Summary
Contents
Subject index
In order to have a strong understanding of primary English, teachers need to understand how children learn reading, writing and language, and how these develop throughout childhood. Covering the interconnected areas of speaking, listening, reading and writing, and aware of the new National Curriculum in England, this book gives beginning teachers clear pragmatic guidance on how to plan, deliver and assess high-quality teaching. Key features: Recurring case studies in each chapter provide realistic examples of children’s literacy development across the primary age phase • Research focus boxes explore contemporary research findings and what they mean for the classroom • Activities and classroom application sections give practical advice that can be used in teaching. • This is essential reading for all students studying primary English on initial teacher education courses, including undergraduate (BEd, BA with QTS), postgraduate (PGCE, PGDE, School Direct, SCITT), and also NQTs.
Spelling and handwriting
Spelling and handwriting
Objectives
- To identify key features of progression in spelling and handwriting
- To examine key models of the process of spelling and handwriting
- To relate progression in spelling and handwriting to daily classroom practice
- To evaluate common forms of assessment for spelling and handwriting
Introduction
The penultimate chapter of this book concludes the three writing chapters by looking at two transcriptional skills, spelling and handwriting. Spelling can present particular difficulties for a number of pupils, some of whom will require specialist diagnostic assessment and teaching. For this reason, understanding progression in spelling means that class teachers must have a thorough knowledge of the processes of spelling development and be able to recognise what irregular spelling development looks like. With this knowledge teachers are able to tailor ...
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