Understanding and Teaching Primary English

James Clements is an experienced teacher, researcher, and education writer. He has worked with groups of schools, education organisations and governments in the UK and across the world. James' principal areas of interest are children's development of language and language comprehension, how schools create rich reading cultures, and authentic ways of supporting children's written communication. Prior to this, James was a primary teacher and school leader in central London. He is the author of Teaching English by the Book. Mathew Tobin was a primary teacher and school leader for many years before becoming a senior lecturer in Primary English and Children's Literature. He continues to work closely with school practitioners and pupils particularly with a particular focus on raising standards in English. He is passionate about raising the profile of Reading Teachers and the Reflecting Realities agenda and teaches these areas at both Undergraduate and Postgraduate level. Mathew is often invited to chair discussions around Children's Literature, deliver keynotes and is involved in various judging panels. His own research interests include exploring the relationships between children's literature and the landscapes and the pedagogical potential and benefits of a locality-based curriculum.

Part 1: English in the Early Years Chapter 1: Reading in the Early Years: Theory Chapter 2: Reading in the Early Years: Practice Chapter 3: Writing in the Early Years: Theory Chapter 4: Writing in the Early Years: Practice Part 2: Oracy and spoken language Chapter 5: Talk, Oracy and Spoken Language: Theory Chapter 6: Talk, Oracy and Spoken Language: Practice Part 3: Reading Chapter 7: The Simple View of Reading: Theory Chapter 8: The Simple View of Reading: Practice Chapter 9: Becoming a Reader: Theory and practice in reading for pleasure Chapter 10: Teachers as Readers - Understanding the Importance of Children's Literature: Theory and Practice Part 4: Writing Chapter 11: The Teaching and Learning of Writing: Theory Chapter 12: The Teaching and Learning of Writing: Practice Chapter 13: Teaching Grammar and Punctuation in Context: Theory and practice Part 5: Vocabulary and word knowledge Chapter 14: Building Vocabulary and Word Knowledge: Theory and Practice Part 6: Curriculum, planning and assessment Chapter 15: Curriculum and Planning in Primary English: Theory Chapter 16: Curriculum and Planning in Primary English: Practice Chapter 17: Assessment in English: Theory Chapter 18: Assessment in English: Practice

I love this book. The approach of connecting the theory to practical applications is brilliant and you will find yourself nodding in agreement throughout. -- NATE, Primary Matters