LEADER 05400nam 22008413u 450 001 9910779446403321 005 20230126203035.0 010 $a0-203-11200-8 010 $a1-283-89395-9 010 $a1-136-28073-1 035 $a(CKB)2550000000710826 035 $a(EBL)1101349 035 $a(OCoLC)823389707 035 $a(SSID)ssj0000831345 035 $a(PQKBManifestationID)11511997 035 $a(PQKBTitleCode)TC0000831345 035 $a(PQKBWorkID)10881689 035 $a(PQKB)10371759 035 $a(MiAaPQ)EBC1101349 035 $a(OCoLC)1058336274 035 $a(FINmELB)ELB134513 035 $a(EXLCZ)992550000000710826 100 $a20130418d2012|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDon't Call it Literacy!$b[electronic resource] $eWhat every teacher needs to know about speaking, listening, reading and writing 210 $aHoboken $cTaylor and Francis$d2012 210 1$aMilton Park, Abingdon, Oxon ;$aNew York :$cRoutledge,$d2013. 215 $a1 online resource (201 p.) 300 $aDescription based upon print version of record. 311 $a0-415-53602-2 311 $a9780415536035 320 $aIncludes bibliographical references and index. 327 $aFront Cover; Don't Call it Literacy!; Copyright Page; Contents; Introduction: why literacy matters; Part one: literacy essentials; What we know about literacy in the UK; How much does a teacher of any subject need to know about literacy?; How to be effective as a literacy coordinator; How a consistent whole-school approach to literacy can help pupils to learn better; What Ofsted expects to see as evidence of whole-school literacy; Part two: speaking and listening; Essential knowledge at a glance; What research tells us about classroom talk; Exploring different types of talk 327 $aHow to organise group talkWhy group work matters; Why body language matters so much in teaching; How to enter the classroom; How to use the classroom space; How to avoid letting no-go zones develop in your classroom; Where and how to stand in class; How other aspects of body language can help to improve your communication; How to talk less; How to use language to manage transitions within lessons; How to explain things more clearly; How to make explanations more powerful; How to ask better questions; Part three: reading; What research tells us about reading 327 $aHow to evaluate the types of reading demands made in your subjectHow to build a reading culture; How to develop pupils' range of reading strategies; Reflecting on your own reading skills; How we skim texts; How we scan texts; How to encourage pupils to read texts actively; How to develop pupils' analytical skills in reading; How to help pupils to spell more accurately; How to help pupils to revise; How to help pupils to develop independent study skills; How to promote independent research; How do we promote 'reading for pleasure'?; Part four: writing; What research tells us about writing 327 $aFive things every teacher ought to know about writingHow to write: seven hints; How to improve the accuracy of your own writing; Evaluating the main writing ingredients needed for your subject; How to teach pupils to write; Helping pupils to write better; How to write a recount; How to write analytically; How to write discursively; How to write to evaluate; Writing to explain; Writing to inform; Writing instructions; Writing to persuade; Writing to report; Appendices: Glossary of grammatical terms; Subject-by-subject spelling lists; Week-by-week spellings; Reading list; Afterword; Index 330 $a""Every teacher in English is a teacher of English,"" said George Sampson, one of the early school inspectors, back in 1921. It's never been truer, or more relevant.Literacy has a major impact on young people's life-chances and it is every teacher's responsibility to help build their communication, reading and writing skills. However, this book isn't just about literacy; it's also about what great teachers do in their classrooms, about applying knowledge consistently across classrooms, in order to help pupils to become more confident in their subjects.This book shows every tea 606 $aLanguage arts - Great Britain 606 $aLanguage arts -- Great Britain 606 $aLanguage arts 606 $aLiteracy - Great Britain 606 $aLiteracy -- Great Britain 606 $aLiteracy 606 $aLiteracy$zGreat Britain 606 $aLanguage arts$zGreat Britain 606 $aEducation$2HILCC 606 $aSocial Sciences$2HILCC 606 $aEducation, Special Topics$2HILCC 615 4$aLanguage arts - Great Britain. 615 4$aLanguage arts -- Great Britain. 615 4$aLanguage arts. 615 4$aLiteracy - Great Britain. 615 4$aLiteracy -- Great Britain. 615 4$aLiteracy. 615 0$aLiteracy 615 0$aLanguage arts 615 7$aEducation 615 7$aSocial Sciences 615 7$aEducation, Special Topics 676 $a302.2/2440941 676 $a302.22440941 700 $aBarton$b Geoff$01555444 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910779446403321 996 $aDon't Call it Literacy$93817329 997 $aUNINA