Primary and middle schools Books

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Book SynopsisMany children are leaving school without the learning that they need to navigate the adult world effectively, the majority of whom are among the most vulnerable in our society. Closing the Disadvantage Gap in Schools helps teachers and school leaders to understand what educational disadvantage is and what research tells us are the âœbest betsâ for making sure this disadvantage doesnât stop these children from succeeding in life.Designed as a highly practical workbook with accompanying sketchnotes that bring research to life, it uses reflective questions, worked examples, self-assessment tools and guided practice tasks to help educators to support the most disadvantaged pupils in their school community to achieve.The book helps staff to:â Understand what causes the attainment gap and what it might look like in school.â How to develop a positive school culture that values and supports every child.â Use data to identify and track underperforman

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Book SynopsisWhat does it mean to adopt a loving pedagogy within early childhood? Have you ever wondered what terms like attunement really mean?Loving Pedagogy Explained highlights the importance of developing a loving pedagogy and explains key terms used within this approach. Unpicking terms like advocacy, attachment, attunement, belonging, compassion, emotion coaching, empathy and empowerment, this book uses practical examples and case studies to explain what it means in practice when we adopt this approach. It also considers how we might adopt a loving pedagogy in relation to our policies, describing this ethos in more detail.Divided into two parts, the first provides a brief overview of the key terms used when describing a loving pedagogy alongside examples of what they mean in practice. Part two looks more broadly at the ethos of early childhood settings and unpicks various aspects of a loving pedagogy, including: how to write a loving pedagogy policy, how a lovi

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Book SynopsisGrowing evidence of the vital role reading for pleasure plays in children and young peopleâs academic outcomes and socio-emotional wellbeing has placed it high on the agenda in both educational policy and practice.This valuable collection draws upon a range of disciplinary perspectives and methodological approaches, to explore how reading for pleasure is experienced and enacted, and highlights the implications and benefits of reading for pleasure in the lives and learning of children and young people. It offers contributions from leading international researchers on current evidence and literature within the field, identifying the causes and consequences of reading for pleasure, and framing this within the context of understanding readers and applying this to developing effective pedagogical practices. With chapters examining how we may shape the reading experience, this book is divided into four sections: Understanding readers, including factors such as motivatio

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisBuild resilience in your students, starting in the elementary grades, so they develop the skills to overcome challenges and thrive in school and beyond.Bestselling author Brad Johnson presents a strength-based approach to resilience, showing that itâs much more than bouncing back but involves adapting and growing along the way. He shows the best ways to foster resilience in kids by teaching them grit, emotional intelligence, growth mindset, and the ability to embrace failure, all while uncovering and building their strengths and confidence. He also reveals why this is such a key skill for our changing world.Written in Bradâs signature accessible style, the book offers loads of practical takeaways so you can get started building a more resilient classroom today!

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Book SynopsisTarget the MathSupport the StudentsProvide Access for All The need for focused small group math instruction has never been greater. Today's education landscape is fraught with learning divides unlike anything we've faced in recent years. We need new ways of teaching students who have remarkably varying levels of understanding and vastly different needs. Meaningful Small Groups in Math, Grades K-5 offers practical guidance on how to meet the diverse needs of today's students. Written for K-5 classroom teachers, math interventionists and instructional coaches, this user-friendly, accessible book provides guidance on the necessary components of small group instruction in math, trajectories for small-group instruction on specific concepts, and practical steps for getting started. Readers will find Checklists and templates for implementing small group, sample lessons in the major content domains Emphasis on flexible groups Intervention and extension ideas for differentiating learning A chapter devoted to developing small-group programs across a school or organization Small group instruction in mathematics has not been as well-developed as its counterpart in the reading world. In K-5 math classrooms, small-group instruction has typically been reduced to learning centers and rotation stations, with little emphasis on differentiated, small-group, teacher-facilitated learning. To meet the needs of today's students, a more focused approach is needed.Trade ReviewThis comprehensive resource provides the what, why, and how for effectively implementing small group instruction to support every student! Part A provides excellent suggestions, clearly based in experience, and Part B pairs important content with small group lesson ideas. Such a great resource for ensuring students develop confidence and competence in mathematics! -- Jennifer Bay-Williams * Louisville, KY *In Meaningful Small Groups in Math: Meeting All Learners’ Needs in Any Setting, Kimberly Rimbey offers us detailed suggestions on how to get the most out of students working in small groups. These details cover everything from tasks to group size, from how to form the groups to where these groups, once formed, could work. We learn how to answer questions and prompt thinking, and we are provided with detailed lesson plans, planning templates, and resources across a wide range of K–5 mathematics topics. Kimberly Rimbey leaves no stone unturned. I highly recommend this book to any K–5 teacher who is starting to think about using group work as well as any teacher who wants to reexamine and revitalize their use of group work in the classroom. -- Peter Liljedahl * Vancouver, BC, Canada *Mathematics is a beautiful, human enterprise and all humans should be given the opportunity to properly experience its wonder and awe, even our society′s youngest of humans. We want our students to know, and always believe, that they are genuinely invited to mathematics. Dr. Rimbey′s resource shows how. -- James Tanton * Paradise Valley, AZ *We all know that active engagement—thinking, talking, collaborating, and figuring out—is the key to learning. We also know that small group, teacher-facilitated work is one way to generate this active engagement. But it’s not easy. That’s where Dr. Rimbey’s wonderfully practical and informative book Meaningful Small Groups in Math becomes a powerful resource. With a clear and punchy style—and a slew of examples and models—it’s like Kim was your friend and coach talking with you over coffee about what to do, why to do it, and how to do it when it comes to shifting math instruction for the better for all of our students. -- Steve Leinwand * Washington, DC *As teachers move away from whole class instruction, they are often challenged by exactly what a small group lesson should look like and how to go about planning one. The sample lessons in this book follow math content trajectories across grade levels, with formative assessment ideas to help teachers form their groups. The Explore Before Explain (Eb4E) approach used in the lessons allows students to actively participate in concept development, with the teacher serving as a facilitator. This is a book that should be on your bookshelf! -- Donna Boucher * Houston, TX *Small group instruction is such an important part of the learning cycle. Dr. Rimbey breaks down why and then shows teachers, in plain language, how to set up and successfully run teacher-facilitated small groups. She pays extra attention to how different types of groups are used for different instructional purposes and supports teachers in judiciously matching a type of group with a learning need. As if that weren’t enough, Dr. Rimbey then breaks down the essential pieces of different elementary mathematics topics and then uses those pieces to show how a particular small grouping strategy elevates that content and makes it more accessible to all students. This book is a must-read for any elementary mathematics teacher or leader. -- Paul Gray * Provincetown, MA *Rimbey raises the use of small groups to an art form. Small groups are the mainstay of much of mathematics instruction in the form of collaborative and cooperative groups, yet understanding how to organize and facilitate small groups is not always a part of teacher preparation programs or professional learning experiences. How can we better make these opportunities an ideal way to foster student thinking and reasoning, the sharing of ideas in safe spaces, and the inquiry-oriented approach we prize? Meaningful Small Groups in Math guides you through this common configuration. With the wisdom and insight Rimbey gleaned from years of experience, you will find what you need to effectively use small groups. Dig in to find practical approaches, routines, content examples, and ways to make each and every child’s voice prominent as they engage in productive ways to showcase their strengths. -- Karen Karp * Baltimore, MD *With Meaningful Small Groups in Math, Dr. Rimbey offers K–5 teachers a versatile approach to teaching small group lessons in a variety of instructional structures. Her approach is practical, clearly described, and focused on effectively building upon students’ mathematical strengths with well-planned lessons. As a valuable resource for teachers who want to "let math take the lead," Rimbey includes a Math Small Group Standards Trajectory Document that clearly maps out the interrelatedness of the standards in each domain—something I wish had been available when I was teaching. While the first part of the book provides guidance on how to get started with math small group lessons, the second part of the book delves into how to create and teach rigorous, engaging lessons with sample plans. Both beginning and experienced teachers will find this book to be an invaluable guide for teaching math using small group lessons, which to me is an essential instructional strategy for supporting the needs of all students. -- Laney Sammons * Thetford Center, VT *This book offers a wealth of tips, strategies, and resources for designing effective and engaging small group instruction. You will find the answer to any question you can imagine including how small group instruction benefits students, ways to design small group lessons, thoughts on session duration, discussions of group membership, and even ideas for setting up the classroom to maximize small group instruction. The planning ideas related to some critical K–5 math topics (like counting and cardinality, base-ten addition/subtraction and multiplication/ division, and varied fraction and decimal skills) are an added benefit. This is a valuable resource for any teacher interested in beginning, or enhancing, small group instruction in their K–5 classrooms! -- Sue O’Connell * Millersville, MD *Facilitating small group instruction in our math classrooms can be one of the most challenging goals we set out to accomplish each year, but where do we begin? From the size and type of group to what is happening in small groups, and when it’s happening, it can all be overwhelming. Meaningful Small Groups in Math thoughtfully unpacks the smaller nuances and questions surrounding small groups and offers the tools teachers need to meet the needs of the students they support. -- Graham Fletcher * Atlanta, GA *Meaningful Small Groups in Math provides teachers with two critical elements for success—practical strategies for managing small groups and thoughtful content trajectories for identifying the right learning for students in small groups. Building on the author’s rich classroom and coaching experience, the book provides support for creating and managing small groups in a variety of classroom contexts and structures. And building on the author’s deep content knowledge, the book organizes potential activities along content trajectories, helping teachers keep students moving forward in their learning. Dr. Kimberly Rimbey has written an excellent addition to our professional libraries. -- Sara Delano Moore * Kent, OH *Kimberly Rimbey’s book Meaningful Small Groups in Math is a teacher’s delight. Rimbey’s years of teaching, coaching, and designing come through clearly in every word. Organized around questions teachers would have when considering and implementing math groups—as well as questions teachers may not think to ask but are important—Rimbey writes the book in findable and understandable terms including chapter overviews, learning targets, success criteria—everything we know we should do in a lesson for our own students! Rimbey is an expert at taking the goal of small group learning and showing it in multiple structures that can be integrated with any math program. The practicality of this book is sure to win teachers’ hearts. This book is a must for every elementary math teacher. I applaud Dr. Rimbey’s flexibility and multiple examples of using various structures and designs for planning so that there is sure to be a comfortable approach to beginning, extending, or revamping math groups for every teacher! -- Nanci Smith * Glendale, AZ *An essential resource for K–5 mathematics teaching! What a brilliant, practical guide for teachers in using small groups effectively to engage each and every student in powerful mathematics learning! Whether you are just beginning to use small group strategies or you are experienced, there is something for everyone. Rimbey’s Meaningful Small Groups in Math is a resource for teachers, mathematics coaches, and instructional specialists. -- Trena L. Wilkerson * Waco, TX *Meaningful Small Groups in Math answers all your burning questions and provides templates and example vignettes that make visualizing this work in your own classroom achievable. Whether you have used small-group instruction extensively, or you are looking to begin, Kimberly Rimbey’s Meaningful Small Groups in Math gives you exactly what you need . . . and then some! Rimbey masterfully weaves the what, why, when, and—most importantly—the how into an easy-to-read book chock full of resources and evidence-based routines. -- Hilary Kreisberg * Cambridge, MA *Meaningful Small Groups in Math lays the groundwork for how to create effective mathematics small group instruction. Through vignettes and resources, this book supports your journey to empower student voice and ensure that every child has access to relevant, rich, and meaningful mathematics. This book emphasizes students’ assets and shares how to build upon student strengths. You will walk away with practical ideas for how to plan and create teacher-facilitated math small groups to grow students’ mathematical understandings. -- Mona Toncheff * Tucson, AZ *Table of ContentsPreface Part A: Getting Started with Math Small Groups Introduction- to use this section Chapter 1: Making the Case for Math Small Groups Chapter 2: Setting Up Math Small Groups Chapter 3: Targeting the Math, Supporting the Students, Providing Access for All Chapter 4: Planning for Math Small-Group Instruction FAQs & Notes Part B: Targeting the Math: Planning Small Group Instruction Introduction - to use this section Chapter 5: Counting & Cardinality Chapter 6: Early Number Sense Chapter 7: Base-Ten Place Value Chapter 8: Base-Ten Addition & Subtraction Chapter 9: Base-Ten Multiplication & Division Chapter 10: Understanding Fractions Chapter 11: Fraction Operation Chapter 12: Fraction and Decimal Connections FAQs & Notes Part C: Resources & Reflection Introduction - How to use this section Chapter 13: Tools and Tips for Planning and Teaching Chapter 14: Tips For Coaches and Leaders FAQs & Notes

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Book SynopsisFully revised to reflect the latest advancements in the field, the third edition of Sound Linkage provides a guide to phonological techniques for improving the reading comprehension skills of students with reading delays and dyslexia.Table of ContentsAcknowledgements x Foreword xi About the companion website xii Introduction 1 Test of phonological awareness 3 Programme administration 10 Phonological training activities 10 Phonological linkage activities 12 Section 1: Identification of words as units within sentences 15 Activity 1: Introduction to the concepts of 'beginning', 'middle' and 'end' 16 Activity 2: Comprehension of the concepts of 'beginning', 'middle' and 'end' in sentences 16 Activity 3: Transferring the concepts of 'beginning', 'middle' and 'end' to an aural activity 17 Activity 4: Production of initial, final and medial words in sentences of two to four words 18 Activity 5: Matching counters to words in sentences of two to five words 19 Section 2: Identification and manipulation of syllables 21 Activity 1: Introduction to syllabic rhythm in poems (A) 22 Activity 2: Introduction to syllabic rhythm in poems (B) 23 Activity 3: Syllable blending (two to four syllables) 24 Activity 4: Introduction to syllable segmentation 25 Activity 5: Segmentation of words into syllables (two to four) 26 Activity 6: Syllable counting in words of two to four syllables 27 Activity 7: Syllable deletion 28 Section 3: Identification and supply of rhyming words 29 Activity 1: Introduction to rhyme 30 Activity 2: Discrimination of pairs of rhyming and non-rhyming words 31 Activity 3: Supplying rhymes (A) 31 Activity 4: Supplying rhymes (B) 32 Activity 5: Supplying rhymes (C) 33 Activity 6: Rhyme supply (riddles) 35 Activity 7: Discrimination of one of three words that rhymes with a target word 36 Section 4: Identification and discrimination of phonemes 37 Activity 1: Introduction to 'saying a word slowly' 38 Activity 2: Picture sound association (initial sounds of words) 38 Activity 3: Word pair discrimination 39 Activity 4: Identification of initial sounds in words 40 Activity 5: Identification of final sounds in words 42 Activity 6: Identification of medial sounds in words 44 Activity 7: Discrimination of two of three words with the same initial sound 46 Activity 8: Introduction to the concept of 'same end' sound 47 Activity 9: Discrimination of two of three words with the same final sound 48 Activity 10: Discrimination of two of three words with the same medial sound 48 Activity 11: Discrimination of word pairs with the same initial sound 49 Activity 12: Discrimination of word pairs with the same final sound 50 Activity 13: Discrimination of word pairs with the same medial sound 51 Activity 14: Discrimination of one of three words with the same initial sound as a target word 51 Activity 15: Discrimination of one of four words with a different initial sound 52 Activity 16: Discrimination of one of three words with the same final sound as a target word 54 Activity 17: Discrimination of one of four words with a different final sound 55 Section 5: Phoneme blending 57 Activity 1: Production of words from two to four sounds 58 Activity 2: Production of words from two sounds 59 Activity 3: Production of words from three sounds 59 Activity 4: Production of words from four sounds 60 Activity 5: Production of words from five sounds 61 Activity 6: Sound linkage: Blending of two sounds 62 Activity 7: Sound linkage: Blending of three sounds 63 Activity 8: Sound linkage: Blending of four sounds (initial blends) 64 Activity 9: Sound linkage: Blending of four sounds (final blends) 66 Section 6: Phoneme segmentation 69 Activity 1: Production of the initial sound of target words 70 Activity 2: Production of the final sound of target words 70 Activity 3: Production of the medial sound of target words 71 Activity 4: Introduction to the concept of breaking up a word into sounds 72 Activity 5: Introduction to segmenting a word while pushing counters into boxes 73 Activity 6: Phoneme counting with two to four counters (A) 74 Activity 7: Phoneme counting with two to four counters (B) 75 Activity 8: Segmenting words into sounds 75 Activity 9: Sound linkage: Discrimination of two of three words with the same initial 'sound' 76 Activity 10: Sound linkage: Discrimination of two of three words with the same final 'sound' 77 Activity 11: Sound linkage: Discrimination of two of three words with the same medial 'sound' 79 Section 7: Phoneme deletion 81 Activity 1: Introduction to the concepts of 'missing from' and 'without' 82 Activity 2: Introduction to the concepts of 'taken away' and 'left' in relation to sounds in words 83 Activity 3: Specification of the initial sound deleted from a word 85 Activity 4: Specification of the final sound deleted from a word 85 Activity 5: Specification of a medial sound that has been deleted from a word 86 Activity 6: Deletion of the initial sound of a word to produce another word (A) 87 Activity 7: Deletion of the initial sound of a word to produce another word (B) 88 Activity 8: Deletion of the final sound of a word to produce another word 89 Activity 9: Deletion of the medial sound of a word to produce another word 89 Activity 10: Sound linkage: Discrimination of a word produced by deleting the initial sound from a stimulus word 90 Activity 11: Sound linkage: Discrimination of a word produced by deleting the final sound from a stimulus word 92 Section 8: Phoneme substitution 95 Activity 1: Introduction to the concept of changing the beginning item of a sequence 96 Activity 2: Revision of the concept of 'first sound in a word' 96 Activity 3: Changing the initial sound of a word 97 Activity 4: Phoneme substitution (initial sound) 98 Activity 5: Phoneme substitution (final sound) 98 Activity 6: Phoneme substitution (medial sound) 99 Activity 7: Sound linkage: Substitution of initial letters/phonemes in words 100 Activity 8: Sound linkage: Substitution of final letters/phonemes in words 102 Activity 9: Sound linkage: Substitution of medial letters/phonemes in words 103 Section 9: Phoneme transposition 105 Activity 1: Defining the concept of backwards (using pictures) 106 Activity 2: Defining the concept of backwards (in relation to words) 106 Activity 3: Defining the concept of backwards (in relation to sounds in words) 107 Activity 4: Reversing the sequence of sounds in a word 108 Activity 5: Introduction to spoonerisms 109 Activity 6: Spoonerisms 110 Activity 7: Sound linkage: Reversing the sequence of sounds in a word 111 Activity 8: Sound linkage: Spoonerisms 112 Section 10: Phonological linkage activities 115 Instructions 116 Establishing a link between sounds and the written form of words 116 Using letters as clues in text reading 117 Multisyllabic words and words with suffixes and prefixes 118 Playing with words 118 Sound Linkage: Theoretical background to the programme 120 Phonological awareness and learning to read 120 The Hatcher, Hulme and Ellis study 121 Evidence from subsequent studies for the effectiveness of 'reading with phonology' programmes 126 Using sound linkage as one component of an integrated approach to teaching reading 128 Grading children's early reading books 132 Summary 132 Test development and standardisation 133 Appendix 1: Additional activities 142 Section 2: Identification and manipulation of syllables 142 Section 3: Identification and supply of rhyming words 142 Section 4: Identification and discrimination of phonemes 143 Section 5: Phoneme blending 144 Section 6: Phoneme segmentation 145 Section 7: Phoneme deletion 146 Section 8: Phoneme substitution 146 Section 9: Phoneme transposition 146 Appendix 2: Table of percentages (observed score / possible score) × 100 148 Appendix 3: Grading children's early reading books 149 Sound linkage training programme: Record Sheets 156 Record Sheet A: Test of phonological awareness 156 Record Sheet B: Identification of words as units within sentences 158 Record Sheet C: Identification and manipulation of syllables 160 Record Sheet D: Identification and supply of rhyming words 162 Record Sheet E: Identification and discrimination of phonemes 164 Record Sheet F: Phoneme blending 171 Record Sheet G: Phoneme segmentation 174 Record Sheet H: Phoneme deletion 177 Record Sheet I: Phoneme substitution 180 Record Sheet J: Phoneme transposition 183 References and Bibliography 185

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Book SynopsisA practical approach to shared inquiry and exploration in K-12 classrooms We are in a period of unknowns unlike any in a generation or more. As educators, we need new pathways and ideas that can help us educate children for the world to come. Reimagining the Classroom: Creating New Learning Spaces and Connecting with the World provides practical steps and examples that parents and educators can use to begin to create new learning spaces, approaches, and outcomes. Dr. Richards' provocative book asks us to reconsider some of our basic assumptions about teaching and learning. It helps parents and educators question and recast these assumptions and practices while providing concrete, tested activities and ideas that will help readers reimagine educational spaces rooted in the notion that classroomsand the stories we tell in themare a metaphor for the world we hope to create. Reimagining the Classroom is divided into two parts. The first offers the intellectualTable of ContentsIntroduction: Everything Is Education; Everywhere Is a Classroom Part I: Reimagining Education Chapter One: The Crisis of Education: Childhood in the Age of Loneliness Chapter Two: The Context for Education: The One-Planet Classroom Chapter Three: The Process for Education: A Pedagogy for Reimagining the Story Part II: Reimagining the Classroom Chapter Four: Cosmos: Science and Math Through Cosmology and Ecology Chapter Five: Arts: Literature, Performing Arts, Visual Arts Chapter Six: Spirit: Spirituality, Mindfulness, Meditation Chapter Seven: Hands: Practical Life, Work, and Hands-on Learning Chapter Eight: Justice and Joy: Social–Emotional Justice Studies Part III: Reimagining the World Chapter Nine: Unstandardized Testing: From Classroom to World Epilogue: Learning How to Love and Be Loved References Acknowledgments About the Author

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Book SynopsisAll children require mathematical understanding to access as full a life as possible. This practical book explores the curriculum required to accommodate the various difficulties faced by children with severe and profound learning difficulties. It describes how children's mathematical thinking first develops and how it can be nurtured to ensure real understanding and support essential life skills.Chapters explore key concepts including: quantity recognition and counting sequence and measurement comparisons space and shape time monetary value. Mindful of the diverse challenges faced by teachers and pupils, the book explains the neurological and pedagogical theories that underpin the development of early mathematical thinking. It considers how mathematical skills that will best support children's everyday functioning can be developed. PTrade ReviewJulie King, National Coordinator Click SpecialEDNZ Trust , New ZealandThere is definitely a real need for this book. University and Teacher’s College courses specialising in special education have been cut significantly over the past decade – there are fewer and fewer teachers with academic and practical expertise in curriculum content development for students with Severe, Complex and Profound and Multiple Learning difficulties. The National Curriculum starts with the assumption that children have a certain amount of knowledge.Not only does ‘Very Special Maths’ provide essential learning for special needs teachers; it links directly to the National Curriculum. All teachers can see the progression and linkage. The learning to learn principle is very topical in education currently flummoxing many teachers particularly those dealing with students with complex needs – ‘Very Special Maths’ is an essential resource to support the development of this principle with this group of studentsDo you recommend that we should publish this book?I have no reservations – YESLinda Evans - Experienced teacher/adviser/Ofsted inspector. Currently Tutor at Newman University (ITT/ SEN); freelance writer and editor (education). I am currently supporting a trainee who works with students with severe and complex difficulties and have supported others, in different schools, in the last few years. There is definitely a need for this book. In the special schools I have visited in recent years (and observed many lessons) there is an obvious lack of expertise in the teaching of numeracy and maths-related topics. It is such an important and interesting area but so often, staff are unable to deliver appropriate learning opportunities to pupils with very special needs.The book is going to be ground breaking – unlike anything else available. I definitely recommend that you publish it.Table of Contents About the author PART ONE - ABOUT A SPECIAL CURRICULUM Chapter 1: What this book is about Chapter 2: About Curriculum attitudes and mindsets Chapter 3: The place of maths in a very special curriculum Chapter 4: Sensory Beginnings Chapter 5: Introducing the Parts of Learning PART TWO - TOOLS FOR LEARNING Chapter 6: Introducing the Tools for Learning Chapter 7: Physical Skills at the beginning of Thinking Chapter 8: Schema – First Patterns of Thinking Chapter 9: Introducing the Senses Chapter 10: About Vision Chapter 11: Hearing Chapter 12: Touch and Movement Chapter 13: Attention Chapter 14: Perception PART THREE - PROCESSES OF LEARNING Chapter 15: Introducing the Processes of Learning Chapter 16: Learning to Play Chapter 17: There are Many ways of Playing PART FOUR - THINKING ABOUT THINKING Chapter 18: About the Development of Thinking Chapter 19: Thinking with Objects and Fingers Chapter 20: Visualisation – using all senses Chapter 21: Thinking with Graphic Representations Chapter 22: Using Numerals - A medium to abstract thinking Chapter 23: Language and Thinking PART FIVE - DEVELOPING MATHEMATICAL IDEAS Chapter 24. Introducing Aspects of Mathematical Thinking Chapter 25: Some sensory beginnings Chapter 26: Comprehending Space – Shape – and Measures Chapter 27: Learning About Size and Comparisons Chapter 28: About Number Sense Chapter 29: An Exact Number Sense Chapter 30: An Approximate Number Sense Chapter 31: Understanding Comparative Value - Including Exchange and Money Chapter 32: Number is Like Space Chapter 33: Subitising – Connecting Perception with Number Chapter 34: Counting Chapter 35: Calculation and Big Ideas.

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Book SynopsisThis key text provides essential tools for understanding legislation, policy, provision and practice for children in the early years, particularly young children with special educational needs and disability (SEND). Based on extensive research and the four areas of need as defined in the Special Educational Needs and Disability Code of Practice: 0 to 25 Years (DfE, 2015), the book charts the development of young children and their growing constructions of learning, communication, language, motor movement and emotion.Providing material that translates into practice in a straightforward and practical way, this text is packed full of personal accounts and case studies, enabling readers to appreciate what the experience of SEND in the early years means for families and professionals, and also to learn more about how they might understand and respond appropriately to a child's needs. Understanding Special Educational Needs and Disability in the Early Years wiTrade Review"a thorough, up-to-date and practical text for professionals and students working with children and families in the early years. The text provides both breadth and depth, with thoughtful and critical exploration of the wide range of issues and challenges in the field of SEND. Vignettes and thought provoking questions in each section engage the reader and enable connection with personal professional practice. This will become a key text in the field." - Joy Jarvis, Professor of Educational Practice, University of Hertfordshire "A very comprehensive read giving a great historical view of SEN. Families matter, we should continue to hold their thoughts, wishes and opinions at the very heart of everything we do in supporting them on their journey. A must read for Early Years Professionals." - Anne Eadie, Early Years Special Educational Needs and Disabilities (SEND) Advisory Teacher, Special Educational Needs and Disability ServiceTable of Contents1. Historical and current perspectives on legislation and provision 2. Understanding and responding to the developing learning needs of young children 3. Understanding, assessing and addressing difficulties in communication and interaction 4. Understanding, assessing and addressing difficulties in cognition and learning 5. Understanding and addressing social, emotional and mental health needs 6. Understanding and addressing sensory and/or physical difficulties 7. Family perspectives 8. Inclusion of young children with SEND 9. Collaboration with other professionals

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Book SynopsisWhy teach drama? How can a newcomer teach drama successfully? How do we recognize quality in drama? Starting Drama Teaching is a comprehensive guide to the teaching of drama in schools. Exploring the aims and purposes of drama, it provides an insight into the theoretical perspectives that underpin practice alongside activities, example lesson plans and approaches to planning. Written in an accessible style, the book addresses such practical issues as setting up role play, how to inject depth into group drama, working with text, teaching playwriting, as well as common problems that arise in the drama classroom and how to avoid them. This fourth edition has been updated to reflect the latest educational thinking and developments in policy and includes: a new chapter on researching drama; an extra section on digital technology and drama; guidance on different approaches to drama; Table of Contents1. Teaching Drama 2. Drama and the School 3. Planning for drama: lessons and schemes of work 4. Starting Drama 5. Approaches to Drama 6. Activities for creating drama 7. Approaches to Text 8. Teaching Shakespeare 9. Performing and Responding 10. Progression and Assessment 11. Making Sense of Research 12. Conclusion

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Book SynopsisEverything we learn, every way we influence others and every relationship we form hangs around a complex interplay of behaviours, feelings and thoughts. This practical book explores the factors that influence children's behaviour in the early years, enabling practitioners, parents and carers to develop a better understanding and become more intuitive and confident in supporting their development and learning in the first five years.Full of insights and strategies for supporting children when their behaviour gets in the way of learning and wellbeing, or when it is simply different' in some way, Understanding Behaviour in Early Years Settings demonstrates how practitioners can help children to feel secure, learn and explore while gaining an understanding of how to behave socially and appropriately towards others. Areas covered include building firm foundations and developing attachments; personal, social and emotional development; <Table of Contents Introduction 1. Firm foundations: Attachments and beginnings 2. Personal and social development: Fitting in and making friends 3. Emotional development: Feeling good, behaving well 4. The language of behaviour: Words, thoughts and metaphors 5. Environmental factors: Expectations, reactions and creating the right ethos 6. When behaviour needs to change: Observations and planning interventions 7. Children who behave ‘differently’: Special educational needs and disability 8. Supporting parents, carers and each other Further information and resources

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Book SynopsisSpoken Language is a key component of the primary national curriculum and is fundamental to children's language development and learning. The need for teachers to develop talk in its own right and also use talk as a means of learning is central to effective primary practice. In the past, Initial Teacher Education and CPD have focused on literacy (reading and writing) to the detriment of speaking and listening. However, research strongly supports talk as fundamental to learning and teaching. It has also been identified as an area where teachers feel less confident. This fully updated third edition of Unlocking Speaking and Listening tackles key issues surrounding spoken language with rigour, depth and a strong focus on research, providing education professionals with clear, practical strategies for engaging in purposeful talk, while also celebrating children's implicit understanding and love of the spoken word.Drawing on recent classroom research, Unlocking Speaking Table of ContentsIntroduction Chapter 1: Speaking and Listening: Context and Challenge Chapter 2: Speaking and Listening: Planning and Assessment Chapter 3: Talking to Think: Why Children Need Philosophical Discussion Chapter 4: Dynamic Talk: Speaking, Listening and Learning through Drama Chapter 5: Teachers and Children: A Classroom Community of Storytellers Chapter 6: Inclusive Approaches to Communication with Children who have Special Educational Needs and/or Disabilities Chapter 7: Conveying the ‘Right’ Kind of Message: Respecting the Voices and Identities of Bilingual Learners Chapter 8: Addressing Children’s Misconceptions in Science through Talk Chapter 9: Encouraging Mathematical Talk Chapter 10: Computing Curriculum: New Opportunities for Communication and Collaboration Chapter 11: Developing Talk through Literature Circles Chapter 12: Talk, Reading Comprehension and Writing

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Book SynopsisOffering a wealth of photocopiable resources for use with individual children or small groups, Special Learners in School provides a step-by-step programme to help practitioners support children with a range of special educational needs, and develop the skills which are fundamental to their learning in the mainstream classroom.Competencies including active listening and observation skills, memory, comprehension of pattern and sequencing, positional and expressive language, body awareness and emotional intelligence are all key to ensuring a child's access to the school curriculum. Recognising that these can be particular areas of difficulty for pupils with SEND, this book provides a range of activities designed to engage and gradually develop children's use of auditory and visual memory, pragmatic and sensory skills. Easily accessible and differentiated for children at lower and upper levels of ability, practical examples and activities can be used Table of ContentsIntroduction PART 1: LEVEL 1 ACTIVITIES Section 1: Auditory memory, Auditory programme Level 1 Section 2: Visual memory, Visual programme Level 1 Section 3: Pragmatics, Pragmatics programme Level 1 Section Four: Sensory perception, Sensory programme Level 1 PART 2: LEVEL 2 ACTIVITIES Section 1: Auditory memory, Auditory programme Level 2 Section 2: Visual memory, Visual programme Level 2 Section 3: Pragmatics, Pragmatics programme Level 2 PART 3: ADDITIONAL IDEAS FOR WORKING WITH PUPILS

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Book SynopsisConcise, engaging and accessible, Education Research: The Basics discusses key ideas about the nature and purpose of education research: what it can and cannot achieve, how it has been used in the past and where and how it has an impact. Providing crucial insight into the work of education researchers, this book: Offers seven chapters, each representing a way of understanding the goals and methods of research conducted in the field Considers key thinkers in the field, such as Plato, Hirsch, Dewey, Montessori and Freire Explores case studies from a range of perspectives Provides key terms and further reading throughout The perfect pocket resource to dip into, Education Research: The Basics provides accessible support for those studying education as a subject, for practitioners concerned with developing their practice and for anyone who wants to know more about education and Table of Contents Chapter 1: Introduction; Chapter 2: Practitioners addressing problems of practice; Chapter 3: Generalising about teaching and learning; Chapter 4: Describing and categorising in education research; Chapter 5: Explaining and theorising in education research; Chapter 6: Advocating: saying how it could be otherwise; Chapter 7: Education research: looking back and looking forward; References; Key words;

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Book SynopsisThis invaluable resource offers a wealth of strategies enabling you to support children with autism in the mainstream classroom. Cutting through the jargon and recognising the huge variety of ways in which children's perceptions, feelings and behaviours may be affected by autism, the text is packed with practical advice to help you create a classroom environment which will meet the needs of the individual child.Each chapter in the book addresses some of the most common social, practical and behavioural difficulties that a child with autism may face at school, and details tried and tested approaches for improving their experiences and outcomes in your classroom. Topics discussed include: classroom layout, timetables and rules effective communication supporting learning and setting targets breaks, unstructured times and school trips challenging behaviours <Trade ReviewDawn’s publication is crisp, accessible and practical. It is a useful tool for anyone who wants to improve communication and learning in the classroom.Professor Jean MacLellan O.B.E. - Autism Network Scotland, University of Strathclyde.Table of ContentsAbout the author Notes Introduction Chapter One: Autism - What it can ‘look like’ in Class Chapter Two: The Classroom Environment Chapter Three: Language and Communication Chapter Four: Accessing the Curriculum and Writing Individualised Targets Chapter Five: Breaks and Unstructured Times Chapter Six: Behaviour Management Chapter Seven: Educational Trips Chapter Eight: All Things Sensory Chapter Nine: Some Final Thoughts Chapter Ten: References Index

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Book SynopsisChildren Beyond Labels is an accessible guide to understanding standardised assessment and managing high incidence additional learning needs in the primary school. It offers jargon-free insight into the results of formal assessments which are often used within professional reports and cuts to the core of how primary education professionals and parents can identify, understand and best meet children's needs. Offering a range of practical and manageable strategies, the book provides clear explanations of commonly used labels which reflect three of the four areas described within the SEND Code of Practice (2015): Cognition and Learning; Communication and Interaction; and Social, Emotional and Mental Health. These categories are illustrated by 18 detailed case studies of children from the author's own case work, each with their unique profiles of strengths, weaknesses and traits that can sometimes transcend category boundaries. Examples of these traits include: Table of ContentsIntroduction Section 1: Cognition and Learning Section 2: Communication and Interaction Section 3: Social, Emotional and Mental Health Appendices

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Book SynopsisTheory of mind is a key consideration in autism spectrum conditions and is frequently associated with social, emotional, behavioural and mental health difficulties. The latest practical workbook in the TALKABOUT series, this book is designed to support those for whom theory of mind does not come naturally. It teaches strategies that can be used to identify others' thoughts and feelings based on their behaviour, as well as to adapt behaviour in order to competently manage social situations and have positive interactions. With fully illustrated activities covering topics such as thoughts, feelings and actions, knowledge and beliefs, and respect, the programme outlined in this book can be used with children and young people to develop and confidently implement an awareness of theory of mind.Key features include: Assessments, targets, lesson plans and over ninety activities to support theory of mind Structured activities which progress froTable of ContentsSection 1: This is Tom! Section 2: Thoughts Section 3: Feelings Section 4: Actions Section 5: Thoughts, Feelings and Actions Section 6: Knowledge and Beliefs Section 7: Respect

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Book SynopsisBringing together the essential theory, research and policy with examples from practice, Work-based Practice in the Early Years: A Guide for Students provides a complete guide to successful work placements for early years students. It makes links to the Occupational Standards for the Early Years Educator and the Teacher Standards for early years, and integrates examples of effective, universal and inclusive practice throughout. Following an overview of the research and policy context which has shaped the sector since the 1990s, this new text is designed to prepare and support you, the student, as you embark on your placement, which is an integral part of your early years degree. It covers the key information you need about safeguarding and the curriculum frameworks, EYFS and the National Curriculum KS1, alongside chapters on reflective practice and research to support your developing professional and practical skills. Written with the student in mind, this book Trade ReviewJulie Percival, University of Cumbria, UKI expect this to be suitable for those making the bridge from Level 3 to 4. Because there are chapters on research-informed practice and leadership (amongst others) I envisage that students could buy this and it would take them through the full three years of an undergraduate programme, underpinning the work-based learning element of their programme. The team are capable of creating an engaging, informative text. I would be keen to have a more current and engaging text to recommend to my students and look forward to seeing this text in print.Kathy Brodie, Stockport College, UKThis would be a main text for modules such as ‘Professional Practice’ and ‘Placement’.BA Childhood Studies, BA Early Childhood Studies. The focus on all areas of placement, which can be a massive source of anxiety for many students, is a major strength. This looks to be fully understood by the authors, who have proposed some good solutions to these anxieties (such as safeguarding, communication and leadership). The sample of writing provided is great. The unique evaluation of both student experience and setting/provider would be highly beneficial for the sector as a whole. I have had personal experience of students having to deal with both safeguarding and communication issues whilst in placement. This book would’ve been invaluable in those cases!Rosie Walker, University of Worchester, UKI would expect the book to be either essential or recommended reading for students on:Foundation Degree Early Years;BA Early Childhood degrees;Top Up Early Years;Early Years Initial Teacher Training.The strengths of this book are as follows:• An accessible guide to students undertaking practice based learning;• A wide range of issues covered eg reflective practice, research;• View from placement is very helpful for students;• Sample chapter is clearly laid out with helpful reflections and tasksI would recommend that you publish this book.Shirley Allen, University of Middlesex, UKThe proposed book is targeted at students on Early Years (EY) undergraduate programmes, including the Early Years Initial Teacher Training (EYITT) undergraduate route, for students who wish to gain Early Years Teacher Status (EYTS). The title seems to describe the main content and purpose of the book. It is likely to particularly attract students who undertake work-based/placement tasks in EY settings as part of their studies. The main strengths of the proposed book are its focus on EY work-based/placement work, particularly for the more inexperienced student. However, this could also be considered to be a weakness, if this subject is not perceived to be so relevant to the student; e.g. if they are an experienced practitioner who is taking a EY degree course or if they would like a book that is more specific to their course, such as a book that is targeted at students wishing to gain EYT status, as mentioned above. Overall, I think that the book would be more suitable for students at the earlier stages of an EY degree (i.e.at levels 4 and 5).Teresa Wilson, University of Reading, UKYes, this is a potentially useful book. I agree with the proposer’s evaluation of the market audience, and it could also be useful for EYT mentors working in placements who need more information about students on placement and how they achieve EYT status. This could be used by early years students on a range of courses from Foundation Degree to Postgraduate EYT courses. It could be used as a main text, so long as it contained sufficient detail.This does look very interesting but perhaps the coverage is a little wide? For example, there is reference to use by Postgraduate students completing their Early Years Teacher status as well as students starting their Foundation Degree. If this is the case, the book must be able to offer sufficient depth, scholarship and links to PG requirements for E Y T status, as well as ensuring that it is accessible to Year 1 UGs.There is, in my view, a significant omission of any mention of parents and family and their role in children’s’ learning.AKW comments: In light of the reviewers’ comments this book will be written for less experienced practitioners including those aiming for EYT status with no previous experience in the EY sector. The editors have resubmitted the proposal to include a chapter on working with parents. Table of ContentsPreface 1. Development of the early years sector 2. Placement and Professional Skills 3. Communication and Teamwork 4. Being a reflective practitioner 5. Early Years Curriculum 6. How Young Children Learn 7. Key Stage 1 Curriculum 8. Practising Safely 9. Observation and Assessment 10. Leadership in ECEC 11. Developing academic reading, writing and research 12. Working with Parents 13. Working in partnership with placement

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Book SynopsisHaving published in 11 languages and sold in more than 100,000 copies, this fully revised edition of How We Learn examines what learning actually is and why and how learning and non-learning takes place. Focusing exclusively on learning itself, it provides a comprehensive yet accessible introduction to traditional learning theory and the newest international contributions, while at the same time presenting an innovative and holistic understanding of learning. Comprising insightful and topical discussions covering all learning types, learning situations and environments this edition includes key updates to sections on: School-based learning Reflexivity and biographicity E-learning The basic dimensions and types of learning What happens when intended learning does not take place The connections between learning and personal development LTable of ContentsPart 1: Introduction Part 2: The Basis of The Understanding of Learning Part 3: The Processes and Dimensions of Learning Part 4: Different Types of Learning Part 5: The Content Dimension of Learning Part 6: The Incentive Dimension of Learning Part 7: The Interaction Dimensions of Learning Part 8: Learning As Whole Part 9: Barriers to Learning Part 10: Learning, Dispositions and Preconditions Part 11: Learning and Life Course Part 12: Learning In Different Learning Spaces Part 13: Learning, Education and Society Part 14: Overview

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Book SynopsisCompletely revised and updated in light of the new SEND 2014 Code of Practice, this new edition describes the different types of difficulties experienced by pupils with speech, language and communication needs. It will help teachers and other professionals to feel more confident by providing expert guidance and practical strategies, and as a professional development tool, will also encourage outstanding practice by suggesting ideas and materials for in-house training sessions. The wide-ranging and accessible chapters explore topics including: Listening skills Phonological awareness Comprehension of language Activities for circle time Working with parents. Featuring useful checklists, templates and photocopiable resources, this practical resource contains a wealth of valuable advice and tried-and-tested strategies for identifying children and young people with speech, language and communication needs, ensuring they have the suppoTrade Review"I would readily recommend this resource to colleagues and teaching staff requiring useful, realistic approaches. It is an excellent book that will undoubtedly promote positive teaching strategies to enhance the learning experiences of pupils with suspected or previously diagnosed communication and interaction difficulties." – Becky Hawkins, Nasen Special"This book provides a brief, concise and expert overview of the range of difficulties that are experienced by children with speech, language and communication disorders, along with the key strategies that can be used to help overcome them. It is very clearly laid out, extremely easy to navigate and guidance in any specific areas can be accessed within seconds, and read within minutes. The writing style is direct and to the point, with essential information presented in bullet points throughout [...] The authors have created a useful handbook and invaluable resource for busy teachers or SNAs in either mainstream or special education settings." - Róisín De Faoite, REACH Journal of Special Needs Education in IrelandTable of ContentsForeword Introduction 1. Attention, listening and memory skills 2. Listening skills 3. Phonological awareness 4. Comprehension of language 5. Expressive language (spoken) 6. Social communication difficulties in children 7. The development of speech 8. Working with Parents Glossary Resources Appendix: Good listening rules

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Book SynopsisHow to be a Brilliant Mentor is an informal and accessible guide that provides ideas and reassurance to help support you in your work as a teacher training mentor. Written by experienced trainers, teachers and mentors, it brings together a wealth of expertise and research, offering clear and practical guidelines to enhance your mentoring, helping you to analyse your own practice and understand the complex and often ambiguous role of the mentor in school. The second edition includes new chapters on school-based training routes, dealing with their advantages and challenges, and on developing trainees through risk taking. All chapters have been updated to refer to the new National Standards for school-based initial teacher training (ITT) mentors.Offering practical strategies and direct problem-solving to help you move promising trainees quickly beyond mere competence, it explores: giving effective feedback emotional intelligence aTable of ContentsList of contributors Acknowledgements The pivotal importance of the mentor Inputs and outputs Collaborative working: the heart of good mentoring Reflective practice: the mentoring conversation Emotional intelligence Mentoring together Challenging the competent trainee: taking risks in the classroom School-based initial teacher training Mentoring and coaching: the helping relationship Mentoring in a primary school Mentoring the newly qualified teacher Dear Mentor… Suggested reading

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Book SynopsisIntroduction to Critical Reflection and Action for Teacher Researchers provides crucial direction for educators looking to improve their teaching and maximise learning. While many students can grasp the basic elements of researching their practice and can write about practitioner research, some need guidance and assistance to reflect meaningfully on their teaching practice so as to articulate their educational values. This book provides this guidance.By exploring how to engage in an authentic, practical and personalised framework, the book encourages critical reflection and action on educational practice. Moving through the process of reflecting on practice, engaging in critical thinking and planning and taking action, it helps the reader to subsequently generate educational theory from their own personal learning. Examples from the authors' experiences illustrate the issues raised in each section, with Pause and Reflect' activities, guidelines foTrade Review"Serving as a comprehensive overview of action research, this book pursues two threads. First, it introduces critical reflection and action research, providing a wealth of relevant concepts, while emphasizing that teachers must examine and clarify their educational values. Second, it outlines practical aspects of engaging in a first action research project... One area in which this book excels is in inviting teachers to challenge their incumbent points of view regarding teaching and learning."— James Rigney, Educational Action ResearchTable of ContentsSection One: Where To Begin?1 Pausing and Reflecting 2 What Is Action Research? Section Two: Putting Your Research In Context 3 Thinking Critically 4 Experiencing Oneself As A Living Contradiction Section Three: How Do I Evaluate Changes I Make? 5 Generating Data 6 Ethics, Rigour And Validity Section Four: The Significance of your Research7 The Teacher as an Agent of Change8 Sharing and Sustaining your Action Research Conclusion

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Book SynopsisFully updated to reflect the new curriculum, the revised edition of Transforming Primary Mathematics sets out key theories and cutting-edge research in the field to enable teachers to take a fresh look at how they teach mathematics. The book encourages teachers to reflect on their own beliefs and values about mathematics, and asks them to question whether their current methods meet the needs of all learners, and the challenge of having high expectations for all. It provides clear, practical approaches to help implement fundamental change in classroom environments, and offers motivational teaching styles to ensure meaningful mathematics learning. Chapters take an inspiring, sometimes controversial, and often unconventional look at the subject of mathematics, by: endorsing the use of a new mathematics' one based on problem solving, modelling, inquiry and reasoning, not on abstract rules, memorising, and regurgitation argTrade Review"Askew's book provides a fresh take on a difficult topic; namely, teaching elementary school mathematics. This well-researched book uses multiple theoretical lenses and copious references to relevant research to guide the reader to an approach that makes elementary school mathematics “something [children] want to pursue beyond what they are required to do ... Askew employs numerous examples from his own experience to elucidate the underpinnings of his arguments. Recommended for upper-division elementary education students, as well as any faculty member with an interest in mathematics education." - R. M. Fischer, Montana State University Table of Contents PART 1 Thinking through mathematics 2. Thinking about learning 3. Thinking about curriculum 4. Thinking about teaching PART 2 Transforming primary mathematics 5. Mathematical activity: mindful or fluent? 6. Variation theory 7. Transforming the learner 8. Building mathematical community PART 3 Teaching tripod 9. Tasks 10. Tools 11. Talk Coda

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Book SynopsisA collection of 150 unique games and activities to help support teaching drama in the primary classroom. Designed with busy teachers in mind, the Classroom Gems series draws together an extensive selection of practical, tried-and-tested, off-the-shelf ideas, games and activities guaranteed to transform any lesson or classroom in an instant. Easily navigable, allowing you to choose the right activity quickly and easily, these invaluable resources are guaranteed to save you time and are a must-have tool to plan, prepare and deliver first-rate lessons. Resources available at https://go.pearson.com/uk/businessTable of ContentsPart 1 MOVEMENT Part 2 VOICE Part 3 CHARACTER

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Book SynopsisTable of ContentsIntroduction Chapter 1 Place value Chapter 2 Addition Chapter 3 Subtraction Chapter 4 Multiplication Chapter 5 Division Chapter 6 Logical reasoning Chapter 7 Number tricks Chapter 8 Mixed problems Chapter 9 Investigations Chapter 10 Brain-teasers Chapter 11 Challenges Appendices

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Book SynopsisTable of Contents Overview Sorts for Early Syllables and Affixes Unit I: Inflected Endings (-ing, -ed, -s, -es) Unit II: Compound Words Sorts for Middle Syllables and Affixes Unit III: Syllable Juncture Unit IV: Long-Vowel Patterns in Accented Syllables Unit V: Other Vowel Patterns in Accented Syllables Unit VI: Unaccented Syllables Unit VII: Exploring Consonants Sorts for Late Syllables and Affixes Unit VIII: Affixes Unit IX: Miscellaneous Sorts Appendix

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Book SynopsisTable of Contents Overview Sorts for Early Within Word Pattern Spellers Unit I: Short and Long Vowels: CVC and CVCe Unit II: Common Long-Vowel Patterns (CVCe and CVVC) Unit III: Less Common Long-Vowel Patterns Sorts for Middle Within Word Pattern Spellers Unit IV: Other Vowels: R-Influenced Vowel Patterns Unit V: Other Vowels: Diphthongs and Ambiguous Vowels Sorts for Late Within Word Pattern Spellers Unit VI: Beginning and Ending Complex Consonants Unit VII: Homophones Unit VIII: Additional Sorts Appendix

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Book SynopsisREVISE 11+ is the smart choice for 11+ Verbal Reasoning preparation. This Assessment Book: Provides realistic exam practice so that learners can apply their skills Promotes independence with comprehensively demonstrated answers Prepares for 11+ exams by offering the volume of practice that tutors and teachers recommend. Preparation is more than just this Assessment Book! The REVISE 11+ series supports learners for every step of the journey. All titles in the series are fully integrated and work together to provide the best support for the 11+. Introduce key skills with the REVISE 11+ Verbal Reasoning Practice Book 1. Take the next step with REVISE 11+ Verbal Reasoning Practice Book 2. Consolidate learning with the REVISE 11+ Verbal Reasoning Ten-Minute Tests. 

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Book SynopsisSikhism is often the religion that teachers have the least confidence in teaching, despite being the fifth largest religion in the world, and being commonly regarded as one of the six main religions to be taught in schools. This book fills that gap in knowledge and expertise by exploring the beliefs and practices of Sikhism as a lived religion in the modern world. It engages with Sikh beliefs and practices, and provides students and teachers with the confidence to address misconceptions and recognise the importance of beliefs in the lives of believers, in a way that will enable readers to go forward with confidence. Aspects of Sikhism explored include the concepts that form the central beliefs of Sikhism, and the expression of these beliefs in worship and daily life, and the ethics of Sikhs in the modern day. Each chapter includes authentic voices of believers today and provides opportunities for the reader to consider the concepts and how they can be respected and taught in the classrTrade ReviewWith Understanding Sikhism, James Holt has provided a very valuable contribution to the development of both primary and secondary teachers’ knowledge and understanding of the Sikh tradition. He not only provides well researched and detailed substantive knowledge of the Sikh faith but also makes an important contribution to teachers’ orientative knowledge by providing a convincing argument of how best to understand Sikhism within the current narrative of Religions and Worldviews. * Geoff Teece, Lecturer in Education, University of Exeter, UK *Well-articulated Sikh worldview presenting its evolution, ethics, philosophy, tradition, culture and contemporary issues. Insightful for teachers and students in the western world to learn about Sikhism as a lived religion. * Amardeep Singh, Filmmaker & Author, Singapore *This valuable resource maps out Sikh history, politics, philosophy, ethics, rituals and its diasporic reality in the UK with all its diversity and challenges. Accessible and engaging, it will inform teachers and inspire them to reflect upon and get excited about teaching the relatively unknown religion of the 28 million Sikhs living vibrantly across the globe. * Nikky-Guninder Kaur Singh, Crawford Family Professor & Chair of the Department of Religious Studies, Colby College, USA *Table of ContentsIntroduction Part I: Key Concepts in Sikhism 1. God/Waheguru 2. The nature of humanity/ becoming gurmukh 3. The Ten Gurus 4. Guru Granth Sahib 5. Equality 6. Sewa 7. Expressions of faith Part II: Contemporary Issues 8. The Ethical Dimension 9. Authority in the Sikh diaspora 10. Sikhs and Contemporary Britain Reference List Glossary Index

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Book SynopsisThis new book embodies the philosophy of learning through play. It aims to equip those faced with teaching foreign languages in the primary sector with a large collection of classroom activities which encourage pupils to use the foreign language in a fun and physical way, while focusing on speaking skills. Readers are given background into how to use the activities effectively, how to combine activities in one lesson and how to adapt activities to suit different age groups to ensure they get the most out of their lessons. Table of ContentsPart 1 Learning objectives Part 2 Games and activities Practising numbers and counting; Practising specific vocabulary areas Practising vocabulary on many different topicsExploring literacy in the target languageEnhancing the language learning experience Part 3 Vocabulary Lists FrenchGermanSpanish Appendices

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Book SynopsisJust like the real thing - only shorter!Help your child prepare for the SATS with these bite-sized Nationaltest papers. This book offers 12 mini-tests - including Reasoningand Arithmetic papers. Question types and mark schemes matchthe format of the National tests, though the flexible format allowsthem to be used at any time of the day.

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Book SynopsisTable of ContentsChapter 1 - Singing Chapter 2 - Playing Chapter 3 - Rhythm Chapter 4 - Listening Appendices

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Book Synopsis

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Book SynopsisWell established as a definitive text--and now revised and updated with eight new chapters--this book translates cutting-edge research into effective guidelines for teaching writing in grades K-12. Illustrated with vivid classroom examples, the book identifies the components of a complete, high-quality writing program. Leading experts provide strategies for teaching narrative and argumentative writing; using digital tools; helping students improve specific skills, from handwriting and spelling to sentence construction; teaching evaluation and revision; connecting reading and writing instruction; teaching vulnerable populations; using assessment to inform instruction; and more. New to This Edition *Chapters on new topics: setting up the writing classroom and writing from informational source material. *New chapters on core topics: narrative writing, handwriting and spelling, planning, assessment, special-needs learners, and English learners. *Increased atteTrade Review"This book thoughtfully answers the 'whys,' 'whats,' and 'how-tos' of effective writing instruction. Graduate students, general and special education teachers, and educational specialists will find the third edition packed with information to design and deliver a comprehensive writing curriculum. The book highlights evidence-based practices in the most important areas of writing instruction and assessment. New chapters on setting up the writing classroom and writing from sources fill in gaps from the second edition. Use this book in graduate literacy classes, school study groups, or individually to boost K-12 writing performance."--Natalie G. Olinghouse, PhD, Department of Educational Psychology, University of Connecticut "This is the best book available on how to teach writing effectively. It draws on current research to provide a comprehensive framework and set of tools for teaching writing. Every chapter in the third edition is filled with up-to-date, useful instructional practices. This text will be invaluable to both the research and practice communities."--Joanna P. Williams, PhD, Professor Emerita of Psychology and Education, Teachers College of Columbia University "Like its predecessors, the third edition is edited and written by scholar-practitioners who bring their vast research knowledge and rich experience working with students and schools to elevate the teaching of writing. Classroom teachers and teacher educators will appreciate the informative, readily applicable descriptions and recommendations offered in each chapter. The chapters on writing from source texts, writing to learn, digital writing tools, and assessment offer practical insights into some of the most complex aspects of K-12 writing instruction.”--Gary A. Troia, PhD, CCC-SLP, Department of Counseling, Educational Psychology, and Special Education, Michigan State University "Proficient writing is a competence that nowadays cannot be underestimated! Unfortunately, the teaching of writing still remains challenging for a majority of teachers throughout the world. This third edition provides necessary guidance and inspiration, and could not be more timely. Expert contributors report on the newest and most strongly supported instructional approaches for teaching writing from kindergarten through the secondary grades. The chapters are substantive, thorough, and research based, but at the same time accessible and practical. This volume is very well worth reading and translating into classroom practice."--Hilde Van Keer, PhD, Department of Educational Studies, Ghent University, Belgium "The third edition of Best Practices in Writing Instruction takes the guesswork out of writing instruction by providing a blueprint of proven strategies that can be used immediately. For instance, the authors include suggestions for teaching students to master each writing genre, which is essential in today’s classrooms. This book gives educators the knowledge to meet the needs of all students, including those who receive special education services. I recommend this book for undergraduate- and graduate-level teacher preparation courses, or as a resource for teachers who are interested in taking their instruction to the next level."--Stephen Ciullo, PhD, Special Education Program, Texas State University -This volume rises above many of its peers as it is not simply a repository, but it acts as a guide for making necessary improvements to the writing instruction U.S. students are receiving. This text represents exhaustive research and practice of writing instruction that improves student performance. Both teachers and researchers alike will find use in this volume. (on the second edition)--Journal of Writing Research, 10/3/2014ƒƒThis edited volume makes a sound argument, based in empirical research, for adopting process approaches to writing instruction and involving learners in such an approach from early on. Furthermore, the contributing authors provide sound rationales and practical advice for focusing student attention and instruction on global concerns of audience, purpose, and communication. (on the first edition)--Reading and Writing, 3/2/2009Table of ContentsI. Introduction 1. Evidence-Based Practices in Writing, Steve Graham & Karen R. Harris II. Creating a Supportive Writing Environment 2. Setting Up the Writing Classroom, Linda Friedrich 3. Motivating Writers, Pietro Boscolo & Carmen Gelati III. Writing for Different Purposes 4. Narrative Writing, Carol Booth Olson & Lauren Godfrey 5. Writing from Source Material, Michael Hebert 6. Argumentative Writing, Ralph P. Ferretti & William E. Lewis 7. Writing to Learn, Perry D. Klein, Katrina N. Haug, & Ashley Bildfell 8. Writing with Digital Tools, Rachel Karchmer-Klein IV. Teaching Writing 9. Handwriting and Spelling, Rui Alexandre Alves, Teresa Limpo, Naymé Salas, & R. Malatesha Joshi 10. Sentence Construction, Bruce Saddler 11. Planning, Debra McKeown & Erin FitzPatrick 12. Evaluation and Revision, Charles A. MacArthur 13. Reading–Writing Connections, Timothy Shanahan 14. Assessing Writing, Joshua Wilson 15. Instruction for Students with Special Needs, Amy Gillespie Rouse 16. Instruction for English Learners, Adrian Pasquarella Index

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Book SynopsisDrawing on years of research and first-hand experience, How to Survive in Teaching offers support, advice and practical suggestions to help you and your colleagues stay flourishing, positive and most importantly, stay teaching!Recent statistics show that not enough teachers are entering the profession and that too many are leaving. Teaching is facing a genuine crisis. But why is this? In this thought-provoking book, experienced teacher and leader Dr Emma Kell examines workplace stress and anxiety, conflict and toxic politics', and the other factors which lead teachers to ultimately decide to walk away.Emma firmly believes there are ways to survive the increasing pressure teachers are under. This book offers a realistic, unflinching and positive perspective on the challenges and rewards of teaching. It includes successful models and strategies where a combination of support and challenge, accountability, and a sense of being valued have encouraged teachers to enter and remain in Trade ReviewEmma's passion for teaching and teacher wellbeing shines out from every page in this gem of a book. The combination of informed analysis and practical advice, rooted in research and experience, make it invaluable. * Sam Collins, Teacher and Founder of Schoolwell, @samschoolstuff *Sprung from Emma's love affair with teaching, How to Survive in Teaching is a compassionate plea for teachers to take care of themselves. Emma rightly reminds teachers that even if the profession is a vocation, teaching is also a job and must be treated as such. * Loic Menzies, Director of Education and Youth 'Think and Action-Tank', @LKMco *Emma had me hooked from the Acknowledgements page. This is a warm, forthright, humane and eminently practical book – for every challenge, there is a 'response' suggesting a way forward. Invaluable advice is offered to new, and not so new, teachers about how to thrive in this mad, wonderful profession. While recognising the pressures and demands of teaching, Emma also celebrates joy. * Jill Berry, Former Head, now Leadership Consultant, @jillberry102 *With this book being published on 11th January 2018, Emma Kell has written a very important contribution to the current debate... I’ve followed the past couple of years with interest, as, first, Emma developed her ideas for her doctorate, using Twitter to its best advantage as a conduit into discussion and sharing of background thinking through shared blogs. Twitter surveys enabled the development of broader and more focused questions. Emma acknowledges the contribution of many hundreds of colleagues who have spoken honestly about their experiences. * Chris Chivers, chrischiversthinks.weebly.com *The book outlines practical ways to survive the increasing pressure teachers are under, with a realistic, unflinching and ultimately very positive perspective on the challenges and rewards of teaching... It gives a real sense of support to teachers, reassuring them they are not alone and that the challenges can be successfully overcome. * Parents in Touch *Kell uses her experience to offer hard-hitting advice, commentary and analysis. I’ll be dipping into it regularly as a middle leader and recommending it to anyone considering venturing into this most noble profession. * Thomas Rogers, TES, @RogersHistory *

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Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners.Coding comprises half of the National Curriculum strands for computing, and 100 Ideas for Primary Teachers: Coding is packed with resources that will give every teacher the confidence to deliver it. The easy-to-follow and practical activities in this book will be invaluable for all teachers, whether they are new to coding and just getting to grips with the basics, or are more experienced and wish to expand their repertoire. All the ideas have been carefully selected and written to be appropriate for the widest range of pupils' ages and abilities, Trade ReviewMartin Burrett never fails to amaze – on Twitter, at a TeachMeet, with #UKEdChat and, in this case, in his books. He knows computers, he knows primary education and he knows how to engage pupils in their learning! This book covers all aspects of primary coding that teachers need in the classroom. -- Liam Murphy, Junior School Assistant Head, @ThisIsLiamMWhat I found most useful is the coverage of the wider curriculum beyond Computing. Burrett provides cross-curricular links with other subjects such as P.E., Art, D&T, Maths, English, Science, Geography, History and Music. By doing so it makes it easier to see the links between coding and a variety of other areas. -- Portia Anane-Busia, UKEdChat

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Book SynopsisBook Band: Brown - Ideal for ages 7+Thought-provoking contemporary fantasy from best-selling author Polly Ho-Yen.Mae spends a lot of time in hospitals. She''s had asthma since she was little and sometimes she just can''t breathe. She was in hospital the very first time she saw the hole - a tear in the universe which seems to appear only to her.Before she knows it she is drawn into a parallel world, where things aren''t quite the same...This powerful fantasy story is full of big ideas and a great way to talk about chronic illness with children. It has beautiful black-and-white illustrations from Patricia Hu throughout, and is ideal for children who are developing as readers. The Bloomsbury Readers series is packed with book-banded stories to get children reading independently in Key Stage 2 by award-winning authors like double Carnegie Medal winner Geraldine McCaughrean and Waterstones Prize winner Patrice Lawrence. With engaging illustrations and online guided Trade ReviewMy Other Life is a compelling, resonant little story of portals and parallel lives by Polly Ho-Yen, illustrated by Patricia Hu. -- The Guardian * Featured in the Children's Books Roundup *Thought-provoking and original [...] Another elegantly told story that will give readers lots to think about. * Books for Keeps *Polly Ho-Yen’s story presents readers with big questions about life and what’s really important to us. [...] The telling is simple, effective and guaranteed to catch and hold children’s attention, while the issues the story raises are complex and important, certain to prompt discussion (and there’s a list of questions to put to children at the end to help with this). -- LoveReading4Schools * Andrea Reece *This is an intriguing and affecting fantasy story that offers a wonderful and engaging way to talk to children about living with chronic illness. -- Children's Books Ireland * Mind Yourself Reading Guide *A fabulous short chapter book for anyone who has ever wished their life was different. ... Powerful and insightful, this is a book that needs to be read. -- Starlight and Stories * starlightandstories.com *This is a thought-provoking, powerful short story that offers opportunities to consider living with asthma, friendship, attitudes to an elderly relation, empathy, be careful what you wish for and the grass is always greener on the other side. -- Brenda Marshall * English Association *

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Book SynopsisBook Band: Lime, ideal for ages 6+A quirky reworking of the traditional stories of the spider god Anansi from west Africa by Andrew Fusek Peters.Nyame the sky god has a special treasure - in a big, brass chest are all the stories ever told. Anansi, the cleverest of spiders, sees that down on Earth the people are bored. Unfortunately, she can''t spin a tale, but she can spin a web. So she makes a ladder up into the sky, determined to bring back the stories, whatever it takes.This humourous version of the stories of Anansi by Andrew Fusek Peters has fun black-and-white illustrations by Sara Ugolotti and is perfect for children who are developing as readers. The Bloomsbury Readers series is packed with book-banded stories to get children reading independently in Key Stage 2 by award-winning authors like double Carnegie Medal winner Geraldine McCaughrean and Waterstones Prize winner Patrice Lawrence. With engaging illustrations and online guided reading notes writteTrade ReviewThis retelling of a traditional African folktale, opens the eyes of children to a magical world where stories have the upmost importance. A fantastic story for reluctant readers in which illustrations break up the text. -- Starlight and Stories * starlightandstories.com *

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Book SynopsisComprehension Ninja Workbooks are ideal for supporting your child's learning at home. With bespoke non-fiction texts and hundreds of questions, they're packed full of comprehension practice with strong links to the National Curriculum.Created by teacher and bestselling author of Vocabulary Ninja, Comprehension Ninja and Write Like a Ninja Andrew Jennings (@VocabularyNinja), they're perfect for developing those all-important literacy skills at home and for boosting children's confidence in reading comprehension.Key features of Comprehension Ninja Workbook for Ages 6-7:- Covers popular National Curriculum topics currently taught at Key Stage 1, such as Rosa Parks and animal habitats- Features a variety of question types including true or false, fill the gap and multiple choice- Contains illustrations throughout and a fun ninja theme to engage children- Includes advice for parents and answers at the back of the bookTrade ReviewThese are very useful workbooks that will help children consolidate their reading comprehension skills. -- Get Kids into Books * getkidsintobooks.com *A useful tool whilst schools are closed for some, or for homework once schools re-open. -- Library Girl * librarygirlandbookboy.com *Whether your child is in Year 1 or Year 6 or anywhere in between, these home learning books unlock the key skills required to answer comprehension questions in national tests [...] These brilliant books packed with age appropriate texts and tasks will be a real boost to your child’s home learning. -- Miss Cleveland Reading Blog * missclevelandsreading.com *If you are a parent or guardian who is looking for something to support their child with their reading comprehension that is easy to use then please do have a look at these workbooks. -- Lauren, The Bookish Fairy Blog * thebookishfairyblog.wordpress.com *All of these activities have really helped my son read the text carefully and have highlighted what he has understood and where he may need a little help. The answers are all in the back of the book, which defintely helps with marking! -- Anna's Adventures in Book Land * annasadventuresinbookland.blogspot.com *This is a series I suspect parents will find helpful when they are seeking to support their children’s learning – and there are answers in the backs of the book to help in marking and discussions, too! -- Splashes into Books Blog * splashesintobooks.wordpress.com *If you need extra support for your child [...] I would recommend the Comprehension Ninja Workbook – they’re easy to follow and challenging too. -- Mum-Friendly Blog * www.mum-friendly.co.uk *

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Book SynopsisBook Band: Dark Blue (Ideal for ages 9+)An inspiring fantasy story from Katya Balen, author of The Space We're In and October, October.Maggie wants her dad to take her birdwatching like he promised but he's too busy and she ends up at the zoo with her auntie and her annoying cousins. There, she sees a strange bird and takes one of its beautiful silver feathers home.Little does she know, that this is the start of a magical adventure in the moonlight This magical story features black-and-white illustrations by Pham Quang Phuc.The Bloomsbury Readers series is packed with book-banded stories to get children reading independently in Key Stage 2 by award-winning authors like double Carnegie Medal winner Geraldine McCaughrean and Waterstones Prize winner Patrice Lawrence. With engaging illustrations and online guided reading notes written by the Centre for Literacy in Primary Education (CLPE), this series is ideal for home and school.Trade ReviewAny list that brings together such a quality line up of authors is going to be welcomed … Bloomsbury Readers are aimed squarely at children in Key Stage 2 and designed to support them as they start reading independently and while they continue to gain confidence and understanding. -- Andrea Reece * Books for Keeps *

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Book SynopsisMastering Primary Design and Technology introduces the primary design and technology curriculum and helps trainees and teachers learn how to plan and teach inspiring lessons that make design and technology learning irresistible. Topics covered include: Current developments in design and technology Design and technology as an irresistible activity Design and technology as a practical activity Skills to develop in design and technology Promoting curiosity Assessing children in design and technology Practical issues This guide includes examples of children's work, case studies, readings to reflect upon and reflective questions that all help to exemplify what is considered to be best and most innovative practice. The book draws on the experience of a leading professional in primary design and technology, Gill Hope, to provide the essential guide to teaching design and technology for all trainee and qualified primary teachers.Trade ReviewI was hooked as soon as I read in the introduction ... I found the book to be engaging and informative, with a format that lends itself as a text for student teachers and or teachers undertaking professional development in technology. * Design and Technology Education *This book is refreshing in bringing Design and Technology to the forefront of how teaching practical skills can be cross-referenced to core subjects and skills. * Education 3-13 *I highly recommend this text especially for those who are doubtful about their ability to fully develop primary children's learning through Design & Technology. -- Philip Selbie, Lecturer in Early Childhood Studies, University of Plymouth, UKTable of ContentsSeries Editors’ Preface How to Use This Book Introduction 1. An Introduction to Primary Design and Technology 2. Current Developments in Design and Technology 3. Design and Technology as an Irresistible Activity 4. Design and Technology as a Practical Activity 5. Skills to Develop in Design and Technology 6. Children’s Ideas – Promoting Curiosity 7. Assessing Children in Design and Technology 8. Practical Issues Bibliography Index

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Book SynopsisThis book brings a new classroom approach for primary teachers to teach the explicit knowledge of scientific question-asking. This is an essential skill when children are involved in finding out about the world around them through science enquiry. Challenging the assumption that because children ask lots of questions in science, this automatically leads to meaningful learning of the enquiry curriculum, QuBuild is important for all children developing as scientific thinkers. It outlines an approach to explicitly plan for, practice and develop the craft of scientific question-asking. Unlock your children’s science learning potential by exploring the QuBuild Process.Table of ContentsAbout this book What is the QuBuild concept? How does the QuBuild Process relate to what scientists do? How does the QuBuild Process impact children’s learning in science? How to embed the QuBuild Process into classroom practice? How does the QuBuild Process affect professional learning?

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Book Synopsis Getting the right answers in maths is only half the problem. Understanding why what you’re doing works is the part that often stumps students and teachers alike. The essential guide for mathematics teachers and those training to teach, Yes, but why? answers all your questions, and sheds light on the hidden connections between everything in mathematics at school. This second edition includes: · A new ‘Test yourself’ feature in every chapter · More coverage of the four operations · Enhanced discussion of fractions and proportionality · Downloadable figures for use in the classroomTable of ContentsChapter 1: Types of Numbers (Part 1) Chapter 2: The Four Operations: Addition and Subtraction Chapter 3: Multiplication and Division Chapter 4: Angles and Shapes Chapter 5: Types of Numbers (Part 2) Chapter 6: Fractions Chapter 7: Proportionality Chapter 8: Measurement Chapter 9: Algebra Chapter 10: Statistics and Probability Chapter 11: Functions and Linear Graphs Chapter 12: The Pythagorean Theorem and Trigonometry

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Book SynopsisThe essential subject knowledge text for primary English. Secure subject knowledge and understanding is the foundation of confident, creative and effective teaching. The trainee teacher's guide to all the subject knowledge required to teach primary English. Includes practical and reflective tasks to help deepen your understanding and self assessment tests to check your knowledge and identify areas where more study is needed. This 10th edition has been updated throughout and is now linked to the ITT Core Content Framework.

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