Primary and middle schools Books

Book SynopsisYour essential guide to being an effective primary geography lead with clear summaries of relevant research, practical and inclusive classroom examples, case studies and ideas for PD sessions all applied carefully and specifically to primary geography.

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

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Book SynopsisIn Powering Up Children Guy Claxton and Becky Carlzon harness the design principles of the Learning Power Approach to provide a rich resource of effective teaching strategies for use in the primary school classroom. The Learning Power Approach (LPA) is a pedagogical formula which aims to develop all pupils as confident and capable learners – ready, willing and able to choose, design, research, pursue, troubleshoot and evaluate learning for themselves, alone and with others, in school and out. This approach therefore empowers teachers to complement their delivery of content, knowledge and skills with the nurturing of positive habits of mind that will better prepare students to flourish in later life. Building upon the foundations carefully laid by Guy’s first book in the Learning Power series, The Learning Power Approach, this new instalment embeds the ideas of his influential method in the context of the primary school. Guy and Becky offer a thorough explanation of how the LPA’s core components apply to this level of education and, by presenting a wide range of classroom examples, illustrate how they can be put into practice with different age groups (from the early years through to age 11) and in different curricular areas – especially relating to literacy and numeracy, but also in specific subjects such as science, history, art and PE. Suitable for both newly qualified and experienced primary school teachers.

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Book Synopsis'An honest, down-to-earth story of one school’s journey towards replacing the tyranny of teacher marking with conferencing and feedback.' - Dame Alison Peacock, Chief Executive, Chartered College of Teaching One day, a headteacher saw a new teacher wheeling a suitcase out of school. ‘Going anywhere nice?’ he asked her. ‘Oh! No, unfortunately,’ she replied with dismay. ‘This is my marking for the weekend.’ Sound familiar? Determined to make a change, Lavender Primary School in North London took on the challenge of abolishing written marking altogether by introducing the revolutionary approach of providing immediate verbal feedback. The outcome? Reduced teacher workload, improved staff retention and more effective learning for children. Backed up by educational theory and full of practical advice, this entertaining and informative book takes you through the highs and lows of Lavender Primary School’s journey, so you can confidently follow the same steps to reform marking in your school. It features quick tips, reflective questions, fact files and chapter summaries for easy navigation. The topics covered include success criteria, effective questioning, mindset and resilience, reward and motivation and verbal feedback. Fast Feedback is written in an open, easy-to-read style and includes a foreword by Matthew Kleiner-Mann, leader of Ivy Learning Trust. Loved by fans of Ross Morrison McGill's Mark. Plan. Teach., this is book is perfect for senior leaders looking for a new whole-school approach to marking and feedback, as well as teachers searching for strategies to implement in their classroom.Trade ReviewAn honest, down-to-earth story of one school's journey towards replacing the tyranny of teacher marking with conferencing and feedback. Throughout there is a clear focus on the importance of creating a culture where all children and staff are trusted, have agency and embrace high ambition. The result is truly transformative practice achieved through collaboration with leadership that has the courage to disrupt traditional expectations of teacher behaviour. A great read. -- Dame Alison Peacock * Chief Executive Chartered College of Teaching, @AlisonMPeacock *Fast Feedback makes an important contribution to the debate on assessment. It offers a detailed analysis of how one primary school built on the best evidence to implement an approach to feedback in the classroom that reduces workload and improves learning. -- Leora Cruddas * Chief Executive of the Confederation of School Trusts, @LeoraCruddas *Fast Feedback makes complex ideas accessible and gives meaningful ways for teachers and leaders to reflect on their own practice and go on to make effective changes. It embeds the approach to feedback in the context of culture and pedagogy, and highlights the key importance of a safe learning environment for adults as well as students. -- Liz Robinson * Co-Director Big Education, @lizzierobinson3 *

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Book SynopsisLevel: KS1Subject: Maths & EnglishKS1 practice questions covering Year 2 topicsEverything children need for the school year in one book! Matched to the National Curriculum, this Collins Study & Practice Book covers all English and maths topics for Year 2, with key learning and practice for each topic. Perfect for continuing learning at home and supporting learning in school, this book includes progress tests and mixed practice tests to improve understanding, support children to catch-up and perform well in school.Children can record their own results in their progress chart too, supporting awareness and boosting confidence. Easy-to-use answers and a full glossary are also included.For even more practice, check out our Collins Year 2 English Targeted Practice Workbook (9780008125172) and Year 2 Maths Targeted Practice Workbook (9780008179007).

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Book SynopsisNumbers from one to one hundred climb to the top of an apple tree in this rhyming chant.

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Book SynopsisThis new book by authors Jane Emerson and Patricia Babtie follows on from their award winning book, the Dyscalculia Assessment. Once careful assessment has identified the particular numeracy difficulties your pupils may have, the Dyscalculia Solution provides a practical teaching guide for addressing and solving those difficulties. The Dyscalculia Solution includes step-by-step instructions on how to teach pupils to use whole numbers by talking and reasoning about them, and communicating their thinking in a verbal, diagrammatic and written form. The book includes scripts to emphasise the importance of using the correct language to develop numerical thinking, as well as teaching objectives, activities and games which are important for fostering a positive attitude to numeracy. Each new concept builds on previous understanding so that new facts are derived by reasoning from known facts. The Dyscalculia Solution is ideal for use with primary school children, but can easily bTrade ReviewThe Dyscalculia Solution represents an invaluable practical guide to acquiring numeracy skills, for children and struggling adults alike. The book contains exercises focusing on the physical realisation of quantity and the operations that can be performed when quantities are expressed in symbolic form. This multi-sensory approach accords with how we now understand the brain to abstract the concept of numeracy from our interactions with the cultural environment. The book will prove essential for parents and teachers alike. * Professor Michael S. C. Thomas, Professor of Cognitive Neuroscience, Birkbeck College University of London, Director, Centre of Educational Neuroscience *This is a resource which maths teachers will find unparalleled. It provides clear guidance as to how to help children with maths difficulties. It will help teachers to understand the underlying difficulties pupils may have and give them the knowledge as to how to support their pupils both in class and in one to one lessons. * Sue Dillon, Head of Learning Support, Thomas's Battersea, London *The Dyscalculia Solution is an absolutely must have for any teacher looking for solutions with children who experience difficulties with numbers. It is quite simply the most practical and inspiring book; an invaluable piece in a teacher’s toolkit. Straightforward to read, simple to implement in class and at home. A top quality resource. * Jenny Aviss, Director of schools, Alpha Plus Group Ltd *Table of ContentsPart 1: Foundations of numeracy: mental maths/ 1: Numbers 1 to 10 Counting/ 2: Numbers 1 to 10 Calculation/ 3: Numbers to 20: Counting/ 4: Numbers to 20: Calculation/ 5: Numbers to 100: Counting/ 6: Numbers to 100: Calculation/ 7: Multiplication and division/ Part 2: Formal Numeracy/ 8: The place value system/ 9: Formal written methods/ 10: Word problems/ Appendices

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Book SynopsisThe Bloomsbury Curriculum Basics series provides non-specialist primary school teachers with subject knowledge and full teaching programmes in a variety of key primary curriculum subjects._______________Teaching Primary French offers a jam-packed, practical and easy-to-apply programme to plan and deliver effective primary lessons that will inspire your class and extend their knowledge. Linked to the National Curriculum guidelines for KS1 and KS2, each chapter addresses a specific topic and includes extracts from the curriculum itself, alongside a helpful summary, relevant French vocabulary lists, cross-curricular links, and three fully-formed lesson plans. If you are a primary practitioner, a language tutor, or a subject co-ordinator who wants to plan and deliver an engaging programme in your classroom, an after-school club, or across your whole school, this book is for you!Trade ReviewI'm very pleased with the Bloomsbury Curriculum Basics range and would highly recommend them to home school parents and new teachers too. There's a wealth of knowledge to be gained from them as well as lesson plans to guide you through each lesson ensuring you meet the criteria. In my mind, they are a great investment as they'll see you through all 6 years of Primary education. -- Nazira, lovehijabgirl.blogspot.co.ukA detailed collection of lesson plans aimed at KS2 teachers with everything you need to confidently teach French. Lessons build up from a starting point of exploring languages and cover a wide range of topics including food and drink, hobbies and weather. Subject knowledge and grammatical concepts are also explored, with clear links to the National Curriculum and progression throughout KS2. A handy summary box at the start of each sequence of lessons ensures you are well equipped with the necessary language skills to successfully teach the children all they need to know. Useful cross-curricular links are also provided. -- The Teacher Magazine, NUT

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Book SynopsisThis essential guide provides clear and comprehensive support for those looking to introduce creative woodwork into early years settings. With theory, practical advice, stunning colour images and case studies, the book will inspire practitioners to embrace woodwork and encourage childrenâs independent creative learning.Focusing on the numerous benefits that working with wood offers young children, from boosting their self-esteem and problem-solving skills, to enhancing their communication and social development, the author draws on over 25 years of experience to discuss each and every aspect of establishing woodwork in the early years curriculum. Including practical information on materials and tools, staff training, and health and safety advice, this go-to guide provides a treasure trove of ideas to engage children at various stages of development, drawing the maximum benefit from working with wood and tools.Both inspiring and informative, Learning Through Woodwork will become an essential tool for early years practitioners and teachers wishing to explore and develop woodwork provision.Trade Review"The benefits that working with wood offers young children shine through in this timely and informative book that will become a mainstay of your setting."Neil Henty, Early Years Educator Magazine, UK."Every so often a book is written that helps practitioners to develop their work in deep and far reaching ways. This is that sort of book."Tina Bruce CBE, University of Roehampton, UK."With 25 years of experience, the author draws on practical examples, revealing a treasure trove of ideas to put into practice, as well as advice on materials and tools, and staff training."Neil Henty, eye"The book is carefully structured to guide the reader through a detailed rationale for teaching and learning through woodwork; these concepts build in a natural way as the book progresses, and are all underpinned by theoretical and pedagogical perspectives, as well as being placed within historical and current contexts. The case studies, as well as the photographic illustrations, interspersed throughout the chapters, all emphasise key principles for good practice, and bring the themes to life. The snippets of conversation and dialogue, recorded from conversations with children engaged in the projects, cannot fail to demonstrate the deep learning and thoughtful and reflective comments that children are capable of under the right conditions. As readers, Moorhouse gives us an insight into how his philosophy, and his vision for what is possible, can be made into a reality in any classroom or setting. The tone of the book is spot on, and speaks to the reader, making us feel as though we are being well advised by someone who understands."Susan Ogier, University of Roehampton, UKTable of ContentsAuthor’s Note Disclaimer Foreword – Tina Bruce CBE Preface – Rachel Edwards Author’s Biography Chapter 1 – Introduction: Why woodwork? Chapter 2 – Historical and pedagogical context Chapter 3 – Learning and Development Chapter 4- Equal opportunities Chapter 5 – Adult support Chapter 6 - Getting started Chapter 7- Extended learning projects Chapter 8 – Health and Safety Chapter 9 – Final words… Reference notes Bibliography List of case studiesResources & suppliers

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Book SynopsisThe Bloomsbury Curriculum Basics series provides non-specialist primary school teachers with subject knowledge and full teaching programmes in a variety of key primary curriculum subjects.This book is a revised and up-to-date hands-on guide to planning and delivering primary science lessons. Updates include the following topics:- Climate change- Citizen science- Outdoor learningEach chapter offers practitioners an essential summary of all the information and vocabulary needed as well as ready-to-go lesson plan ideas to successfully implement exciting, well-structured lessons that will keep your class riveted!This edition is updated and in line with National Curriculum guidelines for KS1 and KS2 and contains lesson plans, ideas for progression, useful websites and cross-curricular activities. This refreshing book will engage pupils, bring science to life and fully support teaching and learning in the classroom and across the whole school

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Book SynopsisThis highly accessible and much-needed resource sets out practical advice on positive behaviour management in primary schools, exploring how to support children effectively with their personal, social and emotional development.With an emphasis on implementable strategies, this book will give primary school teachers and staff an understanding as to why children may behave as they do, and what steps can be taken by the school to support a child's development. Considering a variety of factors that influence positive behaviour, such as environment, mental health, parents, and the importance of planning, this book is full of ideas that can be dipped in and out of for support in the classroom. Bite-sized and practical, this is a perfect book for busy teachers.Trade ReviewA thoroughly worthwhile read that should be on all initial teacher training (ITT) essential book lists. It provides no-nonsense, to-the-point advice for all teachers but especially for those who are new to teaching. The advice in this book could take a career to learn and master, yet is here for the taking. It's excellent value for money and time - far cheaper than a course! A positive and practical approach to behaviour management based on tried-and-tested experience and wisdom which has excellent advice for setting up a classroom and managing behaviour within it on a daily basis. Even after 30 years of teaching, I still learned some new strategies by reading this book. -- Alison Albion, Headteacher at WLSJ CE Primary School, LancashireLiz's succinct and practical style ensures that this text is accessible to all teaching practitioners. Easily read in one sitting to give an informed overview and a great reference book to aid support with everyday classroom issues. Deep yet accessible, this is a must-read for all those who are embarking on a teaching or teacher support career. -- Viv Formby, retired headteacherAs a Special Educational Needs Coordinator I find this book invaluable. The book is short enough for professionals to read quickly in its entirety. It is full of good suggestions which in my experience will actually make a difference. I can't recommend it enough. -- Be Rimmer, Primary Special Educational Needs CoordinatorAt a time when we are being told that there is a worrying increase in the number of young people and children reporting and being identified as having mental health problems, Liz William's book comes as a highly accessible and practical guide designed to help staff in Primary schools to understand the importance of and learn how to promote resilience and social and emotional wellbeing in young children. Without making explicit or becoming over technical, the book draws on a range of underlying theories and approaches, taking a practical 'what works' approach that is likely to be welcomed in schools as the introduction says by 'beginners' and those 'with less experience' and those in search of a quick prompt or reminder. -- Chris Watkinson, Educational PsychologistTable of ContentsIntroduction. 1. Definitions of behaviour. 2. Why we and children behave as we do. 3. The importance of expectations and teaching positive behaviour. 4. Focusing on Primary Behaviours and Least to Most Intrusive Interventions 5. Rights rules and relationships. 6. Observing behaviour within a classroom. 7. Antecedents, behaviour and consequences. 8. Rewards and Sanctions. 9. How do schools teach self-regulation? 10. The importance of environments and their impact on behaviour. 11. What we mean by nurture. 12. Whole School Approaches. 13. Additional Needs. 14. The Special Educational Needs Code of Practice and Children with Behavioural Needs. 15. The importance of having a plan when it all goes wrong 16. Supports for school staff. 17. Ten very important things to remember.

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Book SynopsisThis essential guide helps teachers refine their approach to fundamental challenges in the classroom. Based on research from cognitive science and formative assessment, it ensures teachers can offer all students the support and challenge they need and can do so sustainably.Written by an experienced teacher and teacher educator, the book balances evidence-informed principles and practical suggestions. It contains: A detailed exploration of six core problems that all teachers face in planning lessons, assessing learning and responding to students, Effective practical strategies to address each of these problems across a range of subjects, Useful examples of each strategy in practice and accounts from teachers already using these approaches, Checklists to apply each principle successfully and advice tailored to teachers with specific responsibilities. This innovative book is a valuable resource for new and experienced teachers alikeTrade Review"Through the use of vignettes, stories, and teachers’ own accounts, Harry Fletcher-Wood takes us on a journey, from the tokenistic adoption of assessment for learning that was so common in the Key Stage 3 Strategy, to a deep understanding of how we can make our teaching responsive to our students’ needs. I know of no other book that comes close to this in helping teachers really understand, at the deepest level, what makes teaching responsive to students, and how every teacher can use these ideas to improve their practice." - Dylan Wiliam, Emeritus Professor of Educational Assessment at the UCL Institute of Education, UK ""I taught poorly for a long time," Fletcher-Wood writes with humility at the outset of this outstanding and insightful book. He then proceeds to drill down into the details of design and decision-making, incorporating research and adapting it to the realities of the classroom. The result is a book that should ensure that teachers can reliably and sustainably help their students achieve the highest levels of success. I can’t recommend it highly enough." - Doug Lemov, author of Teach Like a Champion 2.0 and Reading Reconsidered and Managing Director at Uncommon Schools, USA "This deeply reflective book is rooted in a careful consideration of the realities of teaching and learning in school. It determinedly identifies and explores six enduring problems of teaching and explores each with a rich combination of research evidence; personal reflection; confident suggestion and grounded example. This approach makes it a hugely useful resource for teachers and school leaders alike. Anyone giving this book due attention will find their practice challenged and enhanced. Harry Fletcher Wood's humbly expressed insights have the potential to transform learning for teachers and for children in our schools." - Jonathan Gower, Headteacher at Sherwell Valley Primary School, UK "Like the title, the whole content of ‘Responsive Teaching’ draws on what is known from research into teaching, learning and assessment to offer thousands of nuanced suggestions for teachers of all subjects. By presenting chapters as a series of ‘problems’, Harry recognises all the inconsistencies and contradictions that teachers face in their daily routines. He offers his solutions by blending research findings with narratives of classroom settings – allowing teachers to work through their own versions of these ‘problems’ with planning, focus, assessment, etc. Teachers will enjoy systematic accounts of classroom practice, and all the frustrations we regularly feel, leading to explanations of strategies which are underpinned by research into learners’ experiences as well as pedagogical findings. Harry offers great value for teachers, Heads of Department and whole schools, in that the ‘problems’ identified exist for all of us, on a range of scales, and the suggestions and solutions offered can apply to a variety of situations.As a teacher of 28 years’ experience, I’m left with three main responses to this book: I wish I’d known all of this sooner I’m still doing so much wrong I can’t wait to put this into practice. This is the sort of book on teaching that you want to read again as soon as you’ve finished, and it’s the sort of book you want to give to your department and recommend to all your teacher friends not just because you think it’s going to make their teaching more effective, but because you think it’s going to make their teaching lives that bit easier too." - Lisa J. Pettifer, Head of English, Morton Academy, UK "This is a timely book serving the needs of busy school leaders and teachers who are eager to search for underlying academic research to underpin evidence informed practice in their school. Harry Fletcher-Wood does this for them and, as the Headteacher of a Research School, I can see this becoming the ‘turn to guide’ for discerning CPD organisers, research leads, subject specialists and a mainstay of journal clubs and staff micro research. Each chapter offers practical evidence based on research that is then supported by classroom examples and advice to respond to a common problem e.g. ‘How can we plan a unit, when we want students to learn so much, and have so little time?’ The responsive teaching guide takes the reader through research, raises questions that will be familiar to us all and guides us through ‘how can we make this work in reality’. Highly recommended." - David Jones, Headteacher at Meols Cop High School, UK "This is a timely book that combines being accessible and straightforward and therefore completely applicable to classroom practice with an underpinning evidence base and clearly articulated principles. As Harry states himself – too often teachers are given a description of what to do and how to do it, but no rationale for why it might work or indeed why this matters. This book addresses this problem head on, which makes it a powerful tool for all who want to improve classroom practice." - Professor Samantha Twiselton, Director of Sheffield Institution of Education, Sheffield Hallam University, UK "This is a hugely useful book. It identifies problems and combines research with plenty of practical examples to begin to solve them. A must-read for all teachers and school leaders." - Jemma Sherwood, Head of Mathematics, Haybridge High School and Sixth Form, UK"'I taught poorly for a long time…'This sums up the tone of this very helpful book. Harry Fletcher-Wood doesn’t preach from a position of assumed authority, despite the huge depth of knowledge and understanding he evidently has. Instead, he works with you to answer the questions that, as a teacher, you probably ask yourself most days. For example, how to fit everything you want students to learn into the limited time you have, how to know if they’ve learned anything and how to find out what they’re actually thinking.It’s an absorbing read. It really appeals to the researcher in me: the bibliography alone makes it a must-buy! But most importantly, it appeals to the teacher in me. As teachers, we want to help others learn, but how can we ensure that they do? And how do we know when this has happened? After summarising the evidence behind each question, Harry offers practical advice illustrated by case studies and exemplars, outlining research-informed approaches that are easily applicable within the classroom.This book will arm you with approaches you can use immediately in your planning, teaching and assessment. But it will leave you with a solid understanding of the research behind them, so that you can reflect on them and develop them further." - Niki Kaiser, Chemistry teacher and Network Research Lead, Norwich Research School at Notre Dame, UK "I found myself nodding along so much whilst reading Responsive Teaching that I genuinely had a sore neck afterwards. But the pain was worth it, for I feel I now have a deeper understanding and a stronger set of principles for planning more effective lessons, identifying what students know, and responding accordingly. Wow, this is an incredible book." - Craig Barton, Maths teacher and author of How I wish I’d taught maths, UK Table of ContentsForeword Dylan Wiliam Introduction: Getting responsive teaching wrong Problem 1: How can we plan a unit, when we want students to learn so much, and have so little time? Problem 2: How can we plan a lesson, when we want students to learn so much, and have so little time? Problem 3: How can we show students what success looks like? Problem 4: How can we tell what students learned in the lesson? Problem 5: How can we tell what students are thinking? Problem 6: How can we help every students improve? Problem 7: How can we make this work in reality? Conclusion

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Book SynopsisWith as many as 13% of children in schools in England receiving some form of SEN support, and waiting times of up to 3-5 years for a child to receive a formal diagnosis, there is a critical need for strategies teachers can use in the classroom and parents can use at home now. SEND Strategies for the Primary Years is the solution you've been looking for!The book gives teachers (and parents!) practical strategies that they can put in place while they wait for diagnoses, assessment or support. The strategies are practical, easy to implement and resource. Relevant to children who may be impacted by a range of SEND including autism, PDA, ADHD, dyslexia, DCD, dyscalculia, sensory processing differences, speech, language and communication needs and more. The book is split into seven areas of difficulties and provides the relevant support for: Speech, language and communication Literacy Numeracy Motor skills Emotional regulation Sensory differences

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Book SynopsisCovers the why, what and how of creative form drawing, providing a comprehensive, practical resource for teachers of children aged 9 to 12 years.Creative Form Drawing with children: Workbook 2 is a form drawing resource for teachers working with ages 9-12. It replaces the previous title, ?Creative Form Drawing for Children aged 10-12 years? and is designed to be used with the Steiner/Waldorf curriculum in classes four and five, although it will also be valuable to home-educating parents using the Steiner/Waldorf ethos as their base.Creative form drawing helps children develop hand-eye co-ordination, spatial orientation, observations skills, confident movement, drawing skills and the foundations of handwriting. Originally developed by Rudolf Steiner, creative form drawing is widely used in Steiner/Waldorf schools to enable healthy child development and learning.

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Book SynopsisAbout our authors Lesley Mandel Morrow is a distinguished professor of literacy at Rutgers University's Graduate School of Education, where she is director of the Center for Literacy Development. She began her career as a classroom teacher, then became a reading specialist, and later received her Ph.D. from Fordham University in New York City. Her area of research deals with early literacy development and the organization and management of language arts programs. Her research is carried out with children and families from diverse backgrounds. Dr. Morrow has more than 300 publications, including journal articles, book chapters, monographs and books. She has received Excellence in Research, Teaching and Service Awards from Rutgers University. She was the recipient of the International Reading Association's (now known as the International Literacy Association, or ILA) Outstanding Teacher Educator of Reading Award and the William S. Gray Citation of MeriTable of ContentsBrief Contents Looking at an Exemplary Early Literacy Classroom Foundations of Early Literacy: From the Past to the Present Assessment in Early Literacy Literacy and Diversity: Teaching Children with Different Needs Early Childhood Language Development: Birth to Age Two Language and Vocabulary Development: Preschool through Third Grade Emergent Literacy Skills and Strategies: Helping Children to Figure Out Words Phonological Awareness and Phonics Instruction Developing Comprehension of Text and Fluency Writing, Spelling, and Literacy Development Using Children’s Literature in the Classroom Creating a Motivating Environment for Literacy Development: Positive Mindset, Technology, Integration, and Play Organizing and Managing Literacy Instruction Family Literacy Partnerships

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Book SynopsisThe second edition of David Dunn''s bestselling How to be an Outstanding Primary School Teacher, now updated to reflect changes in teaching initiatives and educational policy, including valuable new content on using technology in the primary classroom.This book features lots of easy-to-introduce activities and techniques that will propel satisfactory and good lessons into the outstanding category - not just when being observed, but all the time. And the best news? It tells you how to do this without spending lots more time planning, researching and preparing ''out of this world'' lessons. David Dunn provides invaluable advice on all areas of classroom practice, from lesson planning to differentiation, questioning and assessment for learning. There are dozens of starters, plenaries and useful websites, and the author''s own website offers resources to save you even more time. A must for all primary school teachers who want to become outstanding, not just for the Trade ReviewThis book is filled to the brim with grounded, practical ideas to move your primary teaching to the next level. These are tried-and-tested suggestions, written in a warmly enthusiastic way, and they are a great read for newly qualified and seasoned teachers. * Stephen Lockyer, Enrichment Leader and Teacher *Written by an experienced primary teacher and head teacher, this book combines sage advice and a stunning range of activities to help you to improve all aspects of your teaching. It is an excellent addition to any teacher's armoury! * Paul Garvey, School Improvement Consultant and Ex-Ofsted Inspector, @paulgarvey4 *A must for all primary teachers who want to be outstanding, not just for inspectors, but for every child they teach. * Primary School Management *Student, NQT or experienced teacher – all will find this practical and down-to-earth book valuable. * Parents in Touch *Table of Contents1. The outstanding teacher … released! / 2. Relationships / 3. Planning / 4. Personalised learning / 5. Assessment for learning / 6. Classroom management / 7. Differentiation / 8. Questioning / 9. Technology in the classroom / 10. Community engagement / 11. Starters / 12. Plenaries / 13. Homework / 14. Support for teaching assistants and learning support assistants / 15. Self- evaluation and CPD / 16. Becoming outstanding and staying outstanding! Further reading and resources

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Book SynopsisThe sound of Sam's life was like the best piece of music you have ever heard. Everyone liked Sam, and Sam liked himself. But then one day the mud words begin and they get inside his head - and Sam can't hear the music anymore.Mud Boy is an illustrated book for ages 5-11, showing how children can go from being joyfully buoyant to totally deflated when being bullied and teased, and offering advice to get them back to their best. Mud, music and a family cat are used to conjure up the story to children in a very new and real way, showing that recovery happens through talking to others about our problems. The book also includes a guide for further talking points by Dr Pooky Knightsmith on how to discuss the topic, and the emotions that come up on reading the book, with children.Trade ReviewMud Boy is an excellent story for children about bullying. It explains the process of bullying really well, particularly the experience of being a victim. I really like how Sarah Siggs has explained the feelings of being victimised and how she uses mud as a metaphor to explain how bullied children can feel stigmatised and become ostracised by their peers. Sarah provides a useful way of how victimised children can move from feeling helpless to feeling empowered, and also helping other bullied children. There are also excellent resources at the end of the book to support adults to discuss the important issues raised in the book, including what children can do about bullying, and how they can help others who are bullies. -- Elizabeth Nassem, Educational Researcher, Birmingham City UniversityMud Boy has been such a special project to be a part of - from the moment Sarah, the author, first described the concept I could see that this would be a hugely powerful story to help children feel less alone and to encourage them to seek the support of an adult they trust if they need help with bullying. -- Dr Pooky Knightsmith, Mental Health Advisor, Author, Speaker & EducatorThis beautifully written and illustrated book addresses the issue of bullying in a sensitive way that captures the emotions of young children who are being bullied. It's also empowering as it offers the child solutions. The section for supporting adults provides many opportunities to enable children to explore the thoughts and feelings of those who experience or observe bullying. -- Helen Cowie, Professor, University of Surrey, author of Emily Is Being Bullied: What Can She Do?

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Book SynopsisDr. John A. Van de Walle (1943 to 2006) was a professor emeritus at Virginia Commonwealth University. He was a leader in mathematics education who regularly gave professional development workshops for K to 8 teachers in the United States and Canada focused on mathematics instruction that engaged students in mathematical reasoning and problem solving. He visited and taught in many classrooms and worked with teachers to implement student-centered mathematics lessons. He co-authored the Scott Foresman-Addison Wesley Mathematics K-6 series and contributed to the original Pearson School mathematics program, enVisionMATH. Additionally, John was very active in the National Council of Teachers of Mathematics (NCTM), writing book chapters and journal articles, serving on the board of directors, chairing the educational materials committee, and speaking at national and regional meetings. Dr. Karen S. Karp is a professor at JohTable of ContentsPART I: Teaching Mathematics Developmentally: Big Ideas and Research-Based Practices Teaching to Build Confident and Competent Mathematics Learners Exploring What It Means to Know and Do Mathematics Teaching Problem-based Mathematics Planning in the Problem-Based Classroom Creating Assessments for Learning Teaching Mathematics Equitably to All Students PART II: Teaching Mathematics Developmentally: Concepts and Procedures in PreK-8 Developing Early Number Concepts and Number Sense Developing Meanings for the Operations Developing Basic Fact Fluency Developing Whole-Number Place-Value Concepts Developing Strategies for Addition and Subtraction Computation Developing Strategies for Multiplication and Division Computation Algebraic Thinking Developing Fraction Concepts Developing Fraction Operations Developing Decimal and Percent Concepts and Decimal Computation Ratios and Proportional Reasoning Developing Measurement Concepts Developing Geometric Thinking and Geometric Concepts Developing Concepts of Data and Statistics Exploring Concepts of Probability Developing Concepts of Exponents, Negative Numbers, and Real Numbers APPENDICES Standards for Mathematical Practice NCTM Mathematics Teaching Practices from Principles to Actions Guide to Blackline Masters Activities at a Glance

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Book SynopsisSue Cowley's bestselling behaviour guide is back, updated and better than ever. Day after day, you arrive at your job, only to face students who simply will not behave. You begin to dread coming into work, knowing that you have to face such a difficult day What can you do? First, read this book.'In this brand new edition, Sue takes a detailed look at positive behaviour management, considers recent advances in understanding self-regulation, and offers specific advice on tackling behavioural challenges in the post-Covid classroom. Getting Your Class to Behave is the positive, practical answer to poor behaviour you've been looking for!The latest and greatest edition of the classic Getting the Buggers to Behave, this behaviour management bible has long been a firm favourite with trainees, early career teachers and experienced staff alike. The advice ranges from the basics of behaviour management to how to deal with any tricky class and

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Book SynopsisAn in-depth look at Centers for Teaching and Learning and their profound impact on US higher education. Centers for Teaching and Learning (CTLs) are important change agents on campus with strategies that are unique and impactfulbut sometimes unarticulated or misaligned. In this wide-ranging book, Mary C. Wright maps the landscape of 1,200+ CTLs in the United States through a unique approach: by conducting complex web searches to identify and categorize CTLs, then examining the wealth of information that is available on these institutions' own websites. The data she uncovers reveal important insights into CTLs' strategies and operations and offer a fuller picture of the impact these centers are making on US higher education as a whole. Drawing from this web-based methodology, as well as interviews with CTL leaders and staff, Wright provides a broad picture of educational development in the United States and examines trends in what CTLs aim to accomplish, key strategies for reaching thTrade ReviewCenters for Teaching and Learning will inspire anyone considering a nontraditional academic career. By reading this book, every professor motivated to improve their teaching will gain valuable knowledge of how to work with their campus CTL. Every president, provost or dean interested in developing and nurturing institutional structures that advance learning and bolster educators should place Centers for Teaching and Learning at the top of their must-read list.—Inside Higher EdCenters for Teaching and Learning does a remarkable service in compiling the data about the current state of pedagogy in American higher education and offers practical advice on how to create and operate these centers.—University BookmanTable of ContentsIntroduction: How Many Centers for Teaching and Learning Are There?1. What Are We Trying to Do? Key Center for Teaching and Learning Aims2. How Do We Get There? Center for Teaching and Learning Theories of Change3. What Tactics Do We Employ? Signature CTL Programs and Services4. How Are We Organized? CTL Leadership, Governance, Staffing, and Structures5. How Do We Make Visible Our Work? CTL Approaches to Evaluation in Annual ReportsConclusionAppendix 1: MethodologyAppendix 2: Retreat ModelsBibliographyNotesIndex

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Book SynopsisInstructional Strategies for Middle and High School is an accessible, practical, and engaging methods textbook that introduces pre-service teachers to various instructional strategies and helps them to decide how and when to use these methods in the classroom.Classrooms are comprised of diverse learners, and aspiring teachers will face complex decisions about student assessment. This book offers practical suggestions for ways to integrate effective classroom management and valid assessment techniques with each instructional strategy. Key features include: Clear, step-by-step descriptions of six instructional techniques that pre-service teachers can realistically implement within the classroom setting and videos of these strategies being employed in actual middle-school classrooms; Practical suggestions for ways to integrate effective classroom management and valid assessment techniques with each instructional strategy; ConcreteTable of ContentsIntroduction Part 1: Teaching on a Solid Foundation 1. The Learner and the Classroom Learning Community 2. What Students Learn (And You Teach) 3. Preparing Learning Targets and Assessing Student Learning 4. Long and Short Range Planning Part 2: Examining Six Instructional Strategies 5. Lecture/Interactive Presentation 6. Questioning 7. Cooperative Learning 8. Simulations, Role-Play and Dramatization 9. Discussion and Debate 10. Inquiry and Student-Directed Investigations Glossary

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Book SynopsisThis volume addresses challenges that the field of English language teacher education has faced in the past several years. The global pandemic has caused extreme stress and has also served as a catalyst for new ways of teaching, learning, and leading. Educators have relied on their creativity and resiliency to identify new and innovative teaching practices and insights that inform the profession going forward. Contributors describe how teacher educators have responded to the specific needs and difficulties of educating teachers and teaching second language learners in challenging circumstances around the world and how these innovations can transform education going forward into the future. Paving the way for a revitalized profession, this book is essential reading for the current and future generations of TESOL scholars, graduate students, and professors. Table of ContentsForeword List of Contributors Introduction [Liz England, Lía Kamhi-Stein, and Georgios Kormpas] Part I. Learning in English Language Teacher Education in Changing Times Introduction 1. Learning to Lead in Language Education [Andy Curtis] 2. Empowering Students to Utilize Their Full Language Spectrum: The Importance of L1 in These Changing Times [Sarah Sahr] 3. Top Ten Characteristics of 21st Century English Language Teachers [Willy A. Renandya and George M. Jacobs] 4. Training Teachers in an Interdisciplinary Approach through EMI: A Case Study in Greece [Chrysoula Lazou, Nikolaos Panagiotou, and Avgoustos Tsinakos] 5. English Language Teacher Education and Development through Language Teacher Associations: Opportunities and Challenges [Georgios Kormpas and Christine Coombe] Part II. Teaching in English Language Teacher Education in Changing Times Introduction 6. A Framework to ENABLE Teacher Learning [Gabriel Díaz Maggioli] 7. Team Teaching through the Voices of Teachers and Students in ELT Programs before, during COVID-19, and beyond [M. Martha Lengeling, Irasema Mora-Pablo, Amanda K. Wilson, and Edgar Emmanuell Garcia-Ponce] 8. Transforming Pre-Service Educators’ Preconceived Ideas of Teaching General Education Content through Task-Based Hybrid Instruction [Kate Mastruserio Reynolds] 9. Learning to Surf the Pandemic Wave: Interventions for Wellbeing and Inner Peace in an EFL Practicum Course [María Matilde Olivero and María Celina Barbeito] 10. Leveraging Virtual Professional Development to Promote Computer Science Education for Multilingual Students [Donna Eatinger, Dana Saito-Stehberger, Susan Krause, Jennifer Tsan, Sharin Rawhiya Jacob, Mark Warschauer, and Diana Franklin] Part III. Leading and Management in English Language Teacher Education in Changing Times Introduction 11. Reaching Program Outcomes during Pandemic: English Language Teacher Professional Development in Uzbekistan [Joan Kang Shin, Rebecca Kanak Fox, and Dildora Khakimova] 12. TESOL Programs in Flux [Priyanvada Abeywickrama, Stefan Frazier, David Malinowski, and Scott Phillabaum] 13. Steering the Ship While Staying The Course: New Directions for Supervised Teaching in MA TESOL Programs [Laura Baecher and Beth Clark-Gareca] 14. Unravelling the Quality Conundrum: Teacher Education Program Administration in the New Normal [Bahar Gün] 15. Worldwide TESOL Career Path Development: We Lift Each Other Up When We Fall [Julie Lake and Liz England] Coda: Addressing an Unpredictable Future Index

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Book SynopsisMany children avoid writing for a number of reasons perhaps they find it tedious or frustrating, or perhaps they have dyslexia or dysgraphia. This structured programme of writing activities and lessons makes writing engaging and accessible for reluctant writers, by encouraging primary teachers and learners to work together to develop children's writing skills.The book covers all aspects of primary school writing, including grammar, sentence development, punctuation, paragraph writing and planning. It also shows teachers how to develop self-sufficiency skills in writing and encourage learner independence. Each section in the book builds on previous skills learned, from word level up to creative writing skills, providing pupils with a complete range of writing tools. The ready-to-use resources for each topic - including mini lessons, discovery tools and activities - offer extensions and adaptations to suit all pupil needs, including fun ideas for multisensory learning, group

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Book SynopsisExam Board: GL AssessmentLevel & Subject: 11+ MathsSuitable for the 2025 testsPractice for your 11+ test in short, quick question burstsMaking sure your child is ready for the 11+ GL Assessment Tests by familiarising them with the real thing will help them do their very best in the 11+ tests. The Collins 11+ Quick Practice Test range gives children plenty of opportunity to test themselves in short, timed bursts, helping to build confidence and ensure 11 Plus test success.Children can have a go at realistic, 11 plus test-style questions22 timed tests get them used to working under pressureExample answers are worked out to show what examiners are looking forAll answers are explained to help improve understanding and check progressFor children age 9-10, the Collins 11+ Maths Quick Practice Tests (9781844199112) is also available.

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers. The 7+ books are designed for children aged 7+ who need more practice to acquire phonics skills.A community is thrown into chaos as a flock of hungry sheep take over the local town and cause mayhem! All the people want to do is live in peace once again, but who will be brave enough to stand up to this wacky woolly army?

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

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

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

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Book SynopsisThis book presents original, empirical research that reframes how educators should consider autism and educational inclusion. Rebecca Wood carefully unpicks common misapprehensions about autism and how autistic children learn, and reconsiders what inclusion can and should mean for autistic learners in school settings. Drawing on research and interwoven with comments from autistic child and adult contributors throughout, the book argues that inclusion will only work if the ways in which autistic children think, learn, communicate and exhibit their understanding are valued and supported. Such an approach will benefit both the learner and the whole classroom. Considering topics such as the sensory environment, support, learning and cognition, school curriculums, communication and socialisation, this much needed book offers ideas and insight that reflect the practical side of day-to-day teaching and learning, and shows how thinking differently about autism and inclusion will equip teachers to effectively improve teaching conditions for the whole school.Trade ReviewDr Wood's highly readable book deserves to become a classic. It is unique in the ease with which it connects complex ideas about autism with practical ideas about how to make inclusion work. I have learned an enormous amount from this book, and whether you're a parent, a teacher or just interested in autism this book is a must. -- Gary Thomas, Professor of Inclusion and Diversity, University of BirminghamRebecca Wood has opened the door for any teacher who wants to do better for autistic pupils. The lived experience of autistic people is eloquently woven through her important research findings. I urge all educators to embrace the key messages in this book, your pupils and their parents will thank you for it. -- Charlene Tait, Deputy Chief Executive, Scottish AutismBeautifully written, in a highly accessible style, Inclusive Education for Autistic Children tackles vitally important and complex issues in education for autistic children. Dr Rebecca Wood's depth of experience and expertise in both education and autism sing from every page. The clear message is that inclusion is not inclusion unless it is designed for all pupils, and we should stop trying to change children and start changing our educational practices. The prominent inclusion of diverse autistic voices, from both children and adults, weaves through and enriches this book, which will be invaluable reading for all involved with autistic children and schools. -- Professor Francesca Happé FBA FMedSci, Director, SGDP Centre, King's College London and Ex-President, International Society for Autism Research

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Book SynopsisA yearlong learning adventure designed to help you build a vibrant math communityA powerful math community is an active group of educators, students, and families, alive with positive energy, efficacy, and a passion for mathematics. Students, teachers, and leaders see themselves and each other as mathematically capable and experience mathematics as a joyful activity.Power Up Your Math Communityis a hands-on, 10-month guide designed to help you and your school maximize your students' math learning and strengthen your mathematics teaching and learning community. Each chapter offers a month's worth of practice-based professional learning focused on a desired math habit alongside parallel math problems and learning activities for teachers to use themselves and with students. This format allows educators to work together to improve math teaching and learning across a school year, building a strong foundation for students' mathematical proficiency,

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Book SynopsisSid is a rat at the tip, he lives there with his friends Cam and Tim. But while they sleep soundly in their snug beds Rick the cat is on the look out for some dinner. This exciting story is vividly illustrated by Tomislav Zlatic.This is a Band 01B/Pink B book in the Collins Big Cat reading programme which is a simple story with a familiar setting. This fiction book uses the focus phonemes s, a, d, t, p, i, n, r, ck, o, m, c, u, g and e. A picture of the tip on pages 14 and 15 shows all the rats' sleeping spots as well as Rick on the hunt to help children recap the story. This book has been quizzed for Accelerated Reader. For more guided reading books in this Collins Big Cat band, try In the Jungle (9780007512683) by Becca Heddle.

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Book SynopsisThe Shanghai Maths Project Year 2 Learning is a pupil textbook containing the Year 2 maths facts and full pictorial glossary to enable children to master the Year 2 maths programme of study for England. It sits alongside the Practice Books and the Teacher's Guide to complete the Shanghai Maths programme for Year 2.The Shanghai Maths Project Year 2 Learning is a pupil textbook containing: Maths facts for each topic with colourful models and images Full Year 2 pictorial glossary of mathematical termsIt sits alongside the Practice Books and the Teacher's Guide to complete the Shanghai Maths programme for Year 2.

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Book SynopsisThe Shanghai Maths Project is based on the maths programme delivered in Shanghai. This authentic resource will provide complete coverage of the curriculum for years 1-11 plus varied practice of key concepts and summative assessments for each year.This second edition of The Shanghai Maths Project is an authentic Shanghai resource adapted for the English curriculum. 2 workbooks per year Units of practice linked to the teaching in the Teacher's Guides End of unit tests, end of year test Learner books support pupils with key maths facts and vocabulary Full coverage of UK curriculum objectives

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Book SynopsisCollins Big Cat Phonics for Letters and Sounds features exciting fiction and non-fiction decodable readers to enthuse and inspire children. They are fully aligned to Letters and Sounds Phases 16 and contain notes in the back. The Handbooks provide support in demonstration and modelling, monitoring comprehension and expanding vocabulary.Cat and Dog have each found a nut, but will either of them be able to crack their nut to eat what is inside?Pink B/Band 1B offers emergent readers simple, predictable text with familiar objects and actions.The focus sounds in this book are:/g/ /k/ /e/ /u/ /r/ /h/ /b/ /f/ ck, ffPages 14 and 15 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Reading notes within the book provide practical support for reading Big Cat Phonics for Letters and Sounds with children, including a list of all the sounds and words that the book will cover.

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

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

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.Join a group of children as they all pile in to a little wooden sit-in car. Will there be room for Sam too?Pages 14 and 15 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Reading notes within the book provide practical support for reading with children, including a list of all the sounds and words that the book will cover.

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

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

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

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

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

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

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

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

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

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