Guided by a friendly group of jungle animals, children can learn spelling rules to improve their writing. The activities in this book build confidence in using silent letters, adding endings to words, using apostrophes and forming contractions.

For the best children's books, reach for the stars!. Mbili was a learner in Grade 6. One day, Mrs Nangombe her teacher, noticed that Mbili was falling asleep during the lessons. When Mrs Nangombe found out what the problem was, Mbili's friends began to learn important lessons about life and friendship.

Teachers' writing groups have a significantly positive impact on pupils and their writing. This timely text explains the importance of teachers' writing groups and how they have evolved. It outlines clearly and accessibly how teachers can set up their own highly effective writing groups. In this practical and informative book, the authors: share the thinking and practice that is embodied by teachers' writing groups provide practical support for teachers running a group or wishing to write for themselves in order to inform their practice cover major themes such as: the relationship between writing teachers and the teaching of writing; writing as process and pleasure; writing and reflective practice; writing journals and the writing workshop. The authors provide a rationale for the development of writing groups for teachers and for ways of approaching writing that support adult and child writers and this rationale informs the ideas for writing throughout the book. All writing and teaching suggestions have been extensively tried and tested by class teachers, and will be of enormous interest to any teacher or student teacher wishing to run their own successful writing group.

Stimulating Emerging Story Writing! Inspiring Children aged 3-7 offers innovative and exciting ways to inspire young children to want to create stories and develop their emerging story writing skills. This practical guide offers comprehensive and informed support for professionals to effectively engage 'child authors' in stimulating story writing activities. Packed full of story ideas, resource suggestions and practical activities, the book explores the various ways professionals can help young children to develop the six key elements of story, these being character, setting, plot, conflict, resolution and ending. All of the ideas in the book are designed to support a setting's daily writing provision such as mark making opportunities, role play and using simple open ended play resources. Separated into two sections and with reference to the EYFS and Key Stage 1 curricula, this timely new text provides practitioners with tried and tested strategies and ideas that can be used with immediate effect. Chapters include: Creating Characters The Plot Thickens Inspired Ideas Resourcing the Story Stimulation This timely new text is the perfect guide for inspiring young children aged 3-7 in the classroom and will be an essential resource for practitioners, teachers and students on both early years and teacher training courses.

Syllabus: CfE (Curriculum for Excellence, from Education Scotland) and SQA Level: BGE S1-3: Third & Fourth Levels Subject: English Focus specifically on RUAE skills at Third and Fourth Levels with this popular book from Jane Cooper, comprising examples, models and active learning tasks, plus 15 practice assessments. Designed for use in BGE (S1-S3), this book helps students to: > Develop their close reading skills > Understand the distinction between key ideas and supporting details > Analyse writers' language and style via a broad range of text extracts > Learn the key concepts of reading for understanding, analysis and evaluation through examples, models and active learning tasks in Part One of the book > Apply, develop and monitor RUAE skills in Part Two, with 15 practice assessments that gradually increase in difficulty and sample both fiction and non-fiction texts > Prepare for National qualifications as the practice assessments serve as a useful precursor to the style of RUAE assessments at National 5 and beyond

The central unifying theme of this state-of-the-art contribution to research on literacy is its rethinking and reconceptualization of individual differences in reading. Previous research, focused on cognitive components of reading, signaled the need for ongoing work to identify relevant individual differences in reading, to determine the relationship(s) of individual differences to reading development, and to account for interactions among individual differences. Addressing developments in each of these areas, this volume also describes affective individual differences, and the environments in which individual differences in reading may emerge, operate, interact, and change. The scant comprehensive accounting of individual differences in reading is reflected in the nature of reading instruction programs today, the outcomes that are expected from successful teaching and learning, and the manner in which reading development is assessed. An important contribution of this volume is to provide prima facie evidence of the benefits of broad conceptualization of the ways in which readers differ. The Handbook of Individual Differences in Reading moves the field forward by encompassing cognitive, non-cognitive, contextual, and methodological concerns. Its breadth of coverage serves as both a useful summary of the current state of knowledge and a guide for future work in this area.

Descriptosaurus: Ghost Stories builds on the vocabulary and descriptive phrases introduced in the original bestselling Descriptosaurus and, within the context of ghost stories, develops the structure and use of the words and phrases to promote colourful cinematic writing. This essential guide will enable children to take their writing to the next level, combine their descriptions of setting and character and show how the two interact. Children can then experiment with their own ghost stories, armed with the skills, techniques and vocabulary necessary to describe their ghostly scenes in a way that allows the reader to feel the characters' fear and visualise the source of their terror within the setting. This new system also provides a contextualised alternative to grammar textbooks and will assist children in acquiring, understanding and applying the grammar they will need to improve their writing, both creative and technical.

The central unifying theme of this state-of-the-art contribution to research on literacy is its rethinking and reconceptualization of individual differences in reading. Previous research, focused on cognitive components of reading, signaled the need for ongoing work to identify relevant individual differences in reading, to determine the relationship(s) of individual differences to reading development, and to account for interactions among individual differences. Addressing developments in each of these areas, this volume also describes affective individual differences, and the environments in which individual differences in reading may emerge, operate, interact, and change. The scant comprehensive accounting of individual differences in reading is reflected in the nature of reading instruction programs today, the outcomes that are expected from successful teaching and learning, and the manner in which reading development is assessed. An important contribution of this volume is to provide prima facie evidence of the benefits of broad conceptualization of the ways in which readers differ. The Handbook of Individual Differences in Reading moves the field forward by encompassing cognitive, non-cognitive, contextual, and methodological concerns. Its breadth of coverage serves as both a useful summary of the current state of knowledge and a guide for future work in this area.

Focused on the teaching and learning argumentative writing in grades 9-12, this important contribution to literacy education research and classroom practice offers a new perspective, a set of principled practices, and case studies of excellent teaching. The case studies illustrate teaching and learning argumentative writing as the construction of knowledge and new understandings about experiences, ideas, and texts. Six themes key to teaching argumentative writing as a thoughtful, multi-leveled practice for deep learning and expression are presented: teaching and learning argumentative writing as social practice, teachers' epistemological beliefs about argumentative writing, variations in instructional chains, instructional conversations in support of argumentative writing as deep learning and appreciation of multiple perspectives, contextualized analysis of argumentative writing, and the teaching and learning of argumentative writing and the construction of rationalities.

Focused on the teaching and learning argumentative writing in grades 9-12, this important contribution to literacy education research and classroom practice offers a new perspective, a set of principled practices, and case studies of excellent teaching. The case studies illustrate teaching and learning argumentative writing as the construction of knowledge and new understandings about experiences, ideas, and texts. Six themes key to teaching argumentative writing as a thoughtful, multi-leveled practice for deep learning and expression are presented: teaching and learning argumentative writing as social practice, teachers' epistemological beliefs about argumentative writing, variations in instructional chains, instructional conversations in support of argumentative writing as deep learning and appreciation of multiple perspectives, contextualized analysis of argumentative writing, and the teaching and learning of argumentative writing and the construction of rationalities.

Transforming Reading Skills in the Secondary School is a commonsense text designed to help practitioners working in a mainstream context. The book suggests ways to develop the underlying skills necessary for good reading through multiple pathways such as mainstream subject lessons, individual and small group support sessions, whole school initiatives, the use of reading mentors and home-school liaison opportunities. Brimming with ideas and activities, Pat Guy explores a variety of different aspects of reading, including: how reading is taught and why it is such an important skill for the individual how to motivate the reluctant reader the role played by the mainstream & specialist teacher underlying problems pupils may face how to increase parental involvement reasons why a pupil's comprehension might be limited the role of the School Librarian the relevance to reading of vocabulary and general knowledge. Anyone wanting to develop the reading skills of secondary pupils who struggle will find this a resource they return to time and time again.

Learn the ten keys to effective writing instruction! In this dynamic book, bestselling author Lori G. Wilfong takes you through today's best practices for teaching writing and how to implement them in the classroom. She also points out practices that should be avoided, helping you figure out how to update your teaching so that all students can reach success. You'll discover how to... Make sure students have enough work in a genre before you assign writing Develop thoughtful, short writing prompts that are "infinite" and not finite Have students read and learn from master authors in the genre they are writing Create a writing community so that writing is not an isolated activity Use anchor charts and minilessons, along with rubrics and checklists Implement revising strategies, not just editing strategies, taught in context Use conferencing to grow students as thoughtful, reflective writers Let narratives be personal and creative, focusing on details and imagery Let informational writing explore a topic creatively and in depth Let argument writing be situated in real-world application and not be limited to one-sided, "what-if" debates Every chapter begins with an engaging scenario, includes the "why" behind the practice and how it connects to the Common Core, and clearly describes how implement the strategy. The book also contains tons of handy templates that you can reproduce and use in your own classroom. You can photocopy these templates or download them from our website at http://www.routledge.com/books/details/9781138812444.

Learn the ten keys to effective writing instruction! In this dynamic book, bestselling author Lori G. Wilfong takes you through today's best practices for teaching writing and how to implement them in the classroom. She also points out practices that should be avoided, helping you figure out how to update your teaching so that all students can reach success. You'll discover how to... Make sure students have enough work in a genre before you assign writing Develop thoughtful, short writing prompts that are "infinite" and not finite Have students read and learn from master authors in the genre they are writing Create a writing community so that writing is not an isolated activity Use anchor charts and minilessons, along with rubrics and checklists Implement revising strategies, not just editing strategies, taught in context Use conferencing to grow students as thoughtful, reflective writers Let narratives be personal and creative, focusing on details and imagery Let informational writing explore a topic creatively and in depth Let argument writing be situated in real-world application and not be limited to one-sided, "what-if" debates Every chapter begins with an engaging scenario, includes the "why" behind the practice and how it connects to the Common Core, and clearly describes how implement the strategy. The book also contains tons of handy templates that you can reproduce and use in your own classroom. You can photocopy these templates or download them from our website at http://www.routledge.com/books/details/9781138812444.

The Internet is transforming the experience of reading and learning-through-reading. Is this transformation effecting a radical change in reading processes as readers synthesize understandings from fragments across multiple texts? Or, conversely, is the Internet merely a new place to use the same reading skills and processes developed through experience with traditional print-based media? Are the changes in reading processes a matter of degree, or are they fundamentally new? And if so, how must reading theory, research, and instruction adjust?

This volume brings together distinguished experts from the fields of reading research, teacher education, educational psychology, cognitive science, rhetoric and composition, digital humanities, and educational technology to address these questions. Its unique structure features short essays, each drawing from its author's realm of expertise and projecting beyond to larger implications for reading research and education. These essays are followed by dialogue between the chapter author and respondents with contrasting viewpoints. The result is a lively exchange where authors are challenged to articulate their perspectives on a fundamental question for 21st century readers and researchers.

A Dialogic Approach to Understanding Reading celebrates the sophisticated and dynamic discussions that primary-aged children have as they talk together to make meaning from a variety of texts, and it highlights the potential for talk between readers as a tool for critical and creative thinking. It proposes a new dialogic theory of reading comprehension which incorporates multi-modal media, and adds further weight to the argument that talk as a tool for learning should form a central part of primary classroom learning and teaching.

The book explores:

This significant work is aimed at educational lecturers, researchers and students who want to explore an expanded notion of reading comprehension in the 21st century realising how opportunities for children thinking creatively together might transform the potential for learning in the classroom. It provides a framework for analysing co-constructive talk with suggestions for promoting children s critical and creative thinking."

Dialogic Readers: Children talking and thinking together about visual texts celebrates the sophisticated and dynamic discussions that primary-aged children can have as they talk together to make meaning from a variety of texts, and it highlights the potential for talk between readers as a tool for critical and creative thinking. It proposes a new dialogic theory of reading comprehension that incorporates multi-modal media and adds further weight to the argument that talk as a tool for learning should form a central part of primary classroom learning and teaching. The book explores: * the language of co-construction * children's critical and creative responses to text * the dialogic transaction between text and readers * the use of language as a tool for creating a social cohesion between readers. This significant work is aimed at educational lecturers, researchers and students who want to explore an expanded notion of reading comprehension in the twenty-first century, realizing how opportunities for children thinking creatively together might transform the potential for learning in the classroom. It provides a framework for analyzing co-constructive talk with suggestions for promoting children's critical and creative thinking.

Collins Big Cat Phonics for Letters and Sounds features exciting fiction and non-fiction decodable readers to enthuse and inspire children. They are fully aligned to Letters and Sounds Phases 1-6 and contain notes in the back. The Handbooks provide support in demonstration and modelling, monitoring comprehension and expanding vocabulary. A mysterious large box has appeared in the living room and it's wrapped like a present. Will Dad and his daughter Pip work out what is inside? Pink A/Band 1A offers emergent readers very simple, highly predictable texts and provides direct support through illustrations. The focus sounds in this book are: /s/ /a/ /t/ /p/ /i/ /n/ /m/ /d/ Pages 14 and 15 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall. Reading notes within the book provide practical support for reading Big Cat Phonics for Letters and Sounds with children, including a list of all the sounds and words that the book will cover.

A new companion for every English teacher

""Why have I written an entirely new English Teacher's Companion? Because to offer you anything less would suggest I had not grown, changed, or evolved these past fifteen years. I am not the same teacher I was when I wrote the first edition."" -Jim Burke

The fourth edition of "English Teacher's Companion" is 100 percent new. Jim Burke has rewritten it to model methods for reaching a new generation of students-when all the ground rules for teaching are changing.

A teacher's teacher and a recognized leader in English/language arts education, Jim understands the need for instructional methods that connect the why of teaching to the how. "This edition makes the research behind my practice more explicit," he writes. "It is also anchored in the Common Core State Standards, because I am still teaching every day-so these standards are my standards too."

Weaving in ideas for working with ELLs, struggling readers, and technology, "English Teacher's Companion," Fourth Edition: looks comprehensively at the research and reality of our profession, our students, and our content provides practical and thoughtful methods for meeting standards in reading, writing, speaking and listening, and language study makes assessment a priority, not only to find out what students know but to help practitioners improve. "I have taught English for nearly 25 years, and I love it," writes Jim Burke. Never has this love been more apparent than in the numerous lessons and teaching moves he includes as well as in the many examples of his own classroom language. Trust the fourth edition of "English Teacher's Companion," and bring the passion, power, and practicality of one of America's best teachers to your classroom.

Big Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics. Witney and Boscoe find lost things, so when they see a dog has gone missing they grab their finding kit and head out to save her. But will it be as easy as they think? This funny adventure story is set in Trinidad and Tobago. Pages 22 and 23 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall. Reading notes within the book provide practical support for reading with children, including a list of all the sounds and words that the book will cover.

In order for students to write effective informational texts, they need to read good informational texts! In this practical book, you'll find out how to use high-quality books and articles to make writing instruction more meaningful, authentic, and successful. The author demonstrates how you can help students analyze the qualities of effective informational texts and then help students think of those qualities as tools to improve their own writing. The book is filled with examples and templates you can bring back to the classroom immediately. Special Features: Offers clear suggestions for meeting the Common Core informational writing standards Covers all aspects of informational writing, including introducing and developing a topic; grouping related information together; adding features that aid comprehension; linking ideas; and using precise language and domain-specific vocabulary Includes a variety of assessment strategies and rubrics Provides classroom snapshots to show the writing tools in action Comes with a variety of templates and tools that can be photocopied or downloaded and printed from our website, www.routledge.com/books/details/9781138832060 Bonus! The book includes an annotated bibliography-a comprehensive list of recommended informational texts, with suggestions for how to use them.

It is hard to overstate the importance of learning and retaining the basic sight words to the level of instant recognition of a good start in learning to read. This Read more...graded photocopiable resource series uses large and small motor activities and sentence reading and writing activities with contextual clues to introduce basic sight words. Book 1 covers the 45 words detailed in the National Literacy Strategy to be taught in YR. Books 2 and 3 each cover half of the 113 words required to be learned in Y1-Y2. The activities repeat, so that for each word students' independence is quickly achieved making the activities ideal for groups and independent work during the Literacy Hour. Activities can be built into a book that children can use as an independent reading resource.

Actively listening for information is an essential skill for all students and is one that needs to be developed and practised - it doesn't just happen. The exercises in this two-book series require the listener to actively listen for information in each story. The student shows that they have understood and processed this information by adding information onto the picture that accompanies each story. Students may need to add colour to the picture or they may need to add into the picture an item that is referred to in the story but not included in the picture. For each picture (24 per book) there are two stories or a story and a set of instructions at two levels of difficulty so each picture can be used twice.

Actively listening for information is an essential skill for all students and is one that needs to be developed and practised - it doesn't just happen. The exercises in this two-book series require the listener to actively listen for information in each story. The student shows that they have understood and processed this information by adding information onto the picture that accompanies each story. Students may need to add colour to the picture or they may need to add into the picture an item that is referred to in the story but not included in the picture. For each picture (24 per book) there are two stories or a story and a set of instructions at two levels of difficulty so each picture can be used twice.

Good listening skills are vital to learning and to everyday life. Educational research shows a direct link between the ability to listen effectively, and measurable intelligence. If we improve listening skills, we improve IQ. Yet though we often complain about students' listening skills, do we apply focused teaching to improve them? "The Learning To Listen" series increases student ability to listen actively for sustained amounts of time. Each book consists of 20 appealing, high-interest stories which are read to students. After listening to each story, students complete related listening comprehension questions which require students to retain specific information from the story to answer given questions. Activities can be completed as a class, in groups or individually. Don't just talk about how students should learn to listen. Do something about it.