‘This is a timely book that effectively challenges the current emphasis on a homogeneous approach to teaching, learning, and assessment in early literacy. It encourages us to engage with the real world complexity of young children's learning and offers a series of rich and detailed examples of this in practice.’
- Sally Neaum, Teesside and Durham Universities, and Author of Beyond Early Reading
Grounded in classroom practice, this practical book shows trainees and current teachers how to scaffold children's literacy using a creative and supportive approach. It offers teaching strategies for Multiliteracies (fiction, expository/instructions, poetry, recount) and Multimodalities (reading, writing, speaking, listening, performing, illustrating) and helps to develop a relationship between teacher and learner.
Chapter topics include:
Socio-dramatic play; collaboration; guided group teaching strategies; integration of genres.
This clear and accessible book will be extremely valuable to students and practitioners on PGCE programmes, B.Eds, Masters, workshop and conference CPD, and advanced Teaching Assistant training.
Marie Charles is a teacher, formative assessment researcher and consultant. Professor Bill Boyle was until recently Director of CFAS in the School of Education, University of Manchester. Both authors are regularly involved in school-based research across England and international teacher training programmes.
- Chapter 1: Using Socio-Dramatic Play to Support a Beginning Writer
- Chapter 2: How Collaboration Develops Early Years Writing Skills
- Chapter 3: The Importance of Multimodality and Multiliteracies in Developing Young Communicators
- Chapter 4: Using Big Books as Visual Literacies to Support Emergent Writers
- Chapter 5: How a Guided Group Teaching Strategy can Support Emerging Writers
- Chapter 6: An Analysis of a Guided Group's Story Writing
- Chapter 7: Introducing Early Years Children to the Importance of Non-Fiction for their Writing Development
- Chapter 8: The Integration of Genres (Narrative to Non-Fiction) within a Formative Pedagogy
- Chapter 9: Concluding Thoughts