From a review of the first edition: 'Ian Eyres tackles every issue of the teacher training curriculum for English making it accessible and easy to understand. As well as this, he offers reflection pieces to check your own understanding... With English exams looming round the corner for my PGCE, this book really has been a lifesaver. Wholeheartedly recommended' - Amazon Review English for Primary and Early Years is a comprehensive and essential guide to the structure of English. It draws on the reader's own knowledge and understanding of English as the basis for analysis of texts at word, sentence and whole text level. The book develops the reader's understanding of the linguistic and literary knowledge required by The National Curriculum at Key Stages 1 and 2 and by the National Literacy Strategy. Key concepts such as, Standard English, approaches to grammar, genre, clause structure and the role of phonics in reading are addressed in an interactive way which develops the reader's skills as an active analyst of English, leading to a far deeper understanding than the `do's and don'ts' of traditional grammar. The text is fully updated to include the most recent developments in such areas as synthetic and analytic phonics and multimodal texts. An in-depth self-assessment activity is included with the text. This is a set book for the Open University Course, 'Ways of Knowing: language, mathematics and science in the early years'.
Features a tool specifically designed to rate the early literacy environment in home-based child care settings. This title assesses environments that include children of various ages, from birth to 5 years.
Features a tool specifically designed to rate the early literacy environment in home-based child care settings. This title assesses environments that include children of various ages, from birth to 5 years.
From a review of the first edition: 'Ian Eyres tackles every issue of the teacher training curriculum for English making it accessible and easy to understand. As well as this, he offers reflection pieces to check your own understanding... With English exams looming round the corner for my PGCE, this book really has been a lifesaver. Wholeheartedly recommended' - Amazon Review English for Primary and Early Years is a comprehensive and essential guide to the structure of English. It draws on the reader's own knowledge and understanding of English as the basis for analysis of texts at word, sentence and whole text level. The book develops the reader's understanding of the linguistic and literary knowledge required by The National Curriculum at Key Stages 1 and 2 and by the National Literacy Strategy. Key concepts such as, Standard English, approaches to grammar, genre, clause structure and the role of phonics in reading are addressed in an interactive way which develops the reader's skills as an active analyst of English, leading to a far deeper understanding than the `do's and don'ts' of traditional grammar. The text is fully updated to include the most recent developments in such areas as synthetic and analytic phonics and multimodal texts. An in-depth self-assessment activity is included with the text. This is a set book for the Open University Course, 'Ways of Knowing: language, mathematics and science in the early years'.
Building Connections Between Literacy and Numeracy
"Makes an interesting and thought-provoking contribution to the field of mathematics instruction. Looking at math and literacy as closely aligned language structures creates a need to rethink the strategies used for math instruction." -Catherine Hernandez, Second-Grade Teacher Detroit Public Schools, MI "It's about time! Teaching literacy has been researched, written about, and rewritten so that it can be taught using the most effective methods for optimal learning. Little of this has transpired for mathematics. This book is very unique." -Deborah Gordon, Third-Grade Teacher Madison Simis School, Phoenix, AZ Transform the way you think about and teach elementary-level mathematics! While many teachers feel confident about their preparation and strategic repertoire for literacy instruction, some are less confident about their preparation and content depth for teaching math. Based on the idea that mathematics and reading are two subject areas more alike than different, What If Your ABCs Were Your 123s? illustrates the parallels between literacy and mathematics and helps elementary teachers take what they know about teaching literacy and apply that knowledge to strengthen their math instruction. Designed for the primary and elementary levels, this practical handbook illustrates how teachers can deepen their own mathematical understanding and improve students' achievement by providing: Teaching scenarios that model the crossover of strategies Comprehension strategies to develop and strengthen students' grasp of foundational concepts Instructional approaches to help students value mathematics and feel competent in their abilities to reason, solve problems, and communicate their thinking Student work samples illustrating literacy and math connections Gain a detailed, comprehensive understanding of the relationship between literacy and numeracy and significantly increase your effectiveness in mathematics instruction!
Building Connections Between Literacy and Numeracy
This book will help primary and elementary teachers to transform the way they think about and teach mathematics. Many teachers feel confident about their preparation and strategic repertoire for literacy instruction but are less confident about their preparation and content depth for teaching math. This book will make visible the parallels between what elementary teachers already know about teaching literacy and help them make connections to numeracy instruction to improve their students' achievement in mathematics. Teachers can carry their literacy strength straight into their math instruction. Readers will gain a detailed, comprehensive understanding of the crossovers connections between literacy and numeracy to deepen their own mathematics content knowledge and be more confident and successful in their instruction of elementary mathematics.
"Great for parents or someone who teaches the deaf, is entering the field of audiology, or is unfamiliar with hearing loss." -Roberta Agar-Jacobsen, Teacher of the Deaf, Tacoma Public Schools, WA "The way the many complexities of speech are discussed, explained, and addressed is very reader-friendly, easy to understand, and accessible." -Sherilyn Renner, Teacher of the Deaf and Hard of Hearing, Bozeman Public Schools, MT "I have a student who is hard of hearing: How do I assist the student in speaking?" As a result of IDEA 2004 and NCLB, more and more students with hearing loss are being educated alongside their hearing peers, making teachers and service professionals responsible for helping to fulfill their educational needs. Written by experts in the field, Helping Deaf and Hard of Hearing Students to Use Spoken Language provides educators and novice practitioners with the knowledge and skills in spoken language development to meet the needs of students who are deaf or hard of hearing. The authors' model of auditory, speech, and language development has been used successfully with the deaf and hard of hearing population, in training preservice teachers, and in workshops and presentations for practicing professionals. This essential resource introduces the authors' developmental model and addresses: Creative and scientific ways of interacting with children with hearing loss to develop spoken communication Effective approaches, techniques, and strategies for working with children in the primary grades Techniques for imparting social and academic information while children are learning to communicate This authoritative reference gives teachers the confidence to provide students with a well-prepared, intensely stimulating environment to foster the natural emergence of spoken language.
Teaching and Learning Communication, Language and Literacy is a comprehensive guide to deals the teaching and learning of communication, language and literacy in the foundation stage (3-5 years). It draws on research findings and good practice to provide practical guidance about working with young children in nursery and reception classes. The book examines how young children develop as learners and users of language and literacy and the contribution that home and school make to their learning. It locates learning in a play based curriculum and provides a rationale for making play both a context and a resource for learning. It also takes account of recent policy initiatives such as the Curriculum Guidance for the Foundation Stage, the organization for literacy in reception classes and the foundation stage assessment profile. Throughout the book a distinction is made between the organization and activities that are appropriate to nursery and reception children. Teaching and Learning Communication: Language and Literacy is intended to support those who work or intend to work in the foundation stage including, trainee teachers, teachers and other practitioners. It will also be of interest to students on degree courses concerned with early childhood studies and those following vocational courses for early years workers. The book contains practical suggestions about activities and resources including ways of working with environmental print and found texts, ICT, TV and video as well as books. The role of adults in supporting and extending learning is considered in detail.
