Sound Systems: Explicit, Systematic Phonics in Early Literacy Contexts
How to teach phonics to young children is one of the most vexing and complex issues for early childhood educators today. Teachers know lockstep commercial phonics programs do not meet the needs of all children. At the same time, teachers who avoid explicit instruction in phonics because they lack linguistic and assessment know-how cannot help students who may need the most support in understanding phonics. Even teachers who are savvy about the latest research and methods for phonics instruction struggle to find time to add more to a full school day.
Planning for Bilingual Learners offers a framework for teachers to include bilingual learners in their curriculum planning. That this is seldom done at present has serious consequences for children's learning. This book considers what is needed for the curriculum to be made accessible to all children and provides the necessary framework for action.
The book will be essential for all schools, primary and secondary, which have pupils who speak a first language other than English, including those where there are only a few such children in each class.
Dippitydoo is a collection of 23 songs, some traditional, some original, and all suitable for children aged 6 to 10. The songs were chosen because of the simplicity of their language, their appeal to children and because they lend themselves to mime, acting and other activities. They provide valuable reinforcement of vocabulary and structures which are normally taught in the first and second years of an English course.
Reading Tree, Stage 4: The Tortoise and the Baboon
Written by top children's authors such as award-winning Gillian Cross, Malachy Doyle and Pippa Goodhart Snapdragons are fabulously illustrated with various writing styles and fonts to make reading enjoyable for all your infant readers. They provides a wide range of picture books for children aged 3-9. Easy-to-use reading notes for parents/carers are included on the inside cover of each book.
In this book we outline an optimistic, aspirational and unashamedly ambitious agenda for schooling. We make cautious use of the concept of ‘future proofing’ to signal the commitment of the various authors to re-thinking the purposes, content and processes of schooling with a view to ensuring that all children, from all backgrounds are prepared by their education to make a positive contribution to the futures that are ahead of them. The book focuses on issues relating to technology and social justice to re-examine the traditional relationship between schools and technology, between schools and diverse learners, and between schools, children and knowledge.
