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Coordinating English at Key Stage 1 [[electronic resource] /] / Jenny Tyrrell and Narinderjit Gill
| Coordinating English at Key Stage 1 [[electronic resource] /] / Jenny Tyrrell and Narinderjit Gill |
| Autore | Tyrrell Jenny |
| Pubbl/distr/stampa | London ; ; New York, : Falmer Press, 2000 |
| Descrizione fisica | 1 online resource (209 p.) |
| Disciplina | 372.6/0941 |
| Altri autori (Persone) | GillNarinderjit |
| Collana | Subject leader's handbooks |
| Soggetto topico |
English language - Study and teaching (Elementary) - Great Britain
Interdisciplinary approach in education - Great Britain |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-280-40153-2
0-203-13842-2 0-203-16997-2 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Coordinating English at Key Stage 1; Copyright Page; Contents; Acknowledgments; Series editor's preface; Introduction; English coordinator or literacy coordinator?; Part one: The role of the English coordinator at Key Stage 1; Chapter 1. What is the role of the coordinator?; Chapter 2. Being a coordinator; Establishing your role; Getting started; Planning for success; Providing experiences of literacy; Modelling lessons - using Big Books; Using story (Yr2); Staffroom noticeboards; Sharing the curriculum initiative; Chapter 3. Strategies for staff development; Organising Inset
Learning to manage meetingsPart two: What you need to know about English and literacy at Key Stage 1; Chapter 4. Establishing basic beliefs about literacy; Basic beliefs; Key Statement 1: The foundations of literacy are laid at homein the early years; Key Statement 2: We can build on those early foundations; Key Statement 3: The children need a language rich environment; Key Statement 4: All reading and writing experiences should be child centred, purposeful and meaningful; Chapter 5. How does all this fit within the Literacy Framework?; Reinforcing practice; Links with other subjects Children with English as an additional languageChildren with special needs; Part three: Developing and maintaining a policy for English at Key Stage 1; Chapter 6. Producing a policy document; Why do we need a policy document for English?; Where to begin?; What to include?; Presenting the policy document; The policy as a vehicle for staff development; Relationship to the School Development Plan; Chapter 7. Planning; Where do we start?; Medium-term planning; And so to the short term; What about areas outside literacy?; Part four: Monitoring for quality; Chapter 8. Assessment; Why do we do it? When to do assessmentAssessment opportunities; Assessment during the Literacy Hour; Chapter 9. Baseline assessment; Getting the Baseline and setting the target; Looking at Baselines . . . starting points; Target setting using SAT results; Chapter 10. Evidence of achievement at Key Stage 1; Children's achievements in reading; Children's achievements in writing; Children's achievements in speaking and listening; Evaluating the data; The use of portfolios; Storing the data; Reporting to parents; Reporting to the junior department; Successful schools; Part five: Resources for learning Chapter 11. Managing resources and facilitiesResources for children; Funding; Resources for teachers; A final word, or two; References; Big Books; Index |
| Record Nr. | UNINA-9910454817003321 |
Tyrrell Jenny
|
||
| London ; ; New York, : Falmer Press, 2000 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Coordinating English at key stage 1 [[electronic resource] /] / Jenny Tyrrell and Narinderjit Gill
| Coordinating English at key stage 1 [[electronic resource] /] / Jenny Tyrrell and Narinderjit Gill |
| Autore | Tyrrell Jenny |
| Pubbl/distr/stampa | London ; ; New York, : Falmer Press, 2000 |
| Descrizione fisica | 1 online resource (209 p.) |
| Disciplina | 372.6/0941 |
| Altri autori (Persone) | GillNarinderjit |
| Collana | Subject leader's handbooks |
| Soggetto topico |
English language - Study and teaching (Elementary) - Great Britain
Interdisciplinary approach in education - Great Britain |
| ISBN |
1-280-40153-2
0-203-13842-2 0-203-16997-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Coordinating English at Key Stage 1; Copyright Page; Contents; Acknowledgments; Series editor's preface; Introduction; English coordinator or literacy coordinator?; Part one: The role of the English coordinator at Key Stage 1; Chapter 1. What is the role of the coordinator?; Chapter 2. Being a coordinator; Establishing your role; Getting started; Planning for success; Providing experiences of literacy; Modelling lessons - using Big Books; Using story (Yr2); Staffroom noticeboards; Sharing the curriculum initiative; Chapter 3. Strategies for staff development; Organising Inset
Learning to manage meetingsPart two: What you need to know about English and literacy at Key Stage 1; Chapter 4. Establishing basic beliefs about literacy; Basic beliefs; Key Statement 1: The foundations of literacy are laid at homein the early years; Key Statement 2: We can build on those early foundations; Key Statement 3: The children need a language rich environment; Key Statement 4: All reading and writing experiences should be child centred, purposeful and meaningful; Chapter 5. How does all this fit within the Literacy Framework?; Reinforcing practice; Links with other subjects Children with English as an additional languageChildren with special needs; Part three: Developing and maintaining a policy for English at Key Stage 1; Chapter 6. Producing a policy document; Why do we need a policy document for English?; Where to begin?; What to include?; Presenting the policy document; The policy as a vehicle for staff development; Relationship to the School Development Plan; Chapter 7. Planning; Where do we start?; Medium-term planning; And so to the short term; What about areas outside literacy?; Part four: Monitoring for quality; Chapter 8. Assessment; Why do we do it? When to do assessmentAssessment opportunities; Assessment during the Literacy Hour; Chapter 9. Baseline assessment; Getting the Baseline and setting the target; Looking at Baselines . . . starting points; Target setting using SAT results; Chapter 10. Evidence of achievement at Key Stage 1; Children's achievements in reading; Children's achievements in writing; Children's achievements in speaking and listening; Evaluating the data; The use of portfolios; Storing the data; Reporting to parents; Reporting to the junior department; Successful schools; Part five: Resources for learning Chapter 11. Managing resources and facilitiesResources for children; Funding; Resources for teachers; A final word, or two; References; Big Books; Index |
| Record Nr. | UNINA-9910778996203321 |
|
Tyrrell Jenny
|
||
| London ; ; New York, : Falmer Press, 2000 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Coordinating English at key stage 1 [[electronic resource] /] / Jenny Tyrrell and Narinderjit Gill
| Coordinating English at key stage 1 [[electronic resource] /] / Jenny Tyrrell and Narinderjit Gill |
| Autore | Tyrrell Jenny |
| Pubbl/distr/stampa | London ; ; New York, : Falmer Press, 2000 |
| Descrizione fisica | 1 online resource (209 p.) |
| Disciplina | 372.6/0941 |
| Altri autori (Persone) | GillNarinderjit |
| Collana | Subject leader's handbooks |
| Soggetto topico |
English language - Study and teaching (Elementary) - Great Britain
Interdisciplinary approach in education - Great Britain |
| ISBN |
1-280-40153-2
0-203-13842-2 0-203-16997-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Coordinating English at Key Stage 1; Copyright Page; Contents; Acknowledgments; Series editor's preface; Introduction; English coordinator or literacy coordinator?; Part one: The role of the English coordinator at Key Stage 1; Chapter 1. What is the role of the coordinator?; Chapter 2. Being a coordinator; Establishing your role; Getting started; Planning for success; Providing experiences of literacy; Modelling lessons - using Big Books; Using story (Yr2); Staffroom noticeboards; Sharing the curriculum initiative; Chapter 3. Strategies for staff development; Organising Inset
Learning to manage meetingsPart two: What you need to know about English and literacy at Key Stage 1; Chapter 4. Establishing basic beliefs about literacy; Basic beliefs; Key Statement 1: The foundations of literacy are laid at homein the early years; Key Statement 2: We can build on those early foundations; Key Statement 3: The children need a language rich environment; Key Statement 4: All reading and writing experiences should be child centred, purposeful and meaningful; Chapter 5. How does all this fit within the Literacy Framework?; Reinforcing practice; Links with other subjects Children with English as an additional languageChildren with special needs; Part three: Developing and maintaining a policy for English at Key Stage 1; Chapter 6. Producing a policy document; Why do we need a policy document for English?; Where to begin?; What to include?; Presenting the policy document; The policy as a vehicle for staff development; Relationship to the School Development Plan; Chapter 7. Planning; Where do we start?; Medium-term planning; And so to the short term; What about areas outside literacy?; Part four: Monitoring for quality; Chapter 8. Assessment; Why do we do it? When to do assessmentAssessment opportunities; Assessment during the Literacy Hour; Chapter 9. Baseline assessment; Getting the Baseline and setting the target; Looking at Baselines . . . starting points; Target setting using SAT results; Chapter 10. Evidence of achievement at Key Stage 1; Children's achievements in reading; Children's achievements in writing; Children's achievements in speaking and listening; Evaluating the data; The use of portfolios; Storing the data; Reporting to parents; Reporting to the junior department; Successful schools; Part five: Resources for learning Chapter 11. Managing resources and facilitiesResources for children; Funding; Resources for teachers; A final word, or two; References; Big Books; Index |
| Record Nr. | UNINA-9910799953503321 |
|
Tyrrell Jenny
|
||
| London ; ; New York, : Falmer Press, 2000 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Coordinating English at Key Stage 1 / / Jenny Tyrrell and Narinderjit Gill
| Coordinating English at Key Stage 1 / / Jenny Tyrrell and Narinderjit Gill |
| Autore | Tyrrell Jenny |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | London ; ; New York, : Falmer Press, 2000 |
| Descrizione fisica | 1 online resource (209 p.) |
| Disciplina | 372.6/0941 |
| Altri autori (Persone) | GillNarinderjit |
| Collana | Subject leader's handbooks |
| Soggetto topico |
English language - Study and teaching (Elementary) - Great Britain
Interdisciplinary approach in education - Great Britain |
| ISBN |
9781280401534
1280401532 9780203138427 0203138422 9780203169971 0203169972 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Coordinating English at Key Stage 1; Copyright Page; Contents; Acknowledgments; Series editor's preface; Introduction; English coordinator or literacy coordinator?; Part one: The role of the English coordinator at Key Stage 1; Chapter 1. What is the role of the coordinator?; Chapter 2. Being a coordinator; Establishing your role; Getting started; Planning for success; Providing experiences of literacy; Modelling lessons - using Big Books; Using story (Yr2); Staffroom noticeboards; Sharing the curriculum initiative; Chapter 3. Strategies for staff development; Organising Inset
Learning to manage meetingsPart two: What you need to know about English and literacy at Key Stage 1; Chapter 4. Establishing basic beliefs about literacy; Basic beliefs; Key Statement 1: The foundations of literacy are laid at homein the early years; Key Statement 2: We can build on those early foundations; Key Statement 3: The children need a language rich environment; Key Statement 4: All reading and writing experiences should be child centred, purposeful and meaningful; Chapter 5. How does all this fit within the Literacy Framework?; Reinforcing practice; Links with other subjects Children with English as an additional language; Children with special needs; Part three: Developing and maintaining a policy for English at Key Stage 1; Chapter 6. Producing a policy document; Why do we need a policy document for English?; Where to begin?; What to include?; Presenting the policy document; The policy as a vehicle for staff development; Relationship to the School Development Plan; Chapter 7. Planning; Where do we start?; Medium-term planning; And so to the short term; What about areas outside literacy?; Part four: Monitoring for quality; Chapter 8. Assessment; Why do we do it? When to do assessment; Assessment opportunities; Assessment during the Literacy Hour; Chapter 9. Baseline assessment; Getting the Baseline and setting the target; Looking at Baselines . . . starting points; Target setting using SAT results; Chapter 10. Evidence of achievement at Key Stage 1; Children's achievements in reading; Children's achievements in writing; Children's achievements in speaking and listening; Evaluating the data; The use of portfolios; Storing the data; Reporting to parents; Reporting to the junior department; Successful schools; Part five: Resources for learning Chapter 11. Managing resources and facilitiesResources for children; Funding; Resources for teachers; A final word, or two; References; Big Books; Index |
| Record Nr. | UNINA-9910808744103321 |
|
Tyrrell Jenny
|
||
| London ; ; New York, : Falmer Press, 2000 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||