A comprehensive and balanced approach to early literacy instruction (birth - Grade 3) with a focus on integrating language arts Literacy Development in the Early Years: Helping Children Read and Write explores both the science and art of teaching literacy from birth through Grade 3. It presents a wealth of theory, research, practical strategies, and perspectives about how children learn literacy skills - while recognizing that literacy development is an active process between educators and their students. Renowned author Lesley Mandel Morrow utilizes her own research and experiences as well as the research of others to consider historical theories and philosophies about how children learn, policy changes in teaching reading, new laws and challenges in the area of testing and assessment, the place of diversity in today's classrooms, teaching English learners, and more. Reorganized with shorter, easier-to-read chapters, the 9th Edition contains added strategies for developing literacy in writing workshops, reading workshops, independent and partner reading, organizational methods, and comprehension development. Additional assessments allow teachers to carry out a more complete case study of a child's abilities and needs. Also available with MyLab Education By combining trusted author content with digital tools and a flexible platform, MyLab personalizes the learning experience and improves results for each student. MyLab Education gives teacher candidates opportunities to apply theory to practice - better preparing them for success in their future classrooms. Note: You are purchasing a standalone product; MyLab Education does not come packaged with this content. Students, if interested in purchasing this title with MyLab Education, ask your instructor to confirm the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information. If you would like to purchase both the physical text and MyLab Education, search for: 0135175348 / 9780135175347 Literacy Development in the Early Years: Helping Children Read and Write and MyLab Education with Enhanced Pearson eText -- Access Card Package Package consists of: 0134898230 / 9780134898230 Literacy Development in the Early Years: Helping Children Read and Write 0135185513 / 9780135185513 MyLab Education with Pearson eText -- Access Card -- for Literacy Development in the Early Years: Helping Children Read and Write

Written to support the use of the Thought Bubbles picture books, this guidebook has been created to help teachers and practitioners initiate 'nurturing conversations' and cultivate resilience in young children. Early identification of mental health and wellbeing needs by those who spend the most time with the children is key to offering the support vulnerable children need. This series takes a proactive approach to mental health support, creating a culture of trust and resilience long before crisis point is reached. Based on the author's extensive research and wealth of experience, this guidebook will help start the conversation, showing the reader what to do and say early on in a child's life, to help influence the way that they experience the world in the future. This book: Offers practical, low-cost actions that can be easily adapted to suit different environments and contexts. Explores key topics such as effective listening, communication, relationships and environments. Is designed to facilitate the effective use of the four Thought Bubbles picture books, supporting the practitioner to elicit nurturing conversations. Designed to be used in a range of childcare settings, this book is an essential resource for all those who care for and educate young children.

This practical resource contains a wealth of valuable advice and tried-and-tested strategies for supporting children and young people with Down's Syndrome. Fully updated with the 2014 SEND Code of Practice, this text describes the different types of difficulties experienced by pupils with Down's Syndrome and helps practitioners to understand their diverse needs. The wide-ranging chapters explore a variety of topics, including: Defining the profile of a pupil with Down's Syndrome Guidelines for working with pupils Addressing behaviour issues The use of ICT Home/school liason Assessment It provides guidance and practical strategies for SENCOs, teachers and other professionals and parents, helping them to feel more confident, and be more effective in supporting learners in a variety of settings. It also provides materials for in-house training sessions, and features useful checklists, templates and photocopiable resources.

As of spring 2015 in the states of New York, Tennessee, Washington, and Wisconsin all pre-service teacher candidates are required to pass the Education Teaching Performance Assessment to earn initial teaching certification. California, Georgia, Ohio and Massachusetts are planning to adopt the edTPA while eighteen other states are considering adopting this policy in the near future. Re-Engaging Students for Success: Planning for the Education Teaching Performance Assessment is designed to assist elementary candidates with an educational methodology to pass the Education Teaching Performance Assessment. The methodology can be used to plan, implement, and assess student learning during instruction. Additionally, this method will assist elementary teacher candidates in using the Common Core Standards to design lessons to assess student learning while managing classroom instruction. Candidates who have used this method have successfully beat the tests.

This book provides a practical understanding of digital literacy and information on integrating digital technology into English Language Arts and literacy instruction at the K-6 grade levels. Cross-disciplinary connections are also provided to bridge literacy and language arts and other content areas for a more integrated approach to literacy instruction. This text not only introduces readers to various types of digital tools and resources, but also provides practical approaches for using digital tools in instruction to help students read and write multimodal digital texts. Each chapter contains key elements that prompt brainstorming about digital tools, connections to the Common Core State Standards in Language Arts, and resources for teachers to plan instruction that incorporates digital tools. Comprehensive sample lesson plans that are aligned to the Common Core State Standards and English Language Proficiency Standards are provided throughout the text. Information about digital citizenship, digital copyright, lesson planning, and long-range planning is also provided.

* Explores the essential role of play-based approaches for SEND. * Offers very practical guidance and provides detail on the physical, cognitive and mental health benefits of play. * Considers some of the challenges that arise in implementing play-based and therapeutic approaches. * Gives examples of how play has been successfully integrated into the practice of a number of special schools. * Provides helpful photocopiable resources to help the reader introduce therapeutic play and play-based learning in their school.

This text draws on interviews, assignments, field notes, and observations from a flipped writing methodology course conducted with preservice elementary teachers in the US. In doing so, the text powerfully illustrates the benefits of using flipped methodologies in K-6 instruction to engage students, teachers, and families in authentic writing practices. Engaging Teachers, Students, and Families in K-6 Writing Instruction demonstrates the use of flipped writing methodologies to engage preservice teachers in literacy instruction, increase their confidence as writers, and bolster their understanding and application of pedagogical content knowledge. In turn, this underpins teachers' ability to teach writing as an authentic, purpose-driven, audience-focused process. In particular, chapters explore effective teaching strategies including writing clinics, writing contests, and family literacy sessions which encourage writing development within a community of students, teachers, families, and authors. This text will be an engaging and informative guide for educational researchers, teacher educators, and preservice and inservice teachers looking to develop effective flipped writing pedagogies to support educators, students, and families.

Seeing young children as competent and capable social actors, The Theory and Practice of Voice in Early Childhood looks at how we can better understand young children's perspectives. Drawing on the 'Look Who's Talking' project, it focuses on the eight talking point posters: voice, democracy, culture, listen with purpose, space and place, skills and tools, enable and build capacity to help readers critically reflect on what voice means to them and for the children with whom they work. Combining the work of scholars and academics with front line workers and practitioners, each section groups two of the posters and provides an overview of the key theory followed by international case studies to illustrate how this thinking might be translated into practice. The book looks at all aspects of children's voice and how to ensure that all children, including those traditionally viewed as too young, with special needs or too disengaged, have a voice. Including reflections and suggesting points for exploration and dialogue between practitioners, families and children, this will be valuable reading for those who wish to make the ideological principles of children's voice a practical reality.

Parents have a crucial role in supporting children's learning, development and well-being. The act of forming effective partnerships with families and carers is a key feature of the Early Years Foundation Stage. Achieving this takes time, reflective practice, skill and a solid understanding of the barriers that can impede forming effective working relationships with parents. This guide offers an informed and comprehensive framework for working with parents, drawing on the latest evidence and containing practical advice from practitioners and parents, to support sound partnership practice. Full of examples and activities for training and resources to support practice across a wide range of settings, it focuses on key areas such as: Working with parents of different aged children The development of strategies to support the relationship The barriers to partnership working, including cultural differences and working with hard to reach families Setting up home and setting visits Creating parent-friendly environments Including case studies and questions for reflective practice, this book will be ideal for Early Years students on Foundation Degrees, Childhood Studies Courses and those training to become Early Years teachers as well as Early Years practitioners and managers responsible for staff training.

A student-centered focus on reading instruction that fosters students' motivation and passion for reading Teaching Reading in the 21st Century: Motivating All Learners takes a student-centered approach to teaching reading, emphasizing motivation over efficiency in order to develop students who want to read, and therefore can read. Based on the most current research, this text covers the five major components of reading while constantly reinforcing the idea that motivation leads to students who read widely and deeply, allowing the students' fluency, vocabulary, and comprehension to grow. The 6th Edition has been extensively revised, with a new chapter (6) on selecting texts, significant updates to the topic of assessment, and an increased emphasis on digital texts and other online resources. Also available with MyLab Education By combining trusted author content with digital tools and a flexible platform, MyLab personalizes the learning experience and improves results for each student. MyLab Education gives teacher candidates opportunities to apply theory to practice - better preparing them for success in their future classrooms. Note: You are purchasing a standalone product; MyLab Education does not come packaged with this content. Students, if interested in purchasing this title with MyLab Education, ask your instructor to confirm the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information. If you would like to purchase both the physical text and MyLab Education, search for: 0135166888 / 9780135166888 Teaching Reading in the 21st Century: Motivating All Learners and MyLab Education with Enhanced Pearson eText -- Access Card Package Package consists of: 0135169968 / 9780135169964 MyLab Education with Pearson eText -- Access Card -- for Teaching Reading in the 21st Century: Motivating All Learners 0135196752 / 9780135196755 Teaching Reading in the 21st Century: Motivating All Learners

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 book covers the elementary school mathematics curriculum common in most parts of the world. Its aim is to serve educators (teachers and parents) as a guide for teaching mathematics at elementary school level. The book focuses both on content knowledge and on pedagogical content knowledge. It bridges the gap between fundamental mathematical principles and good teaching practices. It also offers the reader a glimpse on how mathematicians perceive elementary mathematics and presents ideas for specific mathematical activities.The author is also a co-founder of Matific, an adaptive game-based teaching and learning tool for primary school mathematics. Independent studies have shown Matific to improve test scores, reduce maths anxiety, and increase motivation. Matific is available in 26 languages and aligned to mathematics curricula in 46 countries. Awards include Best Mathematics Instructional Solution, Best Game-Based Curriculum Solution and Best Educational App. For a trial, visit https://www.matific.com.

Children's literature is ubiquitous in preschool and elementary school classrooms and in school libraries. Teachers use children's literature for pedagogical purposes and to excite children's imaginations and expose them to "worlds" beyond their own experience. Over the past thirty years, teachers have increasingly used children's literature to expose their students to cultural, racial, and religious diversity as well as introducing their students to issues of social justice and social equity. Unfortunately, Jewish children's literature is often absent in the preschool and elementary school classroom. When it is present, it is almost exclusively Holocaust literature. The result is that Jewish people are nearly invisible in the children's literature found in preschool and elementary school classrooms and when it is available, it presents a "picture" to children of Jews as victims. The purpose of our book is to address this problematic situation and provide teachers with guidance in the use of Jewish children's literature in the preschool and elementary school classroom. There is a broad range of authentic, high quality Jewish children's literature that could be used by preschool and elementary school teachers regardless of how many Jewish children they have in their class. It is as important for teachers with no Jewish children in their classroom as it is for teachers with some or many Jewish children in the class to expose all of their students to Jewish children's literature. Our book introduces preschool and elementary teachers to a broad range of high-quality children's literature books and stories and provides them with background information so that they can use Jewish children's literature thoughtfully with their students.

The second edition of The Music and Literacy Connection expands our understanding of the links between reading and music by examining those skills and learning processes that are directly parallel for music learning and language arts literacy in the pre-K, elementary, and secondary levels. This edition includes two new chapters: one dedicated to secondary music education and teacher evaluation, and another that offers a literature review of latest literacy research in education, neuroscience, and neuropsychology. Readers will find extensive instructional examples for music and reading teachers so that they may enrich and support each other in alignment with current initiatives for twenty-first-century curricula. Instructional examples are aligned with The National Core Music Standards and the Common Core State Standards for English Language Arts and Media Arts. Readers will find an in-depth review of the benefits of music learning in the listening, viewing, speaking and writing literacy as well as comprehensive information for children with special needs. The Music and Literacy Connection is a valuable resource for professional development, college literacy courses, and curriculum administrators.

Helping Kids Achieve Their Best is a practical guide to motivating younger and older learners across the globe. The book explores why some students are easier to motivate than others and why students lose motivation, as well as outlining strategies that teachers can use in the classroom and that parents can use at home. Comprehensively updated, this second edition includes a new chapter on student achievement emotion. Throughout the text, each chapter includes a variety of examples and research-based tools that can be put into action immediately, along with vignettes, question points, action stations, and recommended readings, which help educators apply the suggested approaches in their own contexts. The book is hands on and interactive, inviting readers to recall challenges they have faced in their own teaching or parenting experiences and to apply what they have learned to better understand and cope with these challenges more effectively. This book is an essential resource for pre- and in-service teachers, as well as parents who aspire to motivate their children and help them achieve their best.

Due to the demand for flexible working hours and employees who are available around the clock, the time patterns of childcare and schooling have increasingly become a political issue. Comparing the development of different "time policies" of half-day and all-day provisions in a variety of Eastern and Western European countries since the end of World War II, this innovative volume brings together internationally known experts from the fields of comparative education, history, and the social and political sciences, and makes a significant contribution to this new interdisciplinary field of comparative study.

Teachers commonly talk about loving their students, yet no effort has been made to explore the powerful educational potential inherent in these loving feelings. Teaching with Love breaks new ground by paying careful, scholarly attention to the nature, the scope, the dimensions, and the variety of teacherly love. In a highly readable narrative that builds on the feminist notion of an ethic of care and draws from the fields of psychology and women's studies, this book examines and analyzes the experiences of two primary grade teachers as they set about trying to create and enact a vision of early childhood education centered around loving relationships.

* Presents a wide range of pedagogies and strategies that center students' linguistic repertoires as strengths * Contributions from top scholars including Shawna Shapiro, Bee Chamcharatsri, Christina Ortmeier-Hooper, Todd Ruecker and more * Offers an asset-based orientation for teaching writing in a way that supports students' individual identities and diverse linguistic backgrounds

* Presents a wide range of pedagogies and strategies that center students' linguistic repertoires as strengths * Contributions from top scholars including Shawna Shapiro, Bee Chamcharatsri, Christina Ortmeier-Hooper, Todd Ruecker and more * Offers an asset-based orientation for teaching writing in a way that supports students' individual identities and diverse linguistic backgrounds

Who would be a school principal these days? Alarming school issues appear daily in the media and there are reports of ever-increasing workloads impacting stress levels of principals, resulting in high attrition rates. As the role complexity increases and demands surge, would-be applicants must consider deeply their ambitions, their capacity and their knowledge about what it means to become a school principal. Fortunately, some teachers still consider becoming one, as, more than ever, our schools, our teachers and our students need great leaders. Theory, research-informed guidance and practical advice based on experience is gathered here for aspiring principals by a former school principal, now researcher in educational leadership. Topics of leadership skills development, self-care and wellbeing, the role of a mentor, effective career planning, and practical application advice are interrogated through reflective activities to probe motivations, aspirations and leadership career goals. The book can be used independently, as part of postgraduate study or during conversations with a mentor. Uniquely, this book also provides insights and pertinent advice from other current and former principals, and senior education executives predominantly in the Australian context. These rich personal narratives provide practical advice and, in their own individual ways, portray the realities, including the joys, of the job. What is experienced by principals in Australian schools, however, has significant alignment with what is facing school leaders in countries around the world. The maintenance of leadership pipelines must continue to be a focus worldwide to ensure that students are in schools led by great leaders.

Who would be a school principal these days? Alarming school issues appear daily in the media and there are reports of ever-increasing workloads impacting stress levels of principals, resulting in high attrition rates. As the role complexity increases and demands surge, would-be applicants must consider deeply their ambitions, their capacity and their knowledge about what it means to become a school principal. Fortunately, some teachers still consider becoming one, as, more than ever, our schools, our teachers and our students need great leaders. Theory, research-informed guidance and practical advice based on experience is gathered here for aspiring principals by a former school principal, now researcher in educational leadership. Topics of leadership skills development, self-care and wellbeing, the role of a mentor, effective career planning, and practical application advice are interrogated through reflective activities to probe motivations, aspirations and leadership career goals. The book can be used independently, as part of postgraduate study or during conversations with a mentor. Uniquely, this book also provides insights and pertinent advice from other current and former principals, and senior education executives predominantly in the Australian context. These rich personal narratives provide practical advice and, in their own individual ways, portray the realities, including the joys, of the job. What is experienced by principals in Australian schools, however, has significant alignment with what is facing school leaders in countries around the world. The maintenance of leadership pipelines must continue to be a focus worldwide to ensure that students are in schools led by great leaders.

This book explores and analyses Chinese as a Foreign Language (CFL) pedagogic practices and learning experiences within a cohort of low socio-economic status students within an Australian primary classroom. It demonstrates that, in spite of policy and educational discourses underpinning 'Asian literacies', Chinese teaching and learning is a fragile undertaking in Australian schooling. The politicisation of CFL education, especially in the post COVID-19 era, has exacerbated public stereotypes concerning racism and multiculturalism in Australia today. Drawing upon Bernstein's theorisation and engagement framework, Wen Xu sketches out CFL education as a democratic space where power and control relations can be deliberately operated to reinforce engaging learning experiences. She suggests that pedagogic interventions in the name of social justice have the potential to make consequential differences in disadvantaged students' life trajectories, and CFL education can be envisioned as an avenue towards socioeconomic mobility instead of being criticised as a platform opposing to liberal ideas. In turn, she provides insights into teaching younger age CFL learners in the global context, in terms of the structuring of pedagogy and curriculum. Wen Xu's research will be of interest to students and scholars in sociology of education, student engagement, pedagogy and curriculum, CFL education and languages education, as well as pre-service teachers and practitioners who teach Chinese as a Foreign Language.

Helps to develop knowledge of authentic instructional methods (such as role playing, inquiry, and values clarification) that are applicable to ESS. Provides a comprehensive view of social studies that encourages reader awareness of and appreciation for their emotional and social identities. Provides readers with the context for social studies teaching, offers explanations of current content topics, and presents authentic instructional strategies for classroom use.

Helps to develop knowledge of authentic instructional methods (such as role playing, inquiry, and values clarification) that are applicable to ESS. Provides a comprehensive view of social studies that encourages reader awareness of and appreciation for their emotional and social identities. Provides readers with the context for social studies teaching, offers explanations of current content topics, and presents authentic instructional strategies for classroom use.

* Provides a focus on Middle School education specifically rather than "adolescents" * Each chapter includes a call to action section, designed to aid in the implementation of theory into practice * Provides a helpful frame for identity work in practice for equity and equality, and covers important topics, such as teaching trans- and non-binary students, critical digital literacy, teaching diverse texts, multilingual students.