and definition of children's emergent understanding and expertise. The author adopts a non-behaviourist model which stresses difficulty and uncertainty, rejecting a simplistic assumption of linear progression, predictability of outcome, and short-term results. The many examples of poems written by the children demonstrate in a very vivid and impressive way the value of this approach. All teachers, not just of poetry, will find this a fascinating and informed study, and an inspiration for their own work in the classroom.

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.

5 full tests fully aligned with the revised Cambridge IGCSE First Language English 2020 syllabus. Ideal for use in the final year of the Cambridge IGCSE First Language English course, this book provides scaffolded support for students approaching the examination. The book contains five full examination papers organised by task type, accompanied by model and sample responses, mark schemes, examiner grades and comments, learning and exam strategy training, and examiner tips.