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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 [[electronic resource] /] / Jenny Tyrrell and Narinderjit Gill
| Coordinating English at key stage 1 [[electronic resource] /] / 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 |
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-9910808744103321 |
|
Tyrrell Jenny
|
||
| London ; ; New York, : Falmer Press, 2000 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Differently literate : boys, girls, and the schooling of literacy / / Elaine Millard
| Differently literate : boys, girls, and the schooling of literacy / / Elaine Millard |
| Autore | Millard Elaine |
| Pubbl/distr/stampa | London ; ; Washington, D.C. : , : Falmer Press, , 1997 |
| Descrizione fisica | 1 online resource (224 p.) |
| Disciplina | 372.6/0941 |
| Soggetto topico |
Language arts - Great Britain
Reading - Great Britain English language - Composition and exercises - Study and teaching - Great Britain Literacy - Great Britain Sex differences in education - Great Britain |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-135-71388-X
1-280-40614-3 0-203-16315-X 0-203-48637-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book Cover; Title; Contents; List of Tables; Acknowledgments; Introduction; Considering Gender and Literacy Research; The Influence of Gender on Schooling; The Teaching of Reading and Writing in School and Its Legacy; The Research Evidence; Pupils' Choice of Narrative Pleasures; How Do They Read?; Reading Beyond the Pleasure Principle; Reading into Writing; Analysis and Recommendations; Making Connections from Theory to Practice; From Research to Practice: A Concluding Summarywith Suggestions for the Organization of Work in the Classroom
Examples of Unstructured Stories of Reading Transcribed from Children's Work Collected in the Pilot StudyExamples of Story Openings Collected in the Second Phase of the Study and Analysed in Chapter 6; Titles of Books Recorded in the Questionnaires as Well Liked; References; Index |
| Record Nr. | UNINA-9910450062403321 |
|
Millard Elaine
|
||
| London ; ; Washington, D.C. : , : Falmer Press, , 1997 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Differently literate : boys, girls, and the schooling of literacy / / Elaine Millard
| Differently literate : boys, girls, and the schooling of literacy / / Elaine Millard |
| Autore | Millard Elaine |
| Pubbl/distr/stampa | London ; ; Washington, D.C. : , : Falmer Press, , 1997 |
| Descrizione fisica | 1 online resource (224 p.) |
| Disciplina | 372.6/0941 |
| Soggetto topico |
Language arts - Great Britain
Reading - Great Britain English language - Composition and exercises - Study and teaching - Great Britain Literacy - Great Britain Sex differences in education - Great Britain |
| ISBN |
1-135-71387-1
1-135-71388-X 1-280-40614-3 0-203-16315-X 0-203-48637-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book Cover; Title; Contents; List of Tables; Acknowledgments; Introduction; Considering Gender and Literacy Research; The Influence of Gender on Schooling; The Teaching of Reading and Writing in School and Its Legacy; The Research Evidence; Pupils' Choice of Narrative Pleasures; How Do They Read?; Reading Beyond the Pleasure Principle; Reading into Writing; Analysis and Recommendations; Making Connections from Theory to Practice; From Research to Practice: A Concluding Summarywith Suggestions for the Organization of Work in the Classroom
Examples of Unstructured Stories of Reading Transcribed from Children's Work Collected in the Pilot StudyExamples of Story Openings Collected in the Second Phase of the Study and Analysed in Chapter 6; Titles of Books Recorded in the Questionnaires as Well Liked; References; Index |
| Record Nr. | UNINA-9910783625703321 |
|
Millard Elaine
|
||
| London ; ; Washington, D.C. : , : Falmer Press, , 1997 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Differently literate : boys, girls, and the schooling of literacy / / Elaine Millard
| Differently literate : boys, girls, and the schooling of literacy / / Elaine Millard |
| Autore | Millard Elaine |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | London ; ; Washington, D.C. : , : Falmer Press, , 1997 |
| Descrizione fisica | 1 online resource (224 p.) |
| Disciplina | 372.6/0941 |
| Soggetto topico |
Language arts - Great Britain
Reading - Great Britain English language - Composition and exercises - Study and teaching - Great Britain Literacy - Great Britain Sex differences in education - Great Britain |
| ISBN |
1-135-71387-1
1-135-71388-X 1-280-40614-3 0-203-16315-X 0-203-48637-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book Cover; Title; Contents; List of Tables; Acknowledgments; Introduction; Considering Gender and Literacy Research; The Influence of Gender on Schooling; The Teaching of Reading and Writing in School and Its Legacy; The Research Evidence; Pupils' Choice of Narrative Pleasures; How Do They Read?; Reading Beyond the Pleasure Principle; Reading into Writing; Analysis and Recommendations; Making Connections from Theory to Practice; From Research to Practice: A Concluding Summarywith Suggestions for the Organization of Work in the Classroom
Examples of Unstructured Stories of Reading Transcribed from Children's Work Collected in the Pilot StudyExamples of Story Openings Collected in the Second Phase of the Study and Analysed in Chapter 6; Titles of Books Recorded in the Questionnaires as Well Liked; References; Index |
| Record Nr. | UNINA-9910822372703321 |
|
Millard Elaine
|
||
| London ; ; Washington, D.C. : , : Falmer Press, , 1997 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Improving literacy at KS2 and KS3 [[electronic resource] /] / edited by Andrew Goodwyn
| Improving literacy at KS2 and KS3 [[electronic resource] /] / edited by Andrew Goodwyn |
| Pubbl/distr/stampa | London, : Paul Chapman, 2002 |
| Descrizione fisica | 1 online resource (223 p.) |
| Disciplina | 372.6/0941 |
| Altri autori (Persone) | GoodwynAndrew <1954-> |
| Soggetto topico |
Language arts (Elementary) - Great Britain
Language arts (Secondary) - Great Britain |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4462-3009-0
1-4462-1625-X 1-280-36893-4 9786610368938 1-4129-3218-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Contents; Introduction; Chapter 1 - Literacy in transition; Chapter 2 - Secondary schools and the National Literacy Strategy; Chapter 3 - Subject literacies; Chapter 4 - Literacy at Key Stage 3; Chapter 5 - Evidence from experienced practitioners; Chapter 6 - Classroom literacy and everyday life; Chapter 7 - Literacy and Drama; Chapter 8 - Literacy and Modern Foreign Languages; Chapter 9 - Literacy and subject knowledge; Index |
| Record Nr. | UNINA-9910450242003321 |
| London, : Paul Chapman, 2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||