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Primary English: Knowledge and Understanding 9th Revised edition [Hardback]

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  • Formāts: Hardback, 376 pages, height x width: 246x171 mm, weight: 820 g
  • Sērija : Achieving QTS Series
  • Izdošanas datums: 25-Mar-2021
  • Izdevniecība: Learning Matters Ltd
  • ISBN-10: 1529709792
  • ISBN-13: 9781529709797
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  • Hardback
  • Cena: 110,64 €
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  • Formāts: Hardback, 376 pages, height x width: 246x171 mm, weight: 820 g
  • Sērija : Achieving QTS Series
  • Izdošanas datums: 25-Mar-2021
  • Izdevniecība: Learning Matters Ltd
  • ISBN-10: 1529709792
  • ISBN-13: 9781529709797
Citas grāmatas par šo tēmu:


All the subject knowledge students need to teach primary English.

Secure subject knowledge and understanding is the foundation of confident, creative and effective teaching. To help your students master this, this comprehensive text includes subject knowledge from each part of the primary English curriculum and comes with a wide range of resources so students can test their growing knowledge as they progress through the course. 

  • an online English subject knowledge audit with the ability to share results
  • end of chapter self-assessment questions 
  • Interactive tasks
  • an English subject knowledge checklist
  • useful weblinks for primary English teaching
  • Recommended further reading
This new edition has been updated and includes a new chapter on children's common misconceptions in English.


All the subject knowledge students need to teach primary English.

Acknowledgements ix
Online resources xi
1 Introduction
1(8)
English subject knowledge really does matter!
3(1)
The Teachers' Standards
3(1)
Curriculum context
4(1)
English in the National Curriculum
5(1)
Early Years Foundation Stage and the Early Learning Goals
6(1)
Outcomes
7(1)
Statutory documentation
7(2)
2 Spoken English and Standard English
9(21)
Introduction
10(1)
Standard English
11(1)
Historical variation
12(3)
Regional variation
15(4)
Individual variation - register
19(7)
Further reading
26(4)
3 The nature of learning
30(17)
Introduction
32(1)
Approaches to learning
33(9)
Further reading
42(5)
4 The acquisition of language
47(13)
Introduction
49(1)
Theories about language acquisition
49(3)
How children learn language
52(3)
Further reading
55(5)
5 Representing sound in writing
60(21)
Introduction
63(1)
The sounds of English
63(8)
The symbols of English
71(2)
Visual patterns in English
73(2)
Morphemic and etymological patterns in English
75(1)
Further reading
76(5)
6 Words, vocabulary and morphology
81(31)
Introduction
83(1)
The origins of English vocabulary
83(15)
The structure of English words
98(8)
Further reading
106(6)
7 The grammar of the sentence in Standard English
112(25)
Introduction
114(2)
What is a sentence?
116(5)
What kinds of sentences are there?
121(2)
The component parts of a sentence
123(8)
Further reading
131(6)
8 The components of sentences
137(28)
Introduction
139(2)
Nouns
141(1)
Pronouns
142(1)
Determiners
143(2)
Adjectives
145(2)
Verbs
147(7)
Adverbs
154(2)
Conjunctions
156(2)
Prepositions
158(1)
Further reading
159(6)
9 Handwriting
165(15)
Introduction
167(1)
The decline of handwriting
168(1)
What does research tell us about the importance of handwriting?
169(6)
Some key lessons from research into handwriting, its place and function
175(1)
Further reading
176(4)
10 Punctuation
180(23)
Introduction
181(3)
Punctuation marks
184(14)
Further reading
198(5)
11 Cohesion: grammar at the level of the text
203(19)
Introduction
204(1)
The differences between spoken and written language
204(2)
What makes a text a text?
206(2)
What is cohesion?
208(1)
Cohesive ties
209(5)
Why is understanding cohesion important?
214(1)
Coherence
215(2)
Further reading
217(5)
12 The qualities of stories
222(25)
Introduction
223(1)
Why are stories important?
224(4)
What are stories?
228(2)
Story genres
230(1)
Story structures
231(3)
Evaluating and making judgements about stories
234(1)
Criteria for evaluating stories
235(6)
Further reading
241(6)
13 The qualities of poetry
247(27)
Introduction
248(2)
Why are poems important?
250(2)
What is poetry?
252(2)
Poetic devices
254(4)
Rhythm
258(2)
Poetry forms
260(4)
Evaluating and making judgements about poems
264(6)
Further reading
270(4)
14 The qualities of drama
274(24)
Introduction
275(1)
Drama in primary schools
276(1)
Why is drama important?
276(5)
Analysing drama texts
281(5)
Shakespearean drama at Key Stage 2
286(2)
Evaluating drama texts
288(6)
Further reading
294(4)
15 Looking at information books
298(18)
Introduction
300(1)
Looking critically at information books
301(9)
Further reading
310(6)
16 Electronic texts
316(11)
Introduction
317(1)
The characteristics of electronic texts
318(5)
Further reading
323(4)
17 Looking more closely at children's errors
327(12)
Introduction
328(1)
Learning from mistakes enhances learning
328(1)
Learning from mistakes improves effort and motivation
329(1)
The power of mistakes
330(1)
The mistakes children make in English
330(4)
Further reading
334(5)
Appendix: Irregular verbs in English 339(2)
Glossary 341(4)
References 345(10)
Index 355
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 Russian, and is learning Chinese. 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 learning devices. George Moore, now retired, was Senior Lecturer at the Institute of Education, University of Warwick. Vivienne Griffiths is a Professor of Education at Canterbury Christ Church University.