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A collection of poems and riddles, songs and chants, both traditional and modern. The material has been selected by Myra Barrs and Sue Ellis of the Centre for Language in Primary Education, and should be suitable for children who are beginning to read independently.

Addressed to early childhood educators in Scotland, this guide shows how adults working in preschool and early primary school settings can maximize children's interest, knowledge, and skills in writing, and actively foster the disposition to be a writer. Following an introduction, the guide is presented in four parts. Part 1, "Teaching Writing 3-8," focuses on the role of preschool and primary school environments in promoting emergent literacy, makes suggestions for nourishing children's enthusiasm for writing, and examines the importance of a responsive curriculum for fostering interest in print and literacy. Part 2, "Print and Forming Letters," concerns what children need to learn, what they see as important, and what they understand about letter writing. This part also presents suggestions for identifying children's current level of understanding, modeling print and letter formation, and incorporating mistakes as part of the learning process. Part 3, "Writing Is Important," focuses on the importance of learning the functions of writing, the role of the family in early writing, and what educators need to know and do regarding the intentions, formats, and functions of writing. Suggestions are offered for providing writing opportunities and for supporting children as writers. Part 4, "Stories," discusses how a story telling environment enhances early writing, the characteristics of children's early stories, how adults can prompt children's stories, how they can teach children to write stories, and the role of writing as a social and personal activity. The guide includes numerous examples from practice and questions for reflection. Contains a list of 12 references and suggested readings. (KB)

In Proud Patrick Peacock and Other Stories, Sue Ellis presents six funny, modern fables from a 'bird's-eye view', each one set in her favourite places in Great Britain: Arran, Coniston, Liverpool, York, Sheffield and London. She hopes to inspire children to overcome life's difficulties and become the best versions of themselves through wise choices, just as the birds do in the book. Children will find delight in these tales about 'quirky birds with attitudes' and parents, grandparents and teachers will love sharing them too. Teachers will be glad to know that this book complements schools' Personal, Social and Health Education (PSHE) and Social and Emotional Aspects of Learning (SEAL) curricula.

A collection of poems and riddles, songs and chants, both traditional and modern. The material has been selected by Myra Barrs and Sue Ellis of the Centre for Language in Primary Education, and should be suitable for children who are beginning to read independently.

Please note that the Print Replica PDF digital version does not contain the audio. English for Aviation is part of the EXPRESS SERIES. It has been designed to help students reach ICAO Operational Level 4. It can be used to supplement a regular coursebook, on its own, as a stand-alone intensive specialist course, or for self-study. English for Aviation will help pilots and air traffic controllers with standard phraseology as well as improve plain English in the skills areas specified by ICAO.

A collection of poems and riddles, songs and chants, both traditional and modern. The material has been selected by Myra Barrs and Sue Ellis of the Centre for Language in Primary Education, and should be suitable for children who are beginning to read independently.

An illustrated collection of poems in many different moods and styles from limericks and nonsense verse to thoughtful poems about the natural world. The collection features poems by some of today's popular poets including Michael Rosen and Colin McNaughton alongside Shelly and Thomas Hardy.

This submission for a PhD explores some of the paradigms of literacy research, and how teachers are positioned to use the knowledge generated to inform literacy education in schools. It draws on the candidate's published work from specific intervention and research projects to examine, on one hand, how a variety of research paradigms position teachers and teaching in relation to evidence based practice, and on the other, how Scottish teachers are professionalized to attend empirical evidence. It highlights how the class of rhetorical traditions creates a theory-practice divide which teachers are not well-placed to negotiate. Recasting educational theory to develop and empirical evidence base to ground the theorization of teachers' classroom work would help promote evidence-informed decisions and about literacy curriculum design and teaching.