Teaching English 3-11: The Essential Guide for Teachers [Minkštas viršelis]

Preface		viii
Acknowledgements		ix
Standards information		x
Introduction		xiii
1 The Nature of English
The range and scope of language and literacy use		2	(5)
The changing nature of language and texts		7	(2)
Summary		9	(1)
Reflective questions		10	(3)
2 The English Curriculum Children as language and literacy users		13	(10)
Implications for schools		14	(3)
Current curriculum guidelines		17	(2)
Conclusion		19	(1)
Reflective questions		20	(3)
3 Speaking and Listening
Types of talk		23	(1)
Children's development of spoken language		24	(1)
Creating a supportive context for talk		25	(2)
Listening		27	(1)
Linguistic diversity		28	(1)
Planning purposeful tasks for speaking and listening		29	(2)
Organizing activities to promote talk		31	(1)
Talk and learning		32	(3)
Storytelling		35	(1)
Drama		36	(3)
Summary		39	(1)
Reflective questions		40	(2)
4 Reading
Reading in daily life		42	(2)
Children's Literature		44	(1)
Developing enthusiasm for literature		45	(1)
Developing understanding and response		46	(5)
Children's reading development		51	(1)
The reading process		52	(3)
The role of phonics		55	(2)
The teaching of phonics		57	(4)
The development of sight vocabulary		61	(1)
The organization of the teaching of reading		61	(3)
Summary		64	(1)
Reflective questions		65	(3)
5 Writing
Writing in daily life		68	(1)
The writing process		69	(1)
Development in writing		70	(1)
Approaches to the teaching of writing		70	(4)
Encouraging development in writing		74	(3)
Engaging children in the writing process		77	(3)
Narrative writing		80	(3)
The teaching of grammar		83	(1)
Punctuation		84	(3)
Spelling		87	(8)
Handwriting		95	(3)
Teaching writing		98	(3)
Summary		101	(1)
Reflective questions		101	(3)
6 Language and Literacy across the Curriculum
Locating and making sense of information in everyday life		104	(1)
Reading for information		105	(2)
Teaching reading for information		107	(8)
Writing non-fiction		115	(1)
Non-fiction genres		115	(3)
Teaching non-fiction writing		118	(3)
Summary		121	(1)
Reflective questions		122	(2)
7 Preparing to Teach English
Curriculum Requirements		124	(2)
Interpreting 'Communication, Language and Literacy'		126	(1)
Interpreting the National Literacy Strategy (NLS) Framework		127	(2)
The literacy hour		129	(2)
Facilitating discussion during teacher-led activities		131	(4)
The importance of subject knowledge		135	(3)
Reflective questions		138	(4)
8 Planning to Teach English
The planning process - an overview		142	(1)
Planning for 'Communication, Language and Literacy' in the Foundation Stage		142	(5)
Planning for English at Key Stages 1 and 2		147	(1)
Medium-term planning from the NLS Framework		147	(9)
Short-term planning from the NLS Framework		156	(8)
Planning for speaking and listening		164	(3)
Additional English planning		167	(1)
Planning to use Information and Communication Technology (ICT)		167	(3)
Planning homework activities		170	(1)
Summary		171	(1)
Reflective task		171	(2)
9 Assessing English
An overview of assessment		173	(2)
Issues in the assessment of English		175	(4)
Practical approaches to assessment in English		179	(9)
Involving children in assessment		188	(3)
Setting learning targets		191	(1)
National requirements and documentation		191	(1)
Assessing children with English as an Additional Language (EAL)		192	(1)
Summary		193	(1)
Reflective questions		193	(2)
10 The Learning Environment and Resources for English
The role of the environment in teaching and learning		195	(2)
The reading area and resources for reading		197	(5)
The writing area and resources for writing		202	(2)
The use of display		204	(1)
Exploring and celebrating linguistic diversity		205	(1)
The role-play area		206	(2)
The outdoor environment		208	(1)
Information and Communication Technology (ICT)		209	(1)
Encouragement of independence, ownership and motivation		210	(1)
The role of parents and carers in the classroom		211	(2)
Summary		213	(1)
Reflective questions		213	(4)
11 Meeting Diverse Needs in English
Differentiation - enabling all children to achieve success		217	(2)
Supporting progress in speaking and listening, reading and writing		219	(6)
Dyslexia		225	(2)
Providing support for children with special needs		227	(5)
Challenging gifted and talented pupils		232	(1)
Summary		233	(1)
Reflective questions		233	(4)
12 English and Equal Opportunities
Gender and literacy		237	(7)
Supporting children with English as an Additional Language in writing		244	(1)
Promoting equal opportunities and challenging prejudice through the teaching of English		244	(2)
Challenging stereotypes		246	(1)
Summary		247	(1)
Reflective questions		247	(3)
13 Co-ordinating English
The role of the co-ordinator		250	(1)
Making policy		251	(3)
Supporting policy		254	(3)
Supporting ongoing development: the action planning cycle		257	(11)
Providing subject expertise		268	(2)
Summary		270	(1)
Reflective task		270	(2)
Index		272

Julia Myers is Senior Lecturer in Primary English at Sheffield Hallam University, UK. Cathy Burnett is Professor of Literacy and Education at Sheffield Hallam University, UK. Mark O'Hara is Head of Student Experience in the Faculty of Development and Society at Sheffield Hallam University, UK.