Extending Literacy: Developing Approaches to Non-Fiction

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Jill Williams. Jill Jesson. Developing Language and Literacy with Young Children. Dr Marian R Whitehead. Planning and Observation of Children under Three. Helen Bradford. Unlocking Writing. Mary Williams. Developing Language and Literacy Ann C Browne. Learning to Teach in the Primary Classroom. Anne Proctor. English David Waugh. Memory and Learning. Jacqueline Bristow. Teaching Across the Early Years Hilary Cooper.

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Teaching and Learning Communication, Language and Literacy. Reversing Lower Attainment. Diane Montgomery. Teaching Literacy Effectively in the Primary School. Richard Fox. Teaching and Learning Literacy. David Wray. Maureen Lewis. Literacy and Language in the Primary Years.

Science and Literacy: a Guide for Primary Teachers

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Chi ama i libri sceglie Kobo e inMondadori. Choose Store. Or, get it for Kobo Super Points! Skip this list. Life under the sea. Ancient Egypt. These are the things that interest children -- much more than reading period or the daily math lesson. All teachers know that interested students are better learners, and that's why projects have long been part of the elementary curriculum.

But how can teachers build on the enthusiasm they generate? Can project work really become the focus of the classroom, without sacrificing important teaching and learning? And how can project work be evaluated?

The need for a visual metalanguage

In Inquiry in the Classroom, David Wray shows how projects can be a driving force in the early school years. With careful planning, project work can touch on all aspects of the curriculum. By involving students in that planning, we can ensure that their interest will be maintained. And, by setting realistic goals and allowing for creativity and flexibility in project outcomes, evaluation can be designed to reflect real learning. Writing across the Curriculum Maureen Lewis and David Wray Reading and Language Information Centre, University of Reading This book extends the concept of writing frames to encompass the range of writing that pupils need to do to be successful in various areas of the curriculum, such as Mathematics, Technology, etc.

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  • It also contains a number of photocopiable frames for story writing. It also contains a large number of photocopiable frames for classroom use. Extending Literacy: Children reading and writing non-fiction David Wray and Maureen Lewis Routledge This book explores the linked questions of how children's literacy skills may be extended and how they can be taught to read and write non-fiction texts more effectively. It gives many examples of practical classroom strategies as well as a coherent framework for such work.

    This volume contains an audit and self-study guides for English subject knowledge.

    Further information

    This volume focuses on teaching skills and strategies. One student reviewer describes it as: 'A super book, written in user-friendly language, and set out in manageable sections which make it great to dip in to. An excellent book for those studying to be teachers in primary schools. Plenty of useful resources and lesson plans are included, together with a useful glossary to confirm the meaning of those tricky grammatical terms! Developing children's non-fiction writing Maureen Lewis and David Wray Scholastic This book outlines the ideas and rationale underpinning the use of writing frames to support non-fiction writing.

    Melbourne, Australia: Macmillan. Painter, C. Unsworth, L. Durrant Eds. Multimodal reading comprehension: curriculum expectations and large-scale literacy testing practices. Pedagogies: An International Journal, 9 1 , 26— Our website uses a free tool to translate into other languages. This tool is a guide and may not be accurate. For more, see: Information in your language. You may be trying to access this site from a secured browser on the server. Please enable scripts and reload this page.

    Skip to content. Page Content. On this page The need for a visual metalanguage Resources for teaching visual literacy General strategies for examining visual texts Visual metalanguage In-practice examples References The need for a visual metalanguage Teaching visual literacy requires students and teachers to have a shared visual metalanguage a shared, specialised terminology that describes meaning.

    Resources for teaching visual literacy This resource provides further support for teaching visual literacy through an expanded visual metalanguage with visual examples, discussion questions and guides. General strategies for examining visual texts Examination of image in context The context, or environment in which a text is responded to, or created, is an important consideration in the first stages of examining an image or visual text.

    Where does this image come from? Is it part of a sequence page from a book or website; clip from a film or does it stand alone art work, poster, advertisement? What is its purpose? Who is it for? What is it about? What do you think about it? How does it make you feel? What puzzles you? What does it remind you of? What connections can you make to other texts and experiences? What might be missing from this image? Why has the image-maker chosen to show this image this way? How else might this be shown?

    What difference might this make? LIE: close reading of an image using three levels of comprehension Visual comprehension requires a focused, carefully sequenced approach to develop analytical thinking and semiotically informed observational skills. Visual metalanguage This section presents a framework for identifying and organising a visual metalanguage for understanding and talking about how visual meaning is conveyed in visual texts. For this context working with images and the visual semiotic mode, these three meaning functions are described as: Expressing and developing ideas in images: who, what, where, when and why docx - 1.