This is a book that charts young children’s early attempts to write as they struggle to communicate meaning for a variety of purposes. Each section deals with the appropriate research evidence on the development of children’s competence in literacy, and their growing awareness of genre, and uniquely, with a clear approach to teaching children from three to seven years. The text combines the necessary theoretical underpinning plus the day-to-day practical experience of working with young children in order to develop their understanding of the different forms and language of texts.
How do you teach grammar, punctuation and spelling in primary schools in a way that sparks children’s interest? Trainee and beginning teachers often find the teaching of grammar, punctuation and spelling especially challenging as they are not confident in their own knowledge. This book explores and provides the subject knowledge you will need to teach grammar, punctuation and spelling and gives guidance on how to teach it. It helps you to build confidence in your own knowledge, opening up the subject and enabling them to approach teaching with ease. Examples of effective lessons show you how to engage children’s interest in some of the more formal aspects of writing and throughout, activities and practical examples demonstrate how you can translate this learning into the classroom.
Literature search on improving boys’ writing by Daly, Caroline, Office for Standards in Education (OFSTED)Office for Standards in Education (OFSTED), corp creators. (2002) Literature search on improving boys’ writing.
This review considers the findings of recent literature on boys’ writing in Key Stages 1–4 in England, and refers to related literature from other parts of the United Kingdom, Europe, Australia and North America. It also includes some reference to the Reception year of the Foundation Stage.
(I have highlighted text for my own use)