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Word Aware 3 is a comprehensive, practical and engaging resource
that focuses on teaching vocabulary and word learning skills to
children aged 6 to 11 years who have vocabulary learning needs. For
many children, particularly those with Special Educational Needs
and Disabilities (SEND) or those whose home language isn't English
(ELL or EAL learners), the vocabulary of the classroom can be a
barrier to learning. This book outlines how to best support these
children who require extra help, offering concrete,
easy-to-implement activities and resources for use in small groups,
to maximise the impact on learning and open up access to the
curriculum. Word Aware 3: Takes a highly practical, evidence-based
and curriculum-focused approach to vocabulary learning that
supports a broad range of learners Includes photocopiable and
downloadable planning, intervention and evaluation resources
Provides staff training resources and an overview video presented
by the authors This book can be used as an adjunct to Word Aware 1,
or as an intervention on its own. Although it is most suited to
children aged 6 to 11 years, it may be adapted for older students
with significant learning needs. It is an essential resource for
teaching assistants and learning support assistants and will also
save time for special educational needs co-ordinators (SENCOs) and
speech and language therapists (SaLTs) who are keen to establish
effective vocabulary interventions.
Now in a fully updated second edition, this comprehensive and
practical book outlines the theoretical underpinnings for
vocabulary and acts as a 'how to' guide to developing word learning
across the school and curriculum. It is packed with
easy-to-implement activities, worksheets and resources that can be
put into practice immediately with individual students or groups,
whole classes and throughout the school. The Word Aware approach
provides a structured framework to promote vocabulary development
in all children and has been rigorously tried and tested. Now in
full colour, with photocopiable and downloadable materials, it is
an outstanding resource that will be an essential addition to any
school and classroom. The second edition of Word Aware 1 brings: An
even wider range of ready-to-go vocabulary activities Fine-tuned
teaching techniques Enhanced resources to develop children's
independent word learning skills A step-by-step guide to developing
a whole school approach Word Aware 1 is an invaluable tool for
teachers and other professionals looking to support children as
they broaden their vocabulary. It is particularly suited to
children aged 5-11 years but can easily be adapted for older
children.
Word Aware 3 is a comprehensive, practical and engaging resource
that focuses on teaching vocabulary and word learning skills to
children aged 6 to 11 years who have vocabulary learning needs. For
many children, particularly those with Special Educational Needs
and Disabilities (SEND) or those whose home language isn't English
(ELL or EAL learners), the vocabulary of the classroom can be a
barrier to learning. This book outlines how to best support these
children who require extra help, offering concrete,
easy-to-implement activities and resources for use in small groups,
to maximise the impact on learning and open up access to the
curriculum. Word Aware 3: Takes a highly practical, evidence-based
and curriculum-focused approach to vocabulary learning that
supports a broad range of learners Includes photocopiable and
downloadable planning, intervention and evaluation resources
Provides staff training resources and an overview video presented
by the authors This book can be used as an adjunct to Word Aware 1,
or as an intervention on its own. Although it is most suited to
children aged 6 to 11 years, it may be adapted for older students
with significant learning needs. It is an essential resource for
teaching assistants and learning support assistants and will also
save time for special educational needs co-ordinators (SENCOs) and
speech and language therapists (SaLTs) who are keen to establish
effective vocabulary interventions.
This practical, interactive resource is designed to be used by
professionals who work with children and young people who have
Social, Emotional and Mental Health needs and Speech, Language and
Communication needs. Gaps in language and emotional skills can have
a negative impact on behaviour as well as mental health and
self-esteem. The Language for Behaviour and Emotions approach
provides a systematic approach to developing these skills so that
young people can understand and work through social interaction
difficulties. Key features include: A focus on specific skills that
are linked to behaviour, such as understanding meaning, verbal
reasoning and emotional literacy skills. A framework for
assessment, as well as a range of downloadable activities,
worksheets and resources for supporting students. Sixty illustrated
scenarios that can be used flexibly with a wide range of ages and
abilities to promote language skills, emotional skills and
self-awareness. This invaluable resource is suitable for use with
young people with a range of abilities in one to one, small group
or whole class settings. It is particularly applicable to children
and young people who are aiming to develop wider language, social
and emotional skills including those with Developmental Language
Disorder and Autism Spectrum Disorder.
This practical, interactive resource is designed to be used by
professionals who work with children and young people who have
Social, Emotional and Mental Health needs and Speech, Language and
Communication needs. Gaps in language and emotional skills can have
a negative impact on behaviour as well as mental health and
self-esteem. The Language for Behaviour and Emotions approach
provides a systematic approach to developing these skills so that
young people can understand and work through social interaction
difficulties. Key features include: A focus on specific skills that
are linked to behaviour, such as understanding meaning, verbal
reasoning and emotional literacy skills. A framework for
assessment, as well as a range of downloadable activities,
worksheets and resources for supporting students. Sixty illustrated
scenarios that can be used flexibly with a wide range of ages and
abilities to promote language skills, emotional skills and
self-awareness. This invaluable resource is suitable for use with
young people with a range of abilities in one to one, small group
or whole class settings. It is particularly applicable to children
and young people who are aiming to develop wider language, social
and emotional skills including those with Developmental Language
Disorder and Autism Spectrum Disorder.
This unique study into the roots of Max Weber's Political Economy, is an intriguing read. Parsons argues that Weber's analysis is highly influenced by the Austrian School of Economics and the relationship between his critique of centrally planned economies and that of Mises. This book is an interesting and valuable contribution to the Weberian literature.
This book provides a roadmap for the journey which begins when a
traditional school decides to end its isolation from its community.
Community Learning Centers provide teachers, administrators,
parents, and community leaders with the tools they need to achieve
important educational goals which include: high level student
performance, after school programs which support student learning
and provide enrichment activities in a safe environment, the
acquisition of essential technological skills by both students and
members of the community, expanding leadership opportunities for
teachers, students and the community, and unlocking the storehouse
of resources in the community to support the education of our
youth.
This book shows how schools can provide services to all members of
the community, not just to children of school age. It also
demonstrates how a school's instructional program and facilities
can include community resources.
Now in a fully updated second edition, this comprehensive and
practical book outlines the theoretical underpinnings for
vocabulary and acts as a 'how to' guide to developing word learning
across the school and curriculum. It is packed with
easy-to-implement activities, worksheets and resources that can be
put into practice immediately with individual students or groups,
whole classes and throughout the school. The Word Aware approach
provides a structured framework to promote vocabulary development
in all children and has been rigorously tried and tested. Now in
full colour, with photocopiable and downloadable materials, it is
an outstanding resource that will be an essential addition to any
school and classroom. The second edition of Word Aware 1 brings: An
even wider range of ready-to-go vocabulary activities Fine-tuned
teaching techniques Enhanced resources to develop children's
independent word learning skills A step-by-step guide to developing
a whole school approach Word Aware 1 is an invaluable tool for
teachers and other professionals looking to support children as
they broaden their vocabulary. It is particularly suited to
children aged 5-11 years but can easily be adapted for older
children.
This unique study into the roots of Max Weber's Political Economy,
is an intriguing read and a valuable contribution to the Weberian
literature. Parsons argues that Weber's analysis is highly
influenced by the Austrian School of Economics and the relationship
between his critique of centrally planned economies and that of
Mises.
This book provides a roadmap for the journey which begins when a
traditional school decides to end its isolation from its community.
Community Learning Centers provide teachers, administrators,
parents, and community leaders with the tools they need to achieve
important educational goals which include: high level student
performance, after school programs which support student learning
and provide enrichment activities in a safe environment, the
acquisition of essential technological skills by both students and
members of the community, expanding leadership opportunities for
teachers, students and the community, and unlocking the storehouse
of resources in the community to support the education of our
youth.
This book shows how schools can provide services to all members of
the community, not just to children of school age. It also
demonstrates how a school's instructional program and facilities
can include community resources.
This is a highly practical, comprehensive resource designed to
support Early Years practitioners in the provision of effective
vocabulary development in preschool children of all abilities. It
is based on the same theory as the existing 'Word Aware' resource
(9780863889554) but is adapted for Early Years. This rigorously
tried and tested approach is an outstanding resource that will be
an essential addition to any early years' setting or preschool
classroom. It is also an important addition to the materials used
by speech and language therapists.
This photocopiable resource provides a clear structure to assist
teachers, SENCOs, learning support assistants and speech language
therapists in developing children's language from the concrete to
the abstract. It is based on fifty picture and verbal scenarios
that can be used flexibly with a wide range of ages and abilities.
Quick, practical and easy to use in the classroom, this programme
can be used with individual children, in small groups or can form
the basis of a literacy lesson or speech language therapy session.
Key Features include: question sheets are carefully structured to
promote children's development of inference, verbal reasoning and
thinking skills the three parallel assessments of spoken and
written language can be used to assess each child's starting level
and then to monitor progress score forms and worksheets for each
lesson are included. The book is particularly useful for children
who are recognised as having delayed language skills, specific
language impairment, Autism Spectrum Disorder (including Asperger's
Syndrome), pragmatic language impairment or moderate learning
difficulties. The second edition is now in full colour throughout
and has been updated with a simplified introduction. All
illustrations and worksheets will now be available online.
pure awareness comes from stillness, stillness comes from a body
free of emotion, emotion and thought are as one so if you have
emotion in the body from the past you will find meditation
difficult to say the least this book is about emptying the body to
still the mind,
If you are starting a skip hire business you need to read this book
it covers every single detail from start to finish written by
someone who has actually started and runs a succesfull skip hire
business
Rational Choice Theory (RCT) claims to be able to explain not just
how some individuals make choices, but how all individuals make
choices. It also claims to explain how all individuals make not
just some of their choices, but all of their choices. According to
the theory, there is no difference in principle between choosing
whether to buy apples rather than bananas, or choosing whether to
join a political revolution instead of staying at home and watching
television. Given these claims to universal applicability, it is
perhaps not surprising that over the last three or four decades
rational choice theory (RCT) has become increasingly influential as
a means of providing explanations in politics. The textbook
introduces the premises of Rational Choice Theory and illustrates
how this theory can be applied to politics studies. The book
concludes with an assessment of the usefulness of the model in the
light of the problems highlighted.
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