This volume presents effective instructional programs focused on two perspectives on writing: the teaching and learning of writing as a skill and the use of writing as a learning activity in various school subjects or skills acquisition. It is focused on analysing micro-design features of the programs (such as learning activities, supporting materials, specific strategies, instructional techniques) but also, macro-design rules of intervention programs (such as, instructional sequence, instructional stages) based on research evidence provided for previous studies. This volume goes beyond a practical volume because it provides additional reflection and discussion about theoretical background and empirically based evidence which support the specific intervention programs described. Several chapters in this book include links to an Open Access e-book where teacher and student materials for the authors' instructional approaches can be found (see ToC).

In Incredible Quests, read all about the joys of journeys - and their dangers! * After she escapes the sinking Titanic, can Grace create a new life in New York? * How did New York City become what it is today? * Can a young girl escape bedtime to see the stars? * What adventures happen in the imagination of a shy child? * How could a school trip look in the distant future?

This book is written to enhance the possibilities of uncovering new ways to teach reading. This book, is addressing how teachers, college professors, community leaders, community business owners, officials and parent's should encourage and challenge their local school and local board of education to utilize the absolute best methods available to teach our children how to read. In the United States alone our children are completing Kindergarten, 1st, 2nd Grade and some even 3rd Grade, and these children are not able to read. Parents are expected to present inquiries to their child's teachers, school officials, and educational experts to design a learning method to improve our current system of teaching reading. The message, research and the structure of this book was written to encourage all parents, educators and school officials to think about "What If" there was a better and more effective way to teach a child how to read? Would you take on that challenge of giving a child the "Gift" of learning how to read? No matter the cost Do you spend your days working with students who struggle to comprehend reading in literacy and content classes? Are you looking for a better way to establish comprehensive literacy of instruction in your school, classroom or home so all students receive support in becoming a competent and confident reader? Hopefully, some readers will have more use for the practical strategies and/or perhaps some educators will want to have this book for their classroom and personal use.

This edited book focuses on affordances and limitations of e-books for early language and literacy, features and design of e-books for early language and literacy, print versus e-books in early language and literacy development, and uses of and guidelines for how to use e-books in school and home literacy practices. Uniquely, this book includes critical reviews of diverse aspects of e-books (e.g., features) and e-book uses (e.g., independent reading) for early literacy as well as multiple examinations of e-books in home and school contexts using a variety of research methods and/or theoretical frames. The studies of children's engagement with diverse types of e-books in different social contexts provide readers with a contemporary and comprehensive understanding of this topic. Research has demonstrated that ever-increasing numbers of children use digital devices as part of their daily routine. Yet, despite children's frequent use of e-books from an early age, there is a limited understanding regarding how those e-books are actually being used at home and school. As more e-books become available, it is important to examine the educational benefits and limitations of different types of e-books for children. So far, studies on the topic have presented inconsistent findings regarding potential benefits and limitations of e-books for early literacy activities (e.g., independent reading, shared reading). The studies in this book aim to fill such gaps in the literature.

Suitable for ages 7 to 11 Provides support to consolidate your child's learning of grammar, punctuation and spelling Ideal for learning at home with your child Answers included in the back of the book Boost confidence and encourage results Easy-to-use, bright and fun, this engaging guide will support, nurture and consolidate children's learning as they develop their grammar, punctuation and spelling skills. Its lively, friendly approach will help them build resilience and stamina, test and track progress and gently motivate them to achieve their best. Keep on track and stay focused Expert feedback notes make it easy for children to focus on improving their weaknesses whilst building their strengths. The unique 'At a glance' pages put usage in context and support everything they're learning in class so they can quickly make progress and feel pride in their achievements. Build skills and test knowledge An appealing array of enjoyable activities, targeted exercises and SATs-style tests alongside engaging revision content take children deeper into the subjects. They'll have fun practising their skills as they hone their abilities in preparation for the official tests.

This latest edition of workbooks provides preschoolers with numerous opportunities to practise writing letters, and to associate letter shapes with their sounds. All four graded workbooks are fully crossreferenced in the new "Early Years Handbook". Each workbook covers one section of the alphabet. Size is A4/8.3"x11.7", 4 per pack.

With new standards adopted by 45 states and the District of Columbia, this professional text will address strategies to utilize in order to address the Common Core State Standards with reading closely to deepen understanding of informational text. This professional text offers why and what the English Language Arts (ELA) Common Core State Standards (CCSS) are, how to implement strategies aligned with the standards, and the importance behind text complexity and rigor. All of the strategies can be used no matter what standards are being taught and in any discipline.

Exam Board: Non-Specific Level: KS2 Subject: English First Teaching: September 2015 First Exam: June 2018 - Endorsed by Independent School Examination Board (ISEB) - A coherent scheme with the progressive development of skills throughout - Each chapter introduces and covers a skill, providing approximately three weeks of teaching material - Scaffolded activities give pupils the opportunity to practise new skills - Challenging comprehension activities across SPAG, writing, speaking and listening activities are included with mark allocation - 'joining the dots' segments to group and apply skills previously learned - Emphasis on spelling, grammar and writing skills to develop written accuracy This book is supported by answers as a PDF download: English Year 5 Answers PDF (9781471889264)

The activities in the New All-In-One Learn to Read and Write Grade 2 Home Language Workbook will ensure language and writing success!

The reading lessons are graded and sounds are presented step by step, keeping the eye span, sight word vocabulary and sentence structure that a Grade 2 learner should know in mind. The reading lessons are followed by applicable language exercises. The learner also cuts out an "Own reader" to practise sounds and spelling.

The new sounds learnt are practised on handwriting strips, developing learners’ pencil grip and handwriting skills. Sounds are practised through handwriting - the learner is encouraged to draw patterns (which resemble the sounds) and write sentences.

The handwriting exercises are in the correct font and line spacing - in print writing (e.g. round/slanted letters) - so that the learner learns to write correctly.

Handwriting and language exercises are presented in the order that learners will learn them in class according to CAPS.

Reading Across International Boundaries, edited by Roger Openshaw and Janet Soler, clearly demonstrates these broader characteristics of debates about the teaching of reading. It sets the educational issues firmly in the context of the social, cultural and political dynamics that inform and animate them and give them their meaning. It does so by setting out to understand their historical and comparative dimensions. Establishing the historical context highlights the origins and also the longevity of the problems and conflicts that are now widely familiar. The comparative approach also gives purchase on the wide range of approaches taken to these issues in nations around the world. More than this, however, this collection takes us into the realm of international influences. It underlines how debates in this area are not simply national, but are international and global in their scale. Moreover this is the case not only in relation to the broad fabric of policy debate, but also in the everyday struggles of pupils, parents and teachers in schools, classrooms and homes. Such an agenda is unsettling and provocative.It has the potential to challenge received opinion, to hustle preconceptions. It may also propose alternative visions for the improvement of teaching in this area that might be taken up and taken seriously in different localities or even more broadly. Most of all, it enables us to enrich and broaden our understanding of the learning and the teaching of reading at a time when awareness and vision are sorely needed. This collection of articles by leading scholars based in several different countries will be a significant contribution to the research field, but also a major resource when put to good use by policy makers and practitioners, as it should surely be.

Make sure your students develop the rich vocabulary that's essential to successful reading comprehension and academic achievement with A Word a Day. Each book in this newly revised series covers 144 words in 36 engaging weekly units.

Don't have students just memorize vocabulary words ... give them the tools they need to understand and apply the words!

Help your students learn 144 new words with the focused daily practice in A Word a Day, Grade 6+. Activities such as identifying attributes, making personal connections, and completing graphic organizers give students multiple exposures to the words, helping them to develop the vocabulary they need to be successful on assessments and in the classroom.

Examples of vocabulary words presented in Grade 6+:

* vehement, promotion, fastidious

* descend, endeavor, extricate

* irresistible, jubilant, slovenly

* whim, mesmerize, cavort