Literacy Books

Book SynopsisThis volume showcases a range of Reading to Learn (R2L) projects from around the world in a variety of educational settings in many different languages. The pedagogy emerged over two decades from a coalescence of idealism, academic research and teachers' experience. One ideal shared by everyone involved in R2L has been to become a more effective teacher, and to help others do so. Underlying this drive to excel is the democratic ideal that education should be equally available, inclusive and effective for every student. In the first chapter David Rose recounts the origins of R2L in work with Indigenous Australian children, informed by genre writing and scaffolded reading pedagogies. Three following chapters celebrate the impact of the methodology in settings of educational disadvantage in Australian schools. Further chapters describe the efficacy of the methodology around the world in a variety of languages, often in very challenging educational settings. Stories from Africa detail the successes of R2L pedagogy in South Africa, Kenya, Uganda and Tanzania. In Europe, a ground-breaking project to adapt the methodology for the education of deaf and hearing-impaired students working in Swedish Sign Language (SSL) is described. Also in Sweden, a long-term project to train teachers working in disadvantaged schools grew out of the success of the EU-funded project, Teacher Learning for European Literacy Education (TeL4ELE). Following chapters describe how the TeL4ELE project unfolded and spread R2L to Portuguese and Spanish schools and teacher education. Chapters from the Americas provide stories of success from a US community education project with Spanish-speaking mothers learning English, a tertiary setting in Colombia where the methodology has been used as a cross-faculty initiative, and a literacy outreach program from a university in Argentina for teachers from disadvantaged local schools. Final chapters include an evaluation of the R2L methodology in comparison with other literacy methods used in Argentina, an analysis of the R2L methodology for teaching mathematics in Chile and a project to teach scientific literacy with Indonesian school students, in both Indonesian and English.Table of ContentsForeword Professor J.R. Martin, University of Sydney Introduction Chapter 1: Learning to Teach David Rose Chapter 2: Inclusion and Success for All Children: A Whole-school Approach Ingrid Freeman and Jane Kelly, Kenmore State School, Queensland, Australia Chapter 3: Scaffolding Pedagogic Change at School and System Level: Reading to Learn in Victoria, Australia Sarah Culican, Department of Education, Victoria, Australia Chapter 4: Whole-school Implementation of Reading to Learn in a Secondary Context Zena Carusi-Lees, Balmoral State High School, Queensland Chapter 5: The Story of Reading to Learn South Africa (RtLSA) Mike Hart, Reading to Learn South Africa, University of Kwa-Zulu Natal Chapter 6: Equity-based Models of Teaching Literacy: Supporting EAL Students’ English Academic Writing Development with Reading to Learn Pedagogy Tracey Millin, School of Teacher Education, University of Canterbury, New Zealand Chapter 7: Bridging the Gap between Sign Language and Written Texts for Students who are Deaf or have a Hearing Loss Ann-Christin Lövstedt, Reading for Life, Sweden Chapter 8: Scaffolding a Long-term Professional Development Project in a Disadvantaged Swedish Context Pernilla Andersson Varga, Annette Mitiche, Jaana Sandberg and Susanne Staf, Centre for School Development, Gothenburg, Sweden Chapter 9:A story of International Cooperation: Teacher Learning for European Literacy Education (TeL4ELE) Claire Acevedo Chapter 10: Working with Reading to Learn at Undergraduate Level in Spain: A Learning Journey Rachel Whittaker, Isabel García-Parejo and Aoife Ahern, Universidad Complutense de Madrid Chapter 11: Learning to use Reading to Learn in Portugal Carlos A. M. Gouveia, Letras, ULisboa & CELGA-ILTEC, UC, Marta Filipe Alexandre and Fausto Caels, ESECS-IPLeiria & CELGA-ILTEC, UC Chapter 12: Bilingual Reading to Learn for ESL Latinx Immigrant Mothers in the United States Andrés Ramírez, Florida Atlantic University, USA and María Gabriela Gutiérrez, Universidad de la Salle, Bogotá, Colombia Chapter 13: Introducing R2L into Higher Education Teaching in the Colombian Caribbean Sergio Álvarez Uribe, Norma Barletta, Teresa Benítez and Nayibe Rosado, Universidad del Norte, Barranquilla, Colombia Chapter 14:Reading to Learn in an Argentine Context: Implementing the Pedagogy in Primary Schools Patricia V. Meehan, Angélica Gaido, Liliana Anglada and María Belén Oliva, Universidad Nacional de Córdoba, Argentina Chapter 15: R2L and Cognitive Approaches to Reading in the EFL Context: Engaging in Dialogue Samiah Hassan and Cristina Boccia, Universidad Nacional de Cuyo, Mendoza, Argentina Chapter 16: Maths Process Modelling: A Reading to Learn Curriculum Genre Ingrid Westhoff, Universidad Andrés Bello and Fundación Educar para Crecer, Chile and Raimundo Olfos, Pontificia Universidad Católica de Valparaíso, Chile Chapter 17: Application of Reading to Learn Methodology in EFL Classrooms: A Bilingual Approach Harni Kartika-Ningsih, Universitas Indonesia

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Book Synopsis‘Everything about [this] book, which combines a healthy dose of lucid neuroscience with a dash of sensitive personal narrative, delights ... a beautifully balanced piece of popular-science writing’ Boyd Tonkin, Independent 'For people interested in language, this is a must. You'll find yourself focusing on words in new ways. Read it slowly - it will take time to sink in.’William Leith, Sunday Telegraph 'An inspiring celebration of the science of reading.’ P.D. Smith, Guardian 'We were never born to read', says Maryanne Wolf. 'No specific genes ever dictated reading's development. Human beings invented reading only a few thousand years ago. And with this invention, we changed the very organisation of our brain, which in turn expanded the ways we were able to think, which altered the intellectual evolution of our species.' In "Proust and the Squid", Maryanne Wolf explores our brains' near-miraculous ability to arrange and re-arrange themselves in response to external circumstances. She examines how this 'open architecture', the elasticity of our brains, helps and hinders humans in their attempts to learn to read, and to process the written language. She also investigates what happens to people whose brains make it difficult to acquire these skills, such as those with dyslexia. Wolf, a world expert on the reading brain, brings both a personal passion and deft style to this, the story of the reading brain. It is a pop science masterpiece on a subject that anyone who loves reading will be sure to find fascinating.Trade Review‘Everything about her book, which combines a healthy dose of lucid neuroscience with a dash of sensitive personal narrative, delights ... a beautifully balanced piece of popular-science writing’ -- Boyd Tonkin, Independent‘Wolf’s alarm about the spread of semi-literacy among the young is obviously justified, and her book provokes thought about it as only reading can.’ -- John Carey, Sunday Times‘There's a lot of difficult material in here. But it's worth the effort. I kept wanting to read more about how written language changed history, and more about the invention of the alphabet. This is a tribute to Wolf, who could not possibly cram everything in here. For people interested in language, this is a must. You'll find yourself focusing on words in new ways. Read it slowly - it will take time to sink in.’ -- William Leith, Sunday Telegraph‘’Proust and the Squid’ is an inspiring celebration of the science of reading.’ -- P.D. Smith, Guardian‘Wolf is excellent on reading as a supreme accomplishment too often taken for granted precisely because of the achievement of automaticity.’ -- Literary Review‘This is a paean of praise for, and a rewarding exploration of, the creative reciprocities between writing, reading and thinking, it is especially good on dyslexia.’ -- Times'An entertaining, comprehensive, delightfully clear account of how our brain allowed us to become word magicians. A splendid achievement!' -- Alberto Manguel, author of ‘A History of Reading’'Child development Professor Wolf maintains the tone of a curious, erudite friend as she synthesises cutting-edge interdisciplinary research - psychology and archaeology, linguistics and education, history and neuroscience - in a pathbreaking look at the reading brain.' -- Publishers Weekly, Books of the Year‘As booksellers, we don't need to be convinced of the importance of reading, but Maryanne Wolf's sage book goes far beyond what even we imagined. Wolf ... is not content to discuss the cultural significance of reading; she asserts with convincing evidence that this activity has radically changed the very organization of the human brain.' -- Barnes and Noble'Wolf displays extraordinary passion and perceptiveness concerning the reading brain, its miraculous achievements and tragic dysfunctions.' -- Bookforum‘What a timely, passionate meditation on the miracle of reading! Wolf's words provide the very pleasure she describes: we feel the precious excitement that is contact with another mind and are duly illuminated, provoked, steadied, and renewed.' -- Gish Jen‘Wolf’s learned but light-footed work is excavating – with a zest that blends authority and accessibility – the deep mystery of why and how we can read at all.’ -- Boyd Tonkin, Independent‘Her book is a remarkable excavation of something we take largely for granted, and throws up plenty of thought-provoking ideas along the way.’ -- Sunday Times‘A brilliant book about how human beings learned to read and write. There’s a superb explanation of the conditions that cause dyslexia – which Wolf points out, wouldn’t have conferred an evolutionary disadvantage until very recently, and might even have been beneficial to some people.’ -- William Leith, The Spectator

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Book SynopsisLearn how to design discipline-specific literacy instruction that increases academic engagement and supports college and career readiness. This practical resource offers contexts and strategies for addressing a fundamental question that teachers bring to their work with middle and high school learners.Trade Review"Gabriel (Univ. of Connecticut) supplies secondary-education graduate students with a degree of meta-discursive awareness to enable them to function in the classroom with the changing demands of reading, writing, and communication. The conclusion provides a good summary of the implications of disciplinary literacy."—CHOICETable of Contents Contents (Tentative) Foreword Introduction Overview Conclusion 1. What Is Disciplinary Literacy? Why Build Disciplinary Literacy? What Does Disciplinary Literacy Do for Students? Is Disciplinary Literacy Only for Academic Disciplines? Why Should Teachers Learn about Disciplinary Literacies? Why Is Disciplinary Literacy so Important? I Don't Remember being Taught This Way, so Why Should I Teach This Way? The Goal of Disciplinary Literacy Questions for Discussion 2. Pedagogy and Processes for Literacy Development Pedagogy Doing the Work of the Discipline Processes for Literacy Development Understanding Text Complexity Questions for Discussion Resources for Further Reading 3. Doing the Discipline Routines and Practices Why Disciplines Are Not Enough Discourse Follows Communities Resources for Further Reading 4. Text Roundup Examining Routines Unlocking Habits of Mind Activity Guide: Text Roundup Questions for Duscussion Resources for Further Reading 5. Mentor Texts Knowing What to Notice Knowing What to Teach How to Write From a Mentor Text Activity Guide Discussion Questions 6. The Expert Interview Purposes for Expert Interviews Evaluation Questions for Discussions Resources for Further Reading 7. The Oak Tree Activity A "Fine" Example Activity Guide Examples Evaluation Questions for Discussion Resources for Further Reading 8. Text Set Construction Making a Text Set Activity Guide Evaluation Questions for Discussion Resources for Further Reading 9. Text-Dependent Questions A Directed Reading-Thinking Activity Activity Guide Evaluation Questions for Discussion Resources for Further Reading 10. Learning From Non-Print-Based Texts Hierarchies of Representation Teaching the Reading of Non-Print-Based Texts Activity Guide Evaluation Questions for Discussion Resources for Further Reading Chapter 11: Task Analysis and Enhancement Starting With a Pre-Planned Lesson or Activity Starting With a Text Knowing Where Literate Practices Go Purpose and Process Activity Guide Evaluation Discussion Questions Resources for Further Reading Conclusion: Doing the Discipline Preparing Students for the Work of Their Lives Looking Ahead References Index About the Author

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Book SynopsisLevel: KS1Subject: English Reading ComprehensionTargeted practice for every topic taught at school!When it comes to getting the best results, practice really does bring progress! Matched to the National Curriculum, this Collins Year 2 Reading Comprehension workbook is designed to improve comprehension skills. This book contains relevant and engaging texts including fiction, non-fiction and poetry and covering a range of styles and eras from well-known classics to modern authors.Using a repeated practice method that is proven to work, this book improves performance in school, as well as in tests and assessments. Questions are organised into levels of increasing difficulty while progress tests throughout check children's understanding along the way. Children can record their own results too, supporting awareness and boosting confidence. A handy answer section is also included to ensure every child can succeed in Year 2. We've got a Year 2 Maths Targeted Practice Workbook (9780008179007)

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Book SynopsisA widely used, highly effective approach to student success, Student-Focused Coaching (SFC) helps instructional coaches and teachers work collaboratively to improve student outcomes using evidence-based practices. This is your one-stop, step-by-step guide to instructional coaching in K–12 schools using the field-tested, research-based SFC model.Featuring a foreword by Jim Knight, the leading voice on instructional coaching, this book was coauthored by the lead developer of the SFC model (Jan Hasbrouck) and an experienced instructional coach and trainer (Daryl Michel). These expert authors help you master the three key roles of coaching: Facilitator, Collaborative Problem-Solver, and Teacher/Learner. You’ll discover how to build respectful and mutually beneficial professional relationships with every teacher—from the most eager to the most reluctant—and work together to help all students learn and thrive in the classroom. To help you put the SFC model into action, the book offers practical activities and materials, including application exercises, reflection exercises, virtual coaching tips, and 20+ pages of ready-to-use downloadable forms.LEARN HOW TO Partner with teachers to tackle a range of classroom challenges—academic, behavioral, and social-emotional Develop collaborative communication skills to help you navigate even the most challenging conversations Work with teachers to set and achieve goals by identifying, selecting, and implementing evidence-based interventions Help teachers support struggling students with goal-based, targeted, and intensive instruction Improve time management skills using a four-step, systematic problem-solving process Collect different types of data and use it to give helpful feedback to the teachers you work with Design continuous professional learning opportunities that meet individual teacher needs Deliver support to administrators to make the most of the benefits coaches can provide PRACTICAL DOWNLOADS: The book includes access to 20+ pages of downloadable materials for coaches, including worksheets, checklists, tracking sheets, and self-assessments.Table of Contents About the Online Materials About the Authors Foreword Introduction Chapter 1 Overview of Coaching Chapter 2 Getting Started as a SFC Coach Chapter 3 The Facilitator Role Chapter 4 Communicating for Collaboration Chapter 5 Managing Time Chapter 6 The Collaborative Problem Solver Role & the SFC Collaborative Problem-Solving Process Chapter 7 Team Problem-Solving Process Chapter 8 Gathering Information for Problem Solving Chapter 9 Developing, Supporting, and Evaluating Effective Interventions Chapter 10 The Teacher/Learner Role – Designing and Providing Effective Professional Learning Chapter 11 Delivering Effective Instruction and Intervention Chapter 12 Working with Administrator Partners Resources Index

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Book SynopsisMaeve Binchy''s highly successful Quick Read.''She is the Queen of Fiction and one of the funniest and best-loved storytellers in the world . . . once you read Maeve you are hooked for life'' IRISH TIMES''Maeve Binchy''s work continues to inspire ... thought-provoking, warm and funny in equal measure'' WOMANMolly Sullivan said that the new baby was a little star. She was no trouble at all and she was always smiling - so she became known as Star and no one remembered that her name was Oona.Star Sullivan just wanted everyone to be happy - her father to stop gambling, her mother not to work so hard, her brother to stay out of trouble, her sister to stop worrying about every little thing she ate. Then the Hale family moved in next door, and from the moment Star saw 23-year-old Laddy Hale, everything began to change - until Star was no longer the sweet, thoughtful girl everyone loved and no one worried about...Trade ReviewWarm, witty and with a deep understanding of what makes us tick, it's little wonder that Maeve Binchy's bewitching stories have become world-beaters * OK MAGAZINE *Reading her books is like gossiping with old friends * DAILY EXPRESS *She is the Queen of Fiction and one of the funniest and best-loved storytellers in the world . . . once you read Maeve you are hooked for life * IRISH TIMES *What is Maeve Binchy's magic? Every time she publishes a novel the race is on to the armchair or the poolside seat, telephones fall eerily silent . . . Her great gift is to suck her reader into the drama of everyday lives without fuss . . . She relies on dialogue and on keeping up a cracking pace * DAILY MAIL *Maeve Binchy is a master storyteller * NEW YORK TIMES *Binchy . . . is a class act * DAILY EXPRESS *

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Book SynopsisWoodard examines the origin of the Greek alphabet and treats the advent of the alphabet script as a point which lies along an unbroken continuum of Greek literacy. Woodard argues that those persons responsible for adapting the Phoenician consonantal script for Greek use were scribes accustomed to writing Greek with the syllabic script of Cyprus.Trade Review...a very learned, thorough and informed work, and Woodard's conclusions are well worth considering. * New England Classical Journal *

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Book SynopsisSince the late 1970s, scholarly interest in the translation of children’s books has increased at a rapid pace. Research across a number of disciplines has contributed to a developing knowledge and understanding of the cross-cultural transformation and reception of children’s literature. The purpose of this Reader is to reflect the diversity and originality of approaches to the subject by gathering together, for the first time, a range of journal articles and chapters on translation for children published during the last thirty years. From an investigation of linguistic features specific to translation for children, to accounts of the travels of international classics such as the Grimm Brothers’ Household Tales or Carlo Collodi’s Pinocchio, to a model of narrative communication with the child reader in translated texts and, not least, the long-neglected comments of professional translators, these essays offer new insights into the challenges and difference of translating for the young.Trade ReviewIn the last few decades a number of European scholars have paid an increasing amount of attention to children’s literature in translation. This book not only provides a synthetic account of what has been achieved in the field, but also makes us fully aware of all the textual, visual and cultural complexities that translating for children entails. Apart from few important Scandinavian studies of children’s literature in translation, students of this subject have had problems in finding a book that attempted an up-to-date and comprehensive review of the field. Gillian Lathey’s Reader does just this; it investigates a whole range of textual, visual and cultural issues that translating literature for children entails. -- Dr Piotr Kuhiwczak, Director, Centre for Translation and Comparative Cultural Studies University of Warwick.This reader will offer valuable information and inspiration to scholars familiar with the field and newcomers alike. * Jochen Weber, Bookbird: A Journal of International Children’s Literature, Vol 45, No. 3, 2007 *Covering almost three decades of research in the wide field of writing and translating for children, calling into play the contributions of scholars involved in the study of children's literature, of the translation of books but also audiovisual texts and, last but not least, the reflections of several distinguished translators, the volume provides a thorough overview of the most significant steps taken in the exploration of this often neglected world. On the whole, resulting from an accurate selection of contributions to the hardly-ever-explored field of translating for children, the volume manages to bring to the fore all the relevant issues and theoretical standpoints, providing thorough background while also highlighting the latest research paths. Furthermore, it proves to have an additional –and uncommon– twofold value: it makes an essential reading for those who approach the translation of children's literature for the first time, but it also stands out as a compendium of the most relevant contributions by scholars inside and outside Europe. * Elena Di Giovanni, University of Macerata, in JOSTrans Issue 8 *Table of ContentsAcknowledgements/ Introduction I. Translations for Children: Theoretical Approaches and their Application 1. Translating for Children - Eithne O’Connell 2. Translation of Children’s Literature - Zohar Shavit 3. Translation Studies in Contemporary Children’s Literature: A Comparison of Intercultural Ideological Factors - Marisa Fernández López 4. Translating Children’s Literature: Theoretical Approaches and Emprical Studies - Tiina Puurtinen II. Narrative Communication and the Child Reader 5. How Emil Becomes Michel: On the Translation of Children’s Books - Birgit Stolt 6. The Verbal and the Visual: On the Carnivalism and Dialogics of Translating for Children - Riitta Oittinen 7. Narratology Meets Translation Studies, or The Voice of the Translator - Emer III. Translating the Visual 8. Translating Pictures - Emer O’Sullivan 9.Intertextuality/ Intervisuality in Translation: The Jolly Postman’s Intercultural Journey from Britain to the Netherlands - Mieke Desmet 10. Time, Narrative Intimacy and the Child: Implications of Tense Switching in the Translation of Picture Books into English - Gillian Lathey IV. The Travels of Children’s Books and Cross-cultural Influences 11. Does Pinocchio have an Italian Passport? What is Specifically National and what is International about Classics of Children’s Literature - Emer O’Sullivan 12. The Early Reception of the Grimms’ Kinder- und Hausmärchen in England - David Blamires 13. Nursery Politics: Sleeping Beauty, or the Acculturation of a Tale - Karen Seago 14. Harry Potter and the Tower of Babel: Translating the Magic - Nancy K. Jentsch V. The Translator’s Voice 15. Mark Twain’s ‘Slovenly Peter’ in the Context of Twain and German Culture - J.D.Stahl 16. Eight Ways To Say You: The Challenges of Translation - Cathy Hirano 17. Translator’s Notebook: Delicate Matters - Anthea Bell Notes on Contributors References

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Book SynopsisThe best and most successful guide to reading comprehension for the general reader, completely rewritten and updated with new material. A CNN Book of the Week: “Explains not just why we should read books, but how we should read them. It''s masterfully done.” —Farheed ZakariaOriginally published in 1940, this book is a rare phenomenon, a living classic that introduces and elucidates the various levels of reading and how to achieve them—from elementary reading, through systematic skimming and inspectional reading, to speed reading. Readers will learn when and how to “judge a book by its cover,” and also how to X-ray it, read critically, and extract the author’s message from the text. Also included is instruction in the different techniques that work best for reading particular genres, such as practical books, imaginative literature, plays, poetry, history, science and mathematics, philosophy and socia

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Book SynopsisTracing the complete story of reading from the age when symbol first became sign through to the electronic texts of the present day, Steven Roger Fischer's fascinating A History of Reading offers a sweeping view across time and geography of our evolving relationship with text. Turning to ancient forms of reading, Fischer takes us to Asia and the Americas and discusses the forms and developments of completely divergent writing systems and scripts. With the Middle Ages in Europe and the Middle East, innovative reinventions of reading emerged--silent and liturgical reading; the custom of lectors; a focus on reading in general education--whereupon printing transformed society's entire attitude toward reading. Fischer charts the explosion of the book trade, its increased audience, and radically changed subject-matter in this era. He also describes the emergence of broadsheets, newspapers, and public readings and traces the effect of new font designs on general legibility, and much more. Finally, Fischer assesses a future in which read communication will likely exceed oral communication through the use of the personal computer and the internet. Looking at "visual language" and modern theories of how reading is processed in the human brain, he asks how the New Reader can reshape reading's fate--suggesting a radical new definition of what reading could be.Trade Review"It's an exciting story, which the author tells clearly and chronologically."--Daily Telegraph "Of the three volumes in Fischer's hugely ambitious and sedulously executed trilogy, the first two dealt with language and writing. This one, however, is the most suggestive and open, dedicated not only to the technicalities of his subject but to the everyday experience of communication. . . . Fischer lets his historical readers speak for themselves, ceaselessly seduced by textual magic."--Independent "Starting from the Bronze Age and ending with modern emails and a possible future of e-books, Fischer's A History of Reading takes in a wonderful diversity of things."--Nature

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Book SynopsisThis book explains how and why information literacy can help to foster critical thinking and discerning attitudes, enabling citizens to play an informed role in society and its democratic processes. In early 21st century societies, individuals and organisations are deluged with information, particularly online information. Much of this is useful, valuable or enriching. But a lot of it is of dubious quality and provenance, if not downright dangerous. Misinformation forms part of the mix. The ability to get the most out of the information flow, finding, interpreting and using it, and particularly developing a critical mindset towards it, requires skills, know-how, judgement and confidence – such is the premise of information literacy. This is true for many aspects of human endeavour, including education, work, health and self-enrichment. It is notably true also for acquiring an understanding of the wider world, for reaching informed views, for recognising bias and misinformation, and thereby for playing a part as active citizens, in democratic life and society. This ground-breaking and uniquely multi-disciplinary book explores how information literacy can contribute to fostering attitudes, habits and practices that underpin an informed citizenry. The 13 chapters each come from a particular perspective and are authored by international experts representing a range of disciplines: information literacy itself, but also political science, pedagogy, information science, psychology. Informed Societies: Why Information literacy matters for citizenship, participation and democracy covers: why information literacy and informed citizens matter for healthy, democratic societies information literacy’s relationship with political science information literacy’s relationship with human rights how information literacy can help foster citizenship, participation, empowerment and civic engagement in different contexts: school students, refugees, older people and in wider society information literacy as a means to counter misinformation and fake news the challenges of addressing information literacy as part of national public policy. The book will be essential reading for librarians and information professionals working in public libraries, schools, higher education institutions and public bodies; knowledge and information managers in all sectors and student of library and information science students, especially those at postgraduate/Masters level who are planning dissertations. Because of the topicality and political urgency of the issues covered, the book will also be of interest to students of political science, psychology, education and media studies/journalism; policy-makers in the public, commercial and not-for-profit sectors and politicians implications of information use and information/digital literacy.Trade Review'A seminal body of outstanding scholarship...Informed Societies: Why information literacy matters for citizenship, participation and democracy is comprised of eleven erudite articles by experts that collectively explain how and why information literacy can help to foster critical thinking and discerning attitudes, enabling citizens to play an informed role in society and its democratic processes.' — Library Bookwatch, Midwest Book Review * Midwest Book Review *Table of ContentsContents List of figures and tables Notes on the authors Foreword — Lisa Janicke Hinchliffe Introduction — Stéphane Goldstein 1 Information literacy in the digital age: why critical digital literacy matters for democracy — Gianfranco Polizzi 2 The discourses of power, information and literacy — Andrew Whitworth 3 What intellectual empathy can offer information literacy education — Andrea Baer 4 The ‘post-truth’ world, misinformation, and information literacy: a perspective from cognitive science — Stephan Lewandowsky 5 Media and information literacy: intersection and evolution, a brief history — Jesús Lau and Alton Grizzle 6 Information literacy and national policy making — John Crawford 7 Information literacy as a growth pillar for a fledgling democracy — Reggie Raju, Glynnis Johnson and Zanele Majebe 8 Information literacy and the societal imperative of information discernment — Geoff Walton, Jamie Barker, Matthew Pointon, Martin Turner and Andrew Wilkinson 9 Libraries and democracy: complementarity in a regime of truth — Hilary Yerbury and Maureen Henninger 10 Scottish public libraries welcome Syrian new Scots: a transition from being a refugee to becoming an active part of the community — Konstantina Martzoukou 11 Information literacy, lifelong learning and the needs of an ageing population — Bill JohnstonIndex

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Book SynopsisThe idea behind this book is that in complex societies like our own there are different worlds of literacy that exist side by side. People belong to different cultural groups: we lead different lives, we read and write different things in different ways and for different purposes. The idea that literacy is embedded in social context, that there are different literacies, is now accepted. This book presents a range of case studies describing some of these worlds of literacy and is carefully organised by theme, so as to bring out both the differences and connections between them. It will be a source book for students on courses of literacy studies. The case studies span the whole age range, but the book focuses particularly on the variety of uses of literacy in adult life, both inside and outside of formal education. The authors argue that in order to understand literacy and help people learn to read and write, we must look beyond school to the everyday uses of written communication. The contributors come from diverse backgrounds: they include students and teachers in adult basic education, higher education and schools: others are community publishers and researchers, several of whom are internationally known. They share a commitment to plain, accessible language. The book is extensively illustrated and 'sign-posted' to enable readers to move easily between case studies and themes. This makes it a book to dip into which can also be enjoyed by anyone concerned with the role of written communication in education and society as a whole. The themes that are dealt with include different voices, literacy and identity, the role of literacy in making choices and change, collaborative writing and creating new forms of written expression; gender and literacy, bilingual literacy, spoken and written language, children and adult learners, public and private uses of literacy, and bureaucratic literacy.Table of ContentsPreface: David Barton: Literacy Practices and Literacy Events Mary Hamilton: Introduction: Signposts Section 1: Bringing Together Our Worlds of Literacy 1. Brian V. Street: Struggles Over the Meaning(s) of Literacy 2. Jane Mace: Reflections and Revisits Section 2: Different Voices: Handling Multiplicities of Literacy 3. Tricia Hartley: Generations of Literacy Among Women in a Bilingual Community 4. Paul Davies: Long Term Unemployment and Literacy: A Case Study of the Restart Interview 5. Nichola Benson, Sarah Gurney, Judith Harrison and Rachael Rimmershaw: The Place of Academic Writing in Whole Life Writing 6. Agnes King: Literacy and the Travelling Communities 7. Carol Morris and Hubisi Nwenmely: The Kweyol Language and Literacy Project 8. Susan Benton: Networks of Communication Between Home and School Section 3: Constituting Identities 9. Shirley Cornes: Gender-Engendered Literacy Needs 10. Nigel Hall and Anne Robinson: Power and Control in Young Children's Writing 11. Irene Schwab: Literacy, Language Variety and Identity 12. Sarah Padmore: Guiding Lights 13. Paul Davies, Stella Fitzpatrick, Victor Grenko and Roz lvanic: Literacy, Strength and Identity Section 4: Choice and Change 14. Jenny Horsmann: The Problem of Illiteracy and the Promise of Literacy 15. Margaret Herrington: Learning at Home: Distance Learning in Adult Basic Education 16. Jane Hudson: Catherine's Story: A Young Child Learns to Write 17. Mukul Saxena: Literacies Among Panjabis in Southall 18. Mandy McMahon, Denise Roach, Angela Karach and Fie Van Dijk: Women and Literacy for Change Section 5: Collaboration and Resistance: Challenging Words 19. Pecket Well College: Forging a Common Language, Sharing the Power 20. Angela Karach and Denise Roach: Collaborative Writing, Consciousness Raising and Practical Feminist Ethics 21. Victor Grenko and Stella Fitzpatrick: Creating 'A Guide to the Monsters of the Mind' 22. Susan Benton, Mary Hamilton and Sarah Padmore: Breaking and Remaking the Rules

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Book SynopsisTeaching reading successfully requires deep knowledge of the reading process and development, as well as the implementation of impactful reading instruction and differentiation. This book aligns Montessori didactic materials and pedagogy, developed over a century ago, with current research on reading development.Trade Review"This book is clearly written and well-supported by concrete examples of materials and implementation strategies that are directly aligned with current research findings. It is especially useful for teachers in Montessori settings. However, the ideas are universal and could easily find effective implementation in traditional classrooms should the appropriate materials be available."—Teachers College RecordTable of Contents Contents (Tentative) Foreword by Daniel Willingham and Trisha Thompson-Willingham Welcome Preface Acknowledgments 1. Montessori Education Dr. Maria Montessori Growth of Montessori Education Montessori Materials and the Prepared Environment The Montessori Educator's Approach to Instruction 2. Science of Reading Overview Structured Literacy Seminal Research Simple View of Reading Hollis Scarborough's Reading Rope Considering the Montessori Curriculum and Alignment to the Science of Reading (SoR) Literature Part I: Word Recognition Chapter 3: Phonological Awareness Science of Reading—Phonological Awareness Phonological Awareness in the Montessori Classroom Additional SoR Phonological Awareness Activities 4. Decoding Science of Reading—Decoding Decoding in the Montessori Classroom Additional SoR Decoding Activities 5. Sight Recognition Science of Reading—Sight Recognition Sight Recognition in the Montessori Classroom Additional SoR Sight Recognition Activities Part II: Language Comprehension Overview Chapter 6: Background Knowledge Science of Reading—Background Knowledge Background Knowledge in a Montessori Classroom Additional SoR Background Knowledge Activities 7. Vocabulary Science of Reading—Vocabulary Vocabulary in a Montessori Classroom Additional SoR Vocabulary Activities 8. Language Structures Science of Reading—Language Structures Language Structures in a Montessori Classroom Additional SoR Language Structures Activities 9. Verbal Reasoning Science of Reading—Verbal Reasoning Verbal Reasoning in a Montessori Classroom Additional SoR Verbal Reasoning Activities 10. Literacy Knowledge Science of Reading—Literacy Knowledge Literacy Knowledge in a Montessori Classroom Additional SoR Literacy Knowledge Activities 11. Conclusion Scientific Thinking, Discourse, and Advocacy to Improve the Lives of Children References Index About the Authors

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic books that together provide a consistent and highly effective approach to teaching phonics.Dimensions: 117x77mm (Cards)A set of 43 phonics flashcards to support children who are using Little Wandle for Letters and Sounds Revised at school and the perfect tool to support phonics learning at home.The Little Wandle complete systematic synthetic phonics programme has been developed for schools by schools, and is fully validated by the Department for Education.For further advice and videos visit collins.co.uk/LittleWandleAtHome

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.Join a family as they clean up the rubbish along a river in this non-fiction book, written by Clare Helen Welsh.Pages 14 and 15 contain a fun I Spy Letters and Sounds activity, which uses visual support to help children embed phonic knowledge.Reading notes within the book provide practical support for reading with children, including a list of all the sounds and words that the book will cover.

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Book SynopsisCollins Big Cat Phonics for Letters and Sounds features exciting fiction and non-fiction decodable readers to enthuse and inspire children. They are fully aligned to Letters and Sounds Phases 16 and contain notes in the back. The Handbooks provide support in demonstration and modelling, monitoring comprehension and expanding vocabulary.Join a family on their trip to the seaside in this non-fiction book, written by Abbie Rushton.Pink A/Band 1A offers emergent readers very simple, highly predictable texts and provides direct support through illustrations.The focus sounds in this book are: /s/ /a/ /t/ /p/ /i/ /n/Pages 14 and 15 contain a fun I Spy Letters and Sounds activity, which uses visual support to help children embed phonic knowledge.Reading notes within the book provide practical support for reading Big Cat Phonics for Letters and Sounds with children, including a list of all the sounds and words that the book will cover.

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Book SynopsisBuild your child's reading confidence at home with fully decodable phonics books matched to Letters and Sounds.Find out what happens to gulls when they get caught in oil spills and how they are looked after in this non-fiction recount.Find out what happens to gulls when they get caught in oil spills and how they are looked after in this non-fiction recount.Pink B/Band 1B offers emergent readers simple, predictable text with familiar objects and actions.The focus sounds in this book are: /g/ /o/ /e/ /u/ /r/ /h//b/ /f/ /l/ ck, ll, ssPages 14 and 15 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Reading notes within the book provide practical support for reading Big Cat Phonics for Letters and Sounds with children, including a list of all the sounds and words that the book will cover.

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Book SynopsisCollins Big Cat Phonics for Letters and Sounds features exciting fiction and non-fiction decodable readers to enthuse and inspire children. They are fully aligned to Letters and Sounds Phases 16 and contain notes in the back. The Handbooks provide support in demonstration and modelling, monitoring comprehension and expanding vocabulary.Nell and Tess are best friends and like the same things. But what happens when they don't match?Pink B/Band 1B offers emergent readers simple, predictable text with familiar objects and actions.The focus sounds in this book are: /l/ ll, ssPages 14 and 15 contain a fun I Spy Letters and Sounds activity, which uses visual support to help children embed phonic knowledge.Reading notes within the book provide practical support for reading Big Cat Phonics for Letters and Sounds with children, including a list of all the sounds and words that the book will cover.

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Book SynopsisCollins Big Cat Phonics for Letters and Sounds features exciting fiction and non-fiction decodable readers to enthuse and inspire children. They are fully aligned to Letters and Sounds Phases 16 and contain notes in the back. The Handbooks provide support in demonstration and modelling, monitoring comprehension and expanding vocabulary.Zap, the overly helpful house robot is clearing up junk in Jazz's bedroom. But some of it is not junk and belongs to Jazz!Red A/Band 2A offers emergent readers predictable text with familiar objects and actions, combined with simple story development.The focus sounds in this book are: /nk/ /th/ /z/ /x/ /sh/ /y/Pages 14 and 15 contain a fun I Spy Letters and Sounds activity, which uses visual support to help children embed phonic knowledge.Reading notes within the book provide practical support for reading Big Cat Phonics for Letters and Sounds with children, including a list of all the sounds and words that the book will cover.

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Book SynopsisCollins Big Cat Phonics for Letters and Sounds features exciting fiction and non-fiction decodable readers to enthuse and inspire children. They are fully aligned to Letters and Sounds Phases 16 and contain notes in the back. The Handbooks provide support in demonstration and modelling, monitoring comprehension and expanding vocabulary.Predict which objects will float and which will sink in this photographic non-fiction book.Red A/Band 2A offers emergent readers predictable text with familiar objects and actions, combined with simple story development.The focus sounds in this book are: /w/ /y/ /z/ /x/ /v/ /nk/ /th/Pages 14 and 15 contain a fun I Spy Letters and Sounds activity, which uses visual support to help children embed phonic knowledge.Reading notes within the book provide practical support for reading Big Cat Phonics for Letters and Sounds with children, including a list of all the sounds and words that the book will cover.

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Book SynopsisCollins Big Cat Phonics for Letters and Sounds features exciting fiction and non-fiction decodable readers to enthuse and inspire children. They are fully aligned to Letters and Sounds Phases 16 and contain notes in the back. The Handbooks provide support in demonstration and modelling, monitoring comprehension and expanding vocabulary.From stunt trucks, to dumper trucks, to forklift trucks find out all about these strong vehicles in this photographic non-fiction book.Yellow/Band 3 books offer varied sentence structure and natural languageThis book focuses on adjacent consonants with short vowel phonemes.Pages 14 and 15 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Reading notes within the book provide practical support for reading Big Cat Phonics for Letters and Sounds with children, including a list of all the sounds and words that the book will cover.

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Book SynopsisCollins Big Cat Phonics for Letters and Sounds features exciting fiction and non-fiction decodable readers to enthuse and inspire children. They are fully aligned to Letters and Sounds Phases 16 and contain notes in the back. The Handbooks provide support in demonstration and modelling, monitoring comprehension and expanding vocabulary.Tad the tadpole is bored. What will happen when he taps the lilypad above him?Pink A- Pink A/Band 1A offers emergent readers very simple, highly predictable texts and provides direct support through illustrations.The focus sounds in this book are:/s/ /a/ /t/ /p/ /i/ /n/ /m/ /d/Pages 14 and 15 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Reading notes within the book provide practical support for reading Big Cat Phonics for Letters and Sounds with children, including a list of all the sounds and words that the book will cover.

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Book SynopsisCollins Big Cat Phonics for Letters and Sounds features exciting fiction and non-fiction decodable readers to enthuse and inspire children. They are fully aligned to Letters and Sounds Phases 16 and contain notes in the back. The Handbooks provide support in demonstration and modelling, monitoring comprehension and expanding vocabulary.This photographic non-fiction book invites you in to experience the activities, animals, art and natural beauty of Kakadu National Park in Australia.Orange/Band 6 offers varied text and characters, with action sustained over several pages.The focus sounds in this book are: /ee/ e, y, e-e /j/ g, ge /f/ ph /l/ le /z/ se /igh/ y /w/ wh /ai/ a /ch/ tch /v/ ve /s/ sePages 22 and 23 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Reading notes within the book provide practical support for reading Big Cat Phonics for Letters and Sounds with children, including a list of all the sounds and wo

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Book SynopsisCollins Big Cat Phonics for Letters and Sounds features exciting fiction and non-fiction decodable readers to enthuse and inspire children. They are fully aligned to Letters and Sounds Phases 1-6 and contain notes in the back. The Handbooks provide support in demonstration and modelling, monitoring comprehension and expanding vocabulary.

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Book SynopsisCollins Big Cat Phonics for Letters and Sounds features exciting fiction and non-fiction decodable readers to enthuse and inspire children. The 7+ books are designed for children aged 7+ who need more practice to acquire phonics skills. They have age-appropriate content, more mature images, and are fully aligned to Letters and Sounds Phases 35.This fascinating non-fiction book introduces readers to stargazing. Learn the stories behind some of the key constellations, from the Big Dipper to Orion, and how to spot them and planets too!Green/Band 5 books offer early readers patterned language and varied characters.The focus sounds in this book are: /ai/ ay, a-e, ey /ee/ ie, ea /igh/ i-e, i /oa/ o, ow, o-e /oo/ ou /ow/ ou /or/ al /ur/ ear /e/ ea /i/ y /ear/ ere /air/ ere, ear, are /u/ o, our, o-e.Pages 30 and 31 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Reading notes within the book provide practical support for r

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Book SynopsisCollins Big Cat Phonics for Letters and Sounds features exciting fiction and non-fiction decodable readers to enthuse and inspire children. The 7+ books are designed for children aged 7+ who need more practice to acquire phonics skills. They have age-appropriate content, more mature images, and are fully aligned to Letters and Sounds Phases 35.Twins Kay and Aiden are keen to come up with a compelling story for their school blog. When they get the chance to attend a concert by their favourite local band to interview the members, they are intrigued by the band leader''s gleaming expensive trumpet. When the lights go off, the children feel someone rush past them, and when the lights return, the trumpet is gone! Aiden and Kay follow the direction of the thief and uncover their identity to save the show. This exciting graphic novel is written by Carol Mitchell.Green/Band 5 books offer early readers patterned language and varied characters.The focus sounds in this book are: /ai/ ay, a-e, ey

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.Follow the emergency services as they take to the skies to save people and animals in danger in this non-fiction book.Pages 14 and 15 contain an I Spy feature with a specific phoneme focus, which uses visual support to help children embed phonic knowledge.Reading notes within the book provide practical support for reading with children, including a list of all the sounds and words that the book will cover.

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.Predict which objects will float and which will sink in this photographic non-fiction book.Pages 14 and 15 contain a fun I Spy Letters and Sounds activity, which uses visual support to help children embed phonic knowledge.Reading notes within the book provide practical support for reading with children, including a list of all the sounds and words that the book will cover.

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.Explore the fascinating world of camouflage from a leopard to a looper moth in this photographic non-fiction book.Pages 14 and 15 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Reading notes within the book provide practical support for reading with children, including a list of all the sounds and words that the book will cover.

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.Tad the tadpole is bored. What will happen when he taps the lilypad above him?Pages 14 and 15 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Reading notes within the book provide practical support for reading with children, including a list of all the sounds and words that the book will cover.

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.Children dress up in a variety of fancy-dress costumes in this photographic non-fiction book.Pages 14 and 15 contain a fun I Spy Letters and Sounds activity, which uses visual support to help children embed phonic knowledge.Reading notes within the book provide practical support for reading with children, including a list of all the sounds and words that the book will cover.

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.Aimee is keen to play a game on her mum's tablet, but will she know what to do when an error message appears? This sweet story, written by Childnet International, highlights internet safety to a young audience.Pages 14 and 15 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Reading notes within the book provide practical support for reading with children, including a list of all the sounds and words that the book will cover.

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.Find out all the different fascinating things you can see in rock pools in this non-fiction book!Pages 14 and 15 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Reading notes within the book provide practical support for reading with children, including a list of all the sounds and words that the book will cover.

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.Shoo Rayner, creator of the successful Cat and Dog series, shows you step by step how to draw the much-loved characters yourself in this non-fiction instruction book.Pages 22 and 23 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Reading notes within the book provide practical support for reading with children, including a list of all the sounds and words that the book will cover.

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.When folks are in danger, when things need to get done the Stone Shadows are here to save the day! Will Moe, a non-Shadow, be able to pass the test to become one of the greatest heroes on earth?Pages 22 and 23 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Reading notes within the book provide practical support for reading with children, including a list of all the sounds and words that the book will cover.

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.Come on board the submarine and prepare to be surprised by some truly odd fish in this photographic non-fiction book.Pages 14 and 15 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Reading notes within the book provide practical support for reading with children, including a list of all the sounds and words that the book will cover.

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.We all feel a bit down sometimes. This photographic non-fiction book offers some helpful tips to feel happier again.Pages 14 and 15 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Reading notes within the book provide practical support for reading with children, including a list of all the sounds and words that the book will cover.

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