Jane A Medwell & David Wray 
Primary English: Teaching Theory and Practice [PDF ebook] 

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.