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.
What a lovely comment left on my FaceBook page – humbling and heart warming
I was a guest speaker at Dagenham Library celebrating ALL WOMEN’S DAY where I read extracts from my books and talked about what inspired me to become an author. It was a wonderful day with so many astounding women talking about their various enterprises and achievements – in particular the esteemed lady Mayor of Barking and Dagenham herself Elizabeth Kangethe who was interested in ARTY TARDY! What an inspirational lady she is!
What a wonderful review!!!
“The book isn’t preachy, and nor is it moralistic. It does, however, pack a powerful message: That schools must do more to facilitate the inclusion of SEN children. It also identifies the single-most important point of mainstream education – that no children, with and without SEN, are “mainstream” at all. All children need the support of their peers and teaching staff to thrive.”
This afternoon I had a lovely ⅵsit to Earlham Primary School where I used to work as a Teaching Assistant. Head Teacher Laura Hewer was so warm and welcoming and it was great to see the staff and children who still remembered me! Even better is the fact that the teacher I used to work with – Miss Kirby – my hero and role model is going to be reading ARTY TARDY with a Year 6 class!
What a wonderful afternoon!