Additional Information
Book Details
Abstract
This is an essential guide to teaching primary English, with a focus on systematic synthetic phonics. The new edition has been fully revised and updated to reflect the structure, content and requirements of the national curriculum, and to include the latest policy context. Throughout, the range of underpinning literature has been expanded and there are completely new chapters on evidence based teaching in relation to phonics, reading for pleasure, and teaching English through texts. All the existing features have been retained, and each chapter now also includes:
- a section on integrating ICT
- extension questions to challenge M level readers
- sections on evidence-based practice to encourage critical reflection and debate
The book is clear and explains well. It does have critical questions which helps offset the 'on message' tone of it.
Deborah Nicholson, Bath Spa University
I like the way it supports developing subject knowledge in a very logical, easy to access way. I also like how it links with reading comprehension and makes use of research based evidence.
Diana Parton, University of Bedfordshire
Jonathan Glazzard is Head of Academic Development at Leeds Trinity University, responsible for the implementation of the learning, teaching and assessment strategy across all courses. He was previously Head of Primary Initial Teacher Training courses at the University of Huddersfield and holds a National Teaching Fellowship.
Jane Stokoe is a Deputy Headteacher in a Barnsley primary school. She is an experienced teacher and mentor of initial teacher training students and she contributes to the primary programmes at the University of Huddersfield. She has been teaching for 35 years.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover 1 | ||
| Half-title | i | ||
| Title page | iii | ||
| Copyright information | iv | ||
| Table of contents | v | ||
| Meet the authors | vi | ||
| Introduction | 1 | ||
| 1 Spoken language | 4 | ||
| Links to the Early Years Foundation Stage | 5 | ||
| Links to the national curriculum | 5 | ||
| Policy context | 5 | ||
| Introduction | 6 | ||
| High expectations | 8 | ||
| Rules for communication | 9 | ||
| Role-play | 9 | ||
| Paired improvisation | 10 | ||
| Hot seating | 10 | ||
| Use of standard English | 11 | ||
| Discussions and debates | 11 | ||
| Discussions | 11 | ||
| Debates | 12 | ||
| Registers for effective communication | 13 | ||
| Static register | 13 | ||
| Formal register | 14 | ||
| Consultative register | 14 | ||
| Casual register | 14 | ||
| Intimate register | 14 | ||
| Teaching children about register | 14 | ||
| Modelling register | 15 | ||
| Activities to develop spoken language | 16 | ||
| Taking it further | 18 | ||
| 2 Auditory and visual discrimination and vocabulary development | 19 | ||
| Links to the Early Years Foundation Stage | 20 | ||
| Literacy: Reading | 20 | ||
| Links to the national curriculum | 20 | ||
| Policy context | 20 | ||
| Sound discrimination | 21 | ||
| Visual discrimination | 22 | ||
| Vocabulary development | 24 | ||
| Vocabulary development to support reading and writing | 25 | ||
| Developing a noun and verb vocabulary | 26 | ||
| Developing a wider vocabulary | 28 | ||
| Phonological awareness | 28 | ||
| Rhyme | 29 | ||
| Rhythm | 30 | ||
| Alliteration | 31 | ||
| Development of phonological awareness | 32 | ||
| Phonemic awareness | 32 | ||
| Oral blending and segmentation using the smallest units of meaningful sound | 32 | ||
| Taking it further | 35 | ||
| 3 Early reading development | 36 | ||
| Links to the Early Years Foundation Stage | 37 | ||
| Literacy: Reading | 37 | ||
| Links to the national curriculum | 37 | ||
| Policy Context | 37 | ||
| Pre-alphabetic phase | 37 | ||
| Partial alphabetic phase | 37 | ||
| Full alphabetic phase | 38 | ||
| Consolidated alphabetic phase | 38 | ||
| The Simple View of Reading | 38 | ||
| Phonological awareness | 41 | ||
| Grapheme–phoneme correspondences | 42 | ||
| Phonemic awareness | 43 | ||
| A systematic approach to phonics | 44 | ||
| Phoneme articulation | 45 | ||
| The simple alphabetic code | 45 | ||
| The complex alphabetic code | 46 | ||
| The split vowel digraph | 47 | ||
| Blending | 47 | ||
| Segmenting | 48 | ||
| Phoneme frames | 49 | ||
| Phoneme counting | 49 | ||
| Non-words | 49 | ||
| Exception words | 50 | ||
| Application | 51 | ||
| Planning for the daily phonics lesson | 52 | ||
| Revisit and review | 52 | ||
| Teach | 52 | ||
| Practise | 52 | ||
| Apply | 52 | ||
| Taking it further | 55 | ||
| 4 Evidence-based teaching: the debate about phonics | 56 | ||
| Links to the Early Years Foundation Stage | 57 | ||
| Literacy: Reading | 57 | ||
| Links to the national curriculum | 57 | ||
| Policy context | 57 | ||
| Evidence for synthetic phonics | 58 | ||
| Evidence for analytic phonics | 59 | ||
| Synthesis | 60 | ||
| Effectiveness of different phonics schemes | 60 | ||
| High-quality teaching | 61 | ||
| A systematic approach to phonics | 62 | ||
| Critique of current policy | 62 | ||
| Synthetic phonics and second language learners | 63 | ||
| Stretch and challenge | 65 | ||
| Pupil progress | 65 | ||
| Overcoming barriers to learning | 65 | ||
| Boys and synthetic phonics | 66 | ||
| Phonics in special schools | 67 | ||
| Taking it further | 68 | ||
| 5 Creative approaches for teaching Systematic Synthetic Phonics | 70 | ||
| Links to the Early Years Foundation Stage | 71 | ||
| Literacy: Reading and writing | 71 | ||
| Links to the national curriculum | 71 | ||
| Policy context | 71 | ||
| Revisiting and reviewing learning in the phonics lesson | 72 | ||
| Teaching in the phonics lesson | 75 | ||
| Teaching exception words | 77 | ||
| Practising blending and segmenting in the phonics lesson | 77 | ||
| Applying new learning in the phonics lesson | 80 | ||
| Developing a print-rich environment | 82 | ||
| Developing indoor provision | 83 | ||
| Developing outdoor provision | 84 | ||
| Taking it further | 86 | ||
| 6 Reading for Pleasure | 87 | ||
| Links to the Early Years Foundation Stage | 88 | ||
| Links to the national curriculum | 88 | ||
| Reading: Comprehension | 88 | ||
| Policy context | 88 | ||
| Introduction | 89 | ||
| Gender and reading | 91 | ||
| Developing a reading culture in school | 92 | ||
| Reading aloud to children | 93 | ||
| Picture books | 95 | ||
| Reading diaries | 95 | ||
| Sensory stories | 96 | ||
| Teachers as Readers: Building Communities of Readers | 97 | ||
| World Book Day | 100 | ||
| Author days | 100 | ||
| Developing a reading environment | 100 | ||
| Libraries | 101 | ||
| Poetry | 102 | ||
| Taking it further | 103 | ||
| Useful websites | 103 | ||
| Recommended poetry books | 104 | ||
| 7 Early writing | 105 | ||
| Links to the Early Years Foundation Stage | 106 | ||
| Literacy: Writing | 106 | ||
| Links to the national curriculum | 106 | ||
| Policy context | 106 | ||
| Oracy | 108 | ||
| Emergent writing | 108 | ||
| Writing words and labels | 110 | ||
| Writing captions | 111 | ||
| Writing a sentence | 111 | ||
| Extended writing | 113 | ||
| Oral rehearsal | 115 | ||
| Genres for writing | 115 | ||
| Fiction | 116 | ||
| Non-fiction | 117 | ||
| Shared and guided writing | 118 | ||
| Teacher demonstration | 118 | ||
| Shared composition | 118 | ||
| Grammar, spelling and punctuation | 121 | ||
| Barriers to children’s achievement in writing | 122 | ||
| The role of subject leadership in primary English | 123 | ||
| The grammar, spelling and punctuation tests | 123 | ||
| Taking it further | 125 | ||
| 8 Spelling and handwriting | 126 | ||
| Links to the Early Years Foundation Stage | 127 | ||
| Literacy: Writing | 127 | ||
| Links to the national curriculum | 127 | ||
| Handwriting | 127 | ||
| Policy context | 128 | ||
| Spelling in phonics lessons | 128 | ||
| Look, cover, write, check | 129 | ||
| Spelling by analogy | 130 | ||
| Mnemonics | 130 | ||
| Spelling rules | 130 | ||
| Dictionaries | 131 | ||
| Trainees with dyslexia | 132 | ||
| Spelling tests | 135 | ||
| Multi-sensory approaches to handwriting | 137 | ||
| Taking it further | 138 | ||
| 9 Grammar and punctuation | 139 | ||
| Links to the Early Years Foundation Stage | 140 | ||
| Links to the national curriculum | 140 | ||
| Policy context | 140 | ||
| Introduction | 140 | ||
| Reading as a writer | 141 | ||
| Writing as a reader | 141 | ||
| High-quality books | 141 | ||
| Talk for writing | 141 | ||
| Vocabulary, grammar and punctuation | 142 | ||
| National curriculum content | 143 | ||
| Grammar in Key Stage 1 | 145 | ||
| Adjectives | 145 | ||
| Adverbs | 146 | ||
| Nouns | 146 | ||
| Noun phrase | 146 | ||
| Adjectival phrase | 147 | ||
| Verbs | 147 | ||
| Conjunctions | 147 | ||
| Prefix | 147 | ||
| Suffix | 148 | ||
| Pronouns | 148 | ||
| Sentences | 149 | ||
| Games for Key Stage 1 grammar – making it concrete | 149 | ||
| Basketful of nouns | 149 | ||
| Scream and shout | 149 | ||
| Adjective tennis | 149 | ||
| Find your partner | 150 | ||
| Punctuation in Key Stage 1 | 150 | ||
| Full stop | 150 | ||
| Question mark | 151 | ||
| Exclamation mark | 151 | ||
| Commas | 151 | ||
| Apostrophes | 151 | ||
| Capital letters | 152 | ||
| Taking it further | 153 | ||
| 10 Supporting children with language and literacy difficulties | 154 | ||
| Links to the Early Years Foundation Stage | 155 | ||
| Links to the national curriculum | 155 | ||
| Policy context | 155 | ||
| Supporting children with speech, language and communication difficulties | 156 | ||
| Supporting children with reading difficulties | 159 | ||
| Supporting children with writing difficulties | 163 | ||
| Supporting children with English as an Additional Language | 165 | ||
| Taking it further | 168 | ||
| 11 Assessing English in the early years | 169 | ||
| Links to the Early Years Foundation Stage | 170 | ||
| Links to the national curriculum | 170 | ||
| Policy context | 170 | ||
| Assessment of spoken language | 171 | ||
| Assessment of reading | 171 | ||
| Assessment of writing | 174 | ||
| Taking it further | 176 | ||
| 12 Teaching English through texts | 177 | ||
| Links to the Early Years Foundation Stage | 178 | ||
| Links to the national curriculum | 178 | ||
| Policy context | 178 | ||
| Introduction | 178 | ||
| Using texts to develop spoken language | 179 | ||
| Using texts for reading | 180 | ||
| Using texts for vocabulary, spelling, grammar and punctuation | 181 | ||
| Using texts to create contexts and purposes for writing | 182 | ||
| Using texts to scaffold creativity in narrative writing | 184 | ||
| Using texts for drama | 185 | ||
| Hot seating with very young children | 186 | ||
| Using texts for debate | 188 | ||
| Using texts for discussion | 189 | ||
| Using texts to teach non-fiction writing | 189 | ||
| Walking through a text | 190 | ||
| Taking it further | 191 | ||
| Conclusion | 192 | ||
| References | 194 | ||
| Glossary | 201 | ||
| Index | 202 |