Product Description

Still the biggest concern for many on initial teacher training courses is the acquisition of subject knowledge and the ability to translate that into effective teaching. This book extends and deepens trainees' English subject knowledge in a manner that assists them to use it more actively in planning and implementing lessons.

Product Details

• Amazon Sales Rank: #347370 in Books
• Published on: 2008-03-05
• Original language: English
• Number of items: 1
• Binding: Paperback
• 117 pages

Review
Building on their previous Learning Matters volume, the authors aim to extend the subject knowledge of newly qualified teachers with this recent publication. It offers a depth of knowledge and understanding beyond obtaining QTS amongst those nearing the end of their initial teacher education. The book offers practical examples set in the context of teaching strategies to give a broad and rich language curriculum as advocated by the Rose review. The authors go beyond this though by giving the theory behind the practical examples linking directly back to recent research and publications. The example tasks and case studies encourage the reader to be reflective and consider the implications of teaching programmes, observations and assessments on future teaching and learning opportunities. The theme of personalised learning, although not explicit, is carried throughout. The authors discuss phonics in the light of the Rose Review and succinctly present the aims for phonics in the National Curriculum. Although the book touches upon the analytic vs synthetic debate, it does not exalt one above the other but simply looks at the necessity to implement a suitable phonics programme that is consistent, regular and enthusiastic with a consistent vocabulary and common approach across the school. It was at this point that I really felt this publication would be useful to any teacher starting out on implementing the new framework and who does not consider literacy to be their main strength. This publication could quite easily accompany the myriad of in- service training taking place in schools in order to aid the smooth transition from NLS to PNS. The book also enters into the fascinating world of etymology when discussing spelling. It provides useful investigations and suggests websites for working on spelling rules. The book ventures into changes in pronunciation and the changes in English spelling over the last 1000 years. It also looks at the economising of language and how this impacts spelling and the creation of new words via expressiveness. It give strategies for understanding how English words came to be written as they are to lead to more effective spelling on the part of teachers and children. The chapter on punctuation acknowledges that although many people find this scary there is very little advice on how to teach it. The useful case studies here show the different uses of punctuation in a move towards a more investigative teaching approach. It makes some very interesting key points here about using punctuation in different ways for different effects rather than learning strict rules. Handwriting, a neglected area of literacy, is discussed with the focus on the need to make handwriting more automatic in order to aid children s ability to compose. Although, as an ardent fan of the fountain pen an unnecessary evil (p.67) I found this a little tough to take, this chapter contributes to a thought provoking debate. I found the discourse on touch-typing particularly interesting. The chapters on reading comprehension I found particularly valuable. Again I felt that this would be useful to teachers who are challenged by this particular aspect of literacy teaching. It looks at the different types of reading across the day and how important these aspects are to the effective teaching of reading. Interestingly the section on Guided Reading echoes the Searchlights model which many feel should not be completely discounted in favour of the simple view of reading. The final chapter carries forward the debate of the future of reading and books. Like the rest of this book, this chapter does not disappoint in provoking some important thinking and provides some engaging tasks to be undertaken. --Review in ESCALATE, May 2008

The book provides an extremely comprehensive yet at the same time succinct overview of aspects of English that trainees must know in order to achieve QTS in an accessible and clear way. The tone of writing breaks the subject content down, especially useful for those trainees who may feel insecure about background knowledge in relation to their own literacy teaching. Each chapter is an entity in itself which means that trainees can dip in and dip out as they need; the book does not need to be read from cover to cover. --Lecturer, University of Cambridge

It provides a wide sweep of key areas in the subject which 'situates' new and student teachers well. I also like the addition of the chapter on the development of the language (Ch.3) because it provides the backdrop for the succeeding chapters. Chapter 9 is in the spirit of the Primary National Strategy in terms of teachers choosing appropriate texts and approaches for their class. --Senior Lecturer, University of Cumbria

About the Author
Jane Medwell is Director of the Primary PGCE at the Institute of Education, University of Warwick. David Wray is Professor of Literacy Education at the Institute of Education, University of Warwick.