Figures
1.1 Profile of an experienced reader 3
1.2 Variety in types and forms of everyday writing 6
1.3 Personal experience of language and literacy 9
1.4 List of parental involvement compiled by a group of teachers 13
1.5 The different ways that parents can support literacy 14
1.6 The cycle of teaching and assessment 18
1.7 The classroom as a language and literacy environment 20
2.1 Questions about reading 24
2.2 Children’s views about reading 24
2.3 Ten things we know about readers and reading 27
2.4 The range of readers 29
2.5 Boys’ and girls’ home reading - fiction and non-fiction books 31
2.6 Boys’ and girls’ home reading - comics and magazines 32
2.7 Strategies for getting meaning out of texts 34
2.8 Building on children’s knowledge of environmental print - Key Stage 1 36
2.9 Surveying environmental print - Key Stage 2 36
2.10 Managing classroom reading 37
2.11 An effective environment for reading - checklist 38
2.12 Getting the most out of picture books 40
2.13 Examining information books 42
2.14 Texts available in the classroom 43
2.15 Activities to help attentive reading 45
2.16 What shall I read? - prompts to help children choose 46
2.17 Story planning sheet 50
2.18 Analysis of The Guard Dog by Dick King Smith 51
2.19 Organising for a variety of groupings 53
2.20 Problems with reading 54
2.21 Screening Record for children experiencing difficulties with reading 56
2.22 Reading Scale of Progression 62-3
2.23 Progress made by a Year 3 class over one year 64
2.24 Grid for recording class progress in reading 65
2.25 Termly reading record 67
2.26 Taking it further: involving parents in supporting reading development 69
3.1 Teachers’ and children’s views about the purposes for writing 74
3.2 What children think about writing 76
3.3 Questions about writing 77
3.4 Ten things we know about writers and writing 81
3.5 A 4-year-old experimenting with writing 83
3.6 Drawing on oral experience in early writing 84
3.7 Using language knowledge drawn from home reading 84
3.8 Draft 1 Going on Holiday- the writer does not mark sentences 88
3.9 Draft 2 Going on Holiday- she inserts some full stops and deletes two ands88
3.10 Draft 1 The Duck Who Could Not Swim - outline story 89

-vii-

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Making Progress in English
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Figures vii
  • Acknowledgements xi
  • Overview of the Manual xiii
  • Chapter One - What Does Development in English Look Like? 1
  • Chapter Two - Reading 21
  • Chapter Three - Writing 71
  • Chapter Four - Speaking and Listening 139
  • Chapter Five - Knowledge About Language: the Technical Features of Language 191
  • Chapter Six - Study of Texts 235
  • Chapter Seven - The English Coordinator’s Handbook 299
  • Appendix 323
  • Author Index 355
  • Children’s Authors Index 356
  • Subject Index 357
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