All you need to know about the theory and practice of teaching primary English.
If you are training to be a primary school teacher, a knowledge of the primary English curriculum is not enough, you need to know HOW to teach English in primary schools.
This is the essential teaching theory and practice text for primary English that takes a focused look at the practical aspects of teaching. It covers the important skills of classroom management, planning, monitoring and assessment and relates these specifically to primary English. Practical guidance, features and resources support you to translate your learning to the classroom and understand the wider context of teaching. The book includes:
- Online practical lesson ideas for the classroom
- The Primary National Curriculum for English in Key Stages one and two
- Tips for planning primary English
- A recommended children’s book list
- Useful weblinks for primary English teaching
This ninth edition has been updated throughout and includes a new chapter on online and ′blended′ learning and teaching for primary English.
Tabella dei contenuti
Introduction
Learning English
Effective English teaching
Speaking and listening: developing talk in the primary classroom
Teaching reading at and before Key Stage 1
The teaching and learning of phonics
Teaching early writing
Teaching handwriting and spelling
Developing reading comprehension
Reading for information
Teaching writing at Key Stage 2
Teaching with electronic texts
Teaching English at a distance
Including all children
Organising and resourcing English at Key Stages 1 and 2
Assessing English
Circa l’autore
Elizabeth Coates is an associate fellow of the Centre for Education Studies at the University of Warwick. Prior to her retirement in 2013, she was an associate professor and director of the Early Childhood Studies undergraduate program at the University of Warwick. Since that time, she has worked on a part-time basis within the Centre teaching child development, education, and early years’ policy and practice. During her time at Warwick, she organized and directed five triennial international early years conferences and was founding editor of the International Journal of Early Years Education. Her background as an early years teacher has been a strong influence and, with Andrew Coates, she is involved in a longitudinal action research project focusing on young children (3-7 years) talking and drawing together. This has resulted in a number of conference papers and publications which include, among others, a chapter on “The subjects and meanings of young children’s drawings” in Exploring Children’s Creative Narratives.
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