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Primary English: Teaching Theory and Practice
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Primary English: Teaching Theory and Practice

Eighth Edition (Revised and Updated Edition)


June 2017 | 272 pages | Learning Matters

Now with online resources to support teaching practice!

An extensive knowledge of the primary English curriculum is not enough for trainee teachers, they need to know how to teach English in the primary classroom.

This is the essential teaching theory and practice text for primary English that takes a focused look at the practical aspects of teaching.  It covers the important skills of classroom management, planning, monitoring and assessment and relates these specifically to primary English, with new material on assessment without levels. Greater coverage of teaching grammar is also included, whilst practical guidance and features support trainees to translate their learning to the classroom and understand the wider context of their teaching.  And to support students even further with the very latest strategies in classroom practice, this 8th edition now includes online resources on the brand new companion website:

 

-          Practical lesson ideas for the classroom

-          The Primary National Curriculum for English in Key Stages one and two

-          Tips for planning primary English

-          A recommended children’s book list

-          Useful weblinks for primary English teaching

 

Using this new edition with the supporting online material makes it an essential guide to effective and creative English teaching.

 
Introduction
 
Learning English
 
Effective English teaching
 
Speaking and listening: developing talk in the primary classroom
 
Teaching reading at and before Key Stage 1
 
The teaching and learning of phonics
 
Teaching early writing
 
Teaching handwriting and spelling
 
Developing reading comprehension
 
Reading for information
 
Teaching writing at Key Stage 2
 
Teaching with electronic texts
 
Including all children
 
Organising and resourcing English at Key Stages 1 and 2
 
Assessing English

This is an excellent book for teaching children to read and write with guidance for new practitioners to improve and develop their practice. It is aimed at those undertaking initial teacher training so is not suitable for my current students however I would recommend it for further reading and those looking to go onto University.

Rachel Pearce
Health and Care, Middlesbrough College
May 16, 2018

This is an excellent text. Well laid out and easy to use and reference. We will use this as a core text.

Mrs Jane Scholey
School of Education, Oxford Brookes University
August 10, 2017

A clear, succinct and accessible text for all trainee teachers, highlighting links between theory and classroom practice

Mrs Susan Braud
Department of Teacher Education, Bedfordshire University
July 6, 2017

This book should be on every primary teacher training course's curriculum. It covers a lot of ground and is well-written and accessible.

Dr David Waugh
School of Education, Durham University
July 6, 2017

Comprehensive and well structured text, which supports trainee teachers in developing their knowledge and understanding of the complexities of teaching English.

Dr Tracy Whatmore
School of Education, Birmingham University
June 27, 2017

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Jane A Medwell

Jane Medwell taught in primary schools in Cardiff and South Devon, before moving into teacher education. She has lectured at the Universities of Cardiff, Plymouth and the College of St Mark and St John, and is currently Director of Teacher Education and Associate Professor at the University of Warwick. Her research and writing has covered areas such as the teaching of writing and the use of electronic books to teach reading. More recently she has begun a major research programme exploring the teaching of handwriting, and has begun a unique programme of teacher education in primary Modern Foreign Languages. She is fluent in French and... More About Author

David Wray

David Wray taught in primary schools for 10 years and is currently Professor of Literacy Education at the University of Warwick. He has published over 40 books on aspects of literacy teaching and is best known for his work on developing teaching strategies to help pupils access the curriculum through literacy. His work was made an integral part of the National Literacy Strategy in England at both primary (1997) and secondary (2001) levels. More recently he has acted as consultant to a number of electronic learning projects and has begun new research programs exploring the importance and teaching of handwriting, and the use of mobile... More About Author

Hilary Minns

Hilary Minns co-ordinates primary English courses in the Institute of /par1/Education, University of Warwick. More About Author

Vivienne Griffiths

Vivienne Griffiths is a Professor of Education at Canterbury Christ Church University. More About Author

Elizabeth A Coates

Elizabeth Coates is an associate fellow of the Centre for Education Studies at the University of Warwick. Prior to her retirement in 2013, she was an associate professor and director of the Early Childhood Studies undergraduate program at the University of Warwick. Since that time, she has worked on a part-time basis within the Centre teaching child development, education, and early years’ policy and practice. During her time at Warwick, she organized and directed five triennial international early years conferences and was founding editor of the International Journal of Early Years Education. Her background as an early years teacher has... More About Author

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