Don't Call it Literacy! : What every teacher needs to know about speaking, listening, reading and writing.

Don't Call it Literacy! : What every teacher needs to know about speaking, listening, reading and writing.

""Every teacher in English is a teacher of English, "" said George Sampson, one of the early school inspectors, back in 1921. It's never been truer, or more relevant. Literacy has a major impact on young people's life-chances and it is every teacher's responsibilit...

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Bibliographic Details
Main Author: Barton, Geoff
Format: eBook
Language:English
Published: Hoboken : Taylor and Francis, 2012.
Subjects:
Literacy > Great Britain.
Language arts > Great Britain.
Language arts
Literacy
Education.
Social Sciences.
Education, Special Topics.
Great Britain
Online Access:Click for online access
Table of Contents:
  • Front Cover; Don't Call it Literacy!; Copyright Page; Contents; Introduction: why literacy matters; Part one: literacy essentials; What we know about literacy in the UK; How much does a teacher of any subject need to know about literacy?; How to be effective as a literacy coordinator; How a consistent whole-school approach to literacy can help pupils to learn better; What Ofsted expects to see as evidence of whole-school literacy; Part two: speaking and listening; Essential knowledge at a glance; What research tells us about classroom talk; Exploring different types of talk
  • How to organise group talkWhy group work matters; Why body language matters so much in teaching; How to enter the classroom; How to use the classroom space; How to avoid letting no-go zones develop in your classroom; Where and how to stand in class; How other aspects of body language can help to improve your communication; How to talk less; How to use language to manage transitions within lessons; How to explain things more clearly; How to make explanations more powerful; How to ask better questions; Part three: reading; What research tells us about reading
  • How to evaluate the types of reading demands made in your subjectHow to build a reading culture; How to develop pupils' range of reading strategies; Reflecting on your own reading skills; How we skim texts; How we scan texts; How to encourage pupils to read texts actively; How to develop pupils' analytical skills in reading; How to help pupils to spell more accurately; How to help pupils to revise; How to help pupils to develop independent study skills; How to promote independent research; How do we promote 'reading for pleasure'?; Part four: writing; What research tells us about writing
  • Five things every teacher ought to know about writingHow to write: seven hints; How to improve the accuracy of your own writing; Evaluating the main writing ingredients needed for your subject; How to teach pupils to write; Helping pupils to write better; How to write a recount; How to write analytically; How to write discursively; How to write to evaluate; Writing to explain; Writing to inform; Writing instructions; Writing to persuade; Writing to report; Appendices: Glossary of grammatical terms; Subject-by-subject spelling lists; Week-by-week spellings; Reading list; Afterword; Index

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