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Author: John Stannard Publisher: Routledge ISBN: 1134115814 Category : Education Languages : en Pages : 383
Book Description
Containing invaluable insights from the original director of the National Literary Strategy (NLS) and its director of training, this book provides the only systematic exploration of the reform programme. A vital introduction and critical appraisal for pracititioners and students, The Literacy Game examines the origins, evolution and impact of the NLS, and provides a fully comprehensive contribution to the teaching of literacy and the management of educational change. This illuminating text: sets out the political background and context to literacy education in England over a decade from 1996 to 2006 explains and appraises the rationale and design underpinning the NLS, thereby rebutting some of the folk-lore that has built up around it provides an example of the principles and practices of large-scale system change links the NLS to wider global research on system change and educational reform evaluates the contribution of the NLS in advancing knowledge of the literacy curriculum in English and the development of pedagogy as a whole considers the impact and consequences of the NLS on standards of literacy. The Literacy Game is an enlightening book which will appeal to all policy makers and academics who are keen to know what did and did not work in the NLS and why.
Author: John Stannard Publisher: Routledge ISBN: 1134115814 Category : Education Languages : en Pages : 383
Book Description
Containing invaluable insights from the original director of the National Literary Strategy (NLS) and its director of training, this book provides the only systematic exploration of the reform programme. A vital introduction and critical appraisal for pracititioners and students, The Literacy Game examines the origins, evolution and impact of the NLS, and provides a fully comprehensive contribution to the teaching of literacy and the management of educational change. This illuminating text: sets out the political background and context to literacy education in England over a decade from 1996 to 2006 explains and appraises the rationale and design underpinning the NLS, thereby rebutting some of the folk-lore that has built up around it provides an example of the principles and practices of large-scale system change links the NLS to wider global research on system change and educational reform evaluates the contribution of the NLS in advancing knowledge of the literacy curriculum in English and the development of pedagogy as a whole considers the impact and consequences of the NLS on standards of literacy. The Literacy Game is an enlightening book which will appeal to all policy makers and academics who are keen to know what did and did not work in the NLS and why.
Author: Ellen Fogelberg Publisher: Guilford Publications ISBN: 146251474X Category : Language Arts & Disciplines Languages : en Pages : 202
Book Description
Many K–6 teachers--and students--still think of mathematics as a totally separate subject from literacy. Yet incorporating math content into the language arts block helps students gain skills for reading many kinds of texts. And bringing reading, writing, and talking into the math classroom supports the development of conceptual knowledge and problem solving, in addition to computational skills. This invaluable book thoroughly explains integrated instruction and gives teachers the tools to make it a reality. Grounded in current best practices for both language arts and math, the book includes planning advice, learning activities, assessment strategies, reproducibles, and resources, plus a wealth of examples from actual classrooms.
Author: Amy Benjamin Publisher: Routledge ISBN: 1317926757 Category : Education Languages : en Pages : 145
Book Description
Do word problems and math vocabulary confuse students in your mathematics classes? Do simple keywords like "value" and "portion" seem to mislead them? Many words that students already know can have a different meaning in mathematics. To grasp that difference, students need to connect English literacy skills to math. Successful students speak, read, write, and listen to each other so they can understand, retain, and apply mathematics concepts. This book explains how to use 10 classroom-ready literacy strategies in concert with your mathematics instruction. You’ll learn how to develop students who are able to explain to themselves - and communicate to others - what problems mean and how to attack them. Embedding these strategies in your instruction will help your students gain the literacy skills required to achieve the eight Common Core State Standards for Mathematics. You’ll discover the best answer to their question, "When am I ever going to use this?" The 10 Strategies: 1. Teaching mathematical words explicitly 2. Teaching academic words implicitly 3. Reinforcing reading comprehension skills that apply to mathematics 4. Teaching mathematics with metaphor and gesture 5. Unlocking the meaning of word problems 6. Teaching note-taking skills for mathematics 7. Using language-based formative assessment in mathematics 8. Connecting memorization to meaning in mathematics 9. Incorporating writing-to-learn activities in mathematics 10. Preparing students for algebraic thinking
Author: Publisher: ISBN: 9780855227142 Category : Children Languages : en Pages : 91
Book Description
This document details the National Literacy Strategy, a framework for primary school teachers in England helping their students master basic literacy skills in order to reach national literacy standards. This framework sets out teaching objectives from Reception to Year 6 to enable students to become fully literate. The framework is intended for daily reference by classroom teachers to ensure that they have appropriately high expectations for their students, understand how students will progress through primary school, and offer a balance between reading and writing and different kinds of texts. The framework is presented in three sections. Section 1 defines the components of literacy, details the structure of the framework, describes the teaching methods used to teach literacy during the "Literacy Hour," and discusses how medium- and short-term planning emerge from the framework. Section 2 delineates the teaching objectives for word level work (phonics, spelling, vocabulary), sentence level work (grammar, punctuation), and text level work (comprehension, composition) over each term during primary school. Section 3 is comprised of appendices containing planning sheets, a list of high frequency "sight recognition" words for Years Reception-2, a list of medium frequency words to be taught in Years 4 and 5, a summary of specific phonics and spelling work to be covered in Years Reception-2, a summary of the range of work for each term, a technical vocabulary list, and a glossary of terms used in the framework. (KB)
Author: Hope J. Hartman Publisher: Springer Science & Business Media ISBN: 9401722439 Category : Psychology Languages : en Pages : 316
Book Description
Unique and stimulating, this book addresses metacognition in both the neglected area of teaching and the more well-established area of learning. It addresses domain-general and domain-specific aspects of metacognition, including applications to the particular subjects of reading, speaking, mathematics, and science. This collection spans theory, research and practice related to metacognition in education at all school levels, from elementary through university.
Author: John Hattie Publisher: Corwin Press ISBN: 1506362958 Category : Education Languages : en Pages : 209
Book Description
Selected as the Michigan Council of Teachers of Mathematics winter book club book! Rich tasks, collaborative work, number talks, problem-based learning, direct instruction...with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it’s not about which one—it’s about when—and show you how to design high-impact instruction so all students demonstrate more than a year’s worth of mathematics learning for a year spent in school. That’s a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in "visible" learning because the effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie’s synthesis of more than 15 years of education research involving 300 million students. Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle: Surface learning phase: When—through carefully constructed experiences—students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings. Deep learning phase: When—through the solving of rich high-cognitive tasks and rigorous discussion—students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency. Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations. To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning.
Author: Dominic Wyse Publisher: Routledge ISBN: 1134635842 Category : Education Languages : en Pages : 304
Book Description
This fully updated second edition of Teaching English, Language and Literacy is an essential introduction for anyone learning to teach English at primary school level. Designed for students on initial teacher training courses, but also of great use to those teachers wanting to keep pace with the latest developments in their specialist subject. The book covers the theory and practice of teaching English, language and literacy and includes comprehensive analysis of the Primary National Strategy (PNS) Literacy Framework. Each chapter has a specific glossary to explain terms and gives suggestions for further reading. This second edition covers key areas that students, teachers and English co-ordinators have to manage, and includes advice on: developing reading, including advice on choosing texts, and the role of phonics improving writing skills, including advice on grammar and punctuation planning and assessing speaking and listening lessons working effectively with pupils who are multilingual understanding historical developments in the subject the latest thinking in educational policy and practice, the use of multimedia maintaining good home-school links. gender and the teaching of English language and literacy All these chapters include clear examples of practice, coverage of key issues, analysis of research, and reflections on national policy to encourage the best possible response to the demands of the National Curriculum.
Author: John Stannard
Author: John Stannard
Author: Ellen Fogelberg
Author: Amy Benjamin
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Author: Bernard L. Madison
Author: Hope J. Hartman
Author: John Hattie
Author: Janet Kay
Author: Dominic Wyse
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