Showing 41–58 of 58 results
BY Jocelyn Seamer English is a morpho-phonemic language that is as influenced by morphology as it is by phonics. As such, it is necessary to teach students to both understand and use this critical area of language. Spelling Success in Action guides teachers and students through the exploration of prefixes and suffixes at four levels:…
BY Timothy Rasinski, Nancy Padak, Rick M, Newton and Evangeline Newton ISBN 9781425811037 Fully Photocopiable, this resource allows you to dive into prefixes and suffixes where students in grades 2–4 will expand their vocabularies and improve their word knowledge. Teachers will be able to adapt the ideas here for year 1 students and probably Reception/Foundation…
With contributions from so many wonderful knowledgeable people including Dr Karyn Carson, Anne Bayetto, Rhona Stainthorp, Deslea Konza, Timothy Rasinski and the list goes on and on!!!
Equip your students with the knowledge and skills to teach English well.
Teaching English well is important for every primary school teacher, but it can also seem overwhelming—and for good reason. The amount of English content that must be taught throughout primary school is considerable. Speaking, listening, reading, writing, viewing, and creating are social practices that rely on highly complex cognitive processes, require specialised knowledge about the English language, and an understanding of how children develop literacy skills to use English for different communicative purposes.
Teaching and Learning Primary English is written for initial teacher education (ITE) students and practising primary school teachers. It addresses the complexities of English teaching and aims to build deep understandings of the most important aspects of primary English education. It will assist ITE students and practising teachers navigate the often complicated, crowded, and interconnected landscape of English education.
KEY FEATURES
Enhance teachers’ expertise – in every term, every school year.
With all of the everyday demands of teaching, the job of improving classroom practice is a challenge for teachers and school leaders. Grounded by research and field-tested around the world, Teaching Sprints offers a professional improvement process that works in theory and practice.
Including insights from the field, and practical protocols, this book outlines a simple model for engaging in short bursts of evidence informed improvement work. Using Teaching Sprints, teams of teachers can enhance their expertise together, in a way that is sustainable on the ground.
In Teaching Sprints, readers will find:
Three big ideas about practice improvement
A detailed description of a simple improvement process
Advice on how to establish a routine for continual improvement
Whether you’re a classroom teacher thinking about your own practice, an instructional leader supporting colleagues to teach better tomorrow, or a school leader interested in enhancing your program for professional learning, Teaching Sprints is a must-read for you.
For courses in Elementary Mathematics Methods (Curriculum & Instruction) and for classroom teachers.
Helping students make connections between mathematics and their worlds—and helping them feel empowered to use math in their lives—is the focus of this widely popular guide. Designed for classroom teachers, the book focuses on specific grade bands and includes information on creating an effective classroom environment, aligning teaching to various standards and practices, such as the Common Core State Standards and NCTM’s teaching practices, and engaging families. The first portion of the book addresses how to build a student-centered environment in which children can become mathematically proficient, while the second portion focuses on practical ways to teach important concepts in a student-centered fashion.
This book is part of the Student-Centered Mathematics Series, which is designed with three objectives: to illustrate what it means to teach student-centered, problem-based mathematics, to serve as a reference for the mathematics content and research-based instructional strategies suggested for the specific grade levels, and to present a large collection of high quality tasks and activities that can engage students in the mathematics that is important for them to learn.
Everything you need to teach grammar in the primary classroom.
What is the subjunctive mood? And when do you use a semi-colon? Are these questions that you, as a teacher, are afraid to ask? Cue this book! Written by two experienced teachers, The Grammar Book provides everything you need to teach grammar at primary level. Covering what you need to know as well as practical ideas to enliven your teaching, this book will make grammar fun and engaging – for both the pupils and for you too!
Written in Zoë and Timothy Paramour’s funny, frank and reassuring style, this definitive guide is all about the importance of teaching grammar as a tool for writing, not as an ‘extra’ and certainly not as a boring lesson. Instead, the ideas presented are linked to a range of National Curriculum units, with original short texts through which the teaching of grammar is used to support the delivery of the wider English curriculum and prepare children for Spelling, Punctuation and Grammar (SPaG) assessments. All teaching resources can also be downloaded from the companion website.
Each chapter covers a different element of grammar and provides you with everything you need to know as well as teaching ideas, cross-curricular links and resources, making The Grammar Book a must-have resource for teaching grammar effectively at primary level.
By Giulia Cuzzilla Revision Workbook for Students of MSL This workbook is designed for students of Multisensory Structured Language instruction. This workbook should take around three to six months to complete, depending on your child’s progress and how many lessons you do a week. Workbook One starts at learning initial consonant sounds and goes all…
By Giulia Cuzzilla This workbook is designed for students of Multisensory Structured Language instruction. This workbook should take around three to six months to complete, depending on your child’s progress and how many lessons you do a week. Workbook Two starts at the ck/k rule and goes onto vowel teams, ending at oi / oy….
By Giulia Cuzzilla This workbook is designed for students of Multisensory Structured Language instruction. This workbook should take around three to six months to complete, depending on your child’s progress and how many lessons you do a week. Please note: You will require a sound pack when using this resource. You can purchase one directly through…
The Reading Book is a comprehensive guide to teaching reading. It contains research-based information that will support primary and middle school teachers to plan realistic and effective programmes that engage learners.
The Reading Book outlines the approaches used in balanced reading instruction in a clear, teacher-friendly way. It contains practical ideas and photocopiable and downloadable resources, that make reading more manageable for teachers and appealing for students.
Comprehension is a primary ingredient of reading success—but most educators arent taught how to deliver structured comprehension instruction in their classrooms. K–8 teachers will find the guidance they need in this groundbreaking professional resource from Nancy Hennessy, former IDA President and an expert on reading comprehension. Meticulously researched and masterfully organized, this book offers a clear blueprint for understanding the complexities of reading comprehension and delivering high-quality, evidence-based instruction that helps students construct meaning from challenging texts.
Aligned with the science of reading and IDAs Structured Literacy approach, this book is a must for in-service educators and an ideal supplement to pair with core literacy textbooks. Todays teachers will get the essential knowledge and practical tools they need to help every student become a proficient reader—and build a strong foundation for school success.
EDUCATORS WILL:
“HELP! My Students Can’t Write!”
Why You Need a Writing Revolution in Your Classroom and How to Lead It.
The Writing Revolution (TWR) provides a clear method of instruction that you can use no matter what subject or grade level you teach. The model, also known as The Hochman Method, has demonstrated, over and over, that it can turn weak writers into strong communicators by focusing on specific techniques that match their needs and by providing them with targeted feedback.
Insurmountable as the challenges faced by many students may seem, TWR can make a dramatic difference. And the method does more than improve writing skills. It also helps:
TWR is as much a method of teaching content as it is a method of teaching writing. There’s no separate writing block and no separate writing curriculum. Instead, teachers of all subjects adapt the TWR strategies and activities to their current curriculum and weave them into their content instruction.
But perhaps what’s most revolutionary about the TWR method is that it takes the mystery out of learning to write well. It breaks the writing process down into manageable chunks and then has students practice the chunks they need, repeatedly, while also learning content.
Despite the efforts of teachers and educators, every year secondary schools across the English-speaking world turn out millions of functionally-illiterate leavers. The costs in human misery and in wasted productivity are catastrophic. What can schools do to prevent this situation?
In their highly-accessible new book, James and Dianne Murphy combine more than 50 years of experience to provide teachers with a thorough, easy-to-use walk-through of the extensive research on reading and its effects on student achievement. Drawing on the work of experts from around the world, the authors explore how we learn to read, how the many myths and misconceptions around reading developed, and why they continue to persist.
Building on these foundations, chapters go on to examine how the general secondary school classroom can support all levels of reading more effectively, regardless of subject; how school leaders can ensure that their systems, practices and school culture deliver the very best literacy provision for all students; and what it takes to ensure that a racing intervention aimed at adolescent struggling readers is truly effective.
The overall message is one of great optimism: the authors demonstrate that the right of every child to learn to read is entirely achievable if schools employ the best research-driven practice.
230 Activity Cards to build Phonological and Phonemic Awareness!
The starting point for reading is sound. What a child must do to become a reader is to learn how the sounds they hear connect to make the words they say, and then connect letters that represent those sounds to make written words….. So the first step in reading is to be able to ‘Tune into Sounds’.
This NEW ‘Tune Into the Sounds of Reading’ Kit is a specialised kit to develop Phonological Awareness, the foundational skills that are strongly linked to early reading and success.
This kit incorporates knowledge around the foundational concepts of:
🌟Oral Language (Receptive and Expressive Language Development)
🌟Sentences and words
🌟Rhyme (a common sound pattern in words)
🌟Syllables (parts/beats in words)
🌟Phonemic Awareness (individual sounds in words)
‘One of the most robust findings of modern reading research is that proficient reading is strongly associated with the ability to identify, remember, and sequence phonemes’. Dr Louisa Moats
Each card has a student side for visual reverence and a teacher side with easy to use scripts and responses.
This kit is set up in a way that parents and educators can use to differentiate for different students, groups or classes.
This kit is a great tool for every classroom and can be used in a Tier 1 whole class approach, or as a support resource for Tier 2 Intervention approach.
🌈 Great for Pre K – Year 2!
The ultimate aim of reading is not the process but to understand what we read and comprehension can take place at many different levels. There has been an increasing emphasis on the importance of reading comprehension in recent years but despite this there is very little written on this vital topic accessible to trainee and practicing teachers.
The Handbook of Reading Comprehension presents an overview of recent findings on reading comprehension and comprehension problems in children. It provides a detailed examination of the characteristics of children who have reading comprehension difficulties, and examines ways in which comprehension can be supported and improved. It is accessibly written for students and professionals with no previous background in the psychology of reading or reading problems.
This indispensable handbook asks the question ‘what is comprehension?’ The authors consider comprehension of different units of language: understanding single words, sentences, and connected prose and outline what readers (and listeners) have to do to successfully understand an extended text. This book also considers comprehension for different purposes, in particular reading for pleasure and reading to learn and explores how reader characteristics such as interest and motivation can influence the comprehension process.
Different skills contribute to successful reading comprehension. These include word reading ability, vocabulary knowledge, syntactic skills, memory, and discourse level skills such as the ability to make inferences, knowledge about text structure, and metacognitive skills. The authors discuss how each one contributes to the development of reading comprehension skill and how the development of these skills (or their precursors) in pre-readers, provides the foundation for reading comprehension development.
Areas covered include:-
Throughout the text successful experimental and classroom based interventions will be highlighted, practical tips for teachers and summary boxes detailing key points and explaining technical terms will be included in each chapter.
This level is for students who have mastered phonics and are ready to learn to read for meaning. This is anywhere from 2nd to 4th grade. Start here with older students with learning challenges, inexperienced ESL students, or any student needing in depth knowledge of prefixes and suffixes. Includes 30 affixes (prefixes or suffixes), 155 days of activities, and six assessments. The components are:
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