Recommended Titles for Supporting Parents

The Basic Skills Agency have brought out a publication titles ‘Phonics for Families’ which contains a training pack for delivery to parents on early phonics as well as other titles to promote reading at home.

These titles and others can be found on the Niace website below through the ‘Families’ link.

• www.niace.org.uk

Letters & Sounds

These two publications can be ordered from DCSF

email: dcsf@prolog.uk.com

Tel: 0845 60 222 60

Letters & Sounds:
Principles and practice of high quality phonics

Reference number:
00281-2007FLR-EN

Letters & Sounds:

Principles and practice of high quality phonics Phase One Teaching Programme

Reference number: 
00113-2008PCK-EN

Book Bands for Guided Reading: A Handbook to Support Foundation and Key Stage 1 Teachers 4th Edition

This recent book bands 4th edition how supports the selection of guided reading books using the phonic phases.

ISBN: 9780854737871

Publisher: Institute of Education
Pub.

Date:15 Oct 2007

Teaching Synthetic Phonics

Rhona Johnston, University of Hull
Joyce Watson, University of St Andrews

Written for both in-service and trainee teachers, this new title is a practical, up-to-date guide on how to teach children to read using synthetic phonics - the approach that will be adopted in all schools in England from 2007. It describes several different approaches to systematic phonics teaching, together with the rapid progress in word recognition ability that can result. The book also includes case studies, advice on how to diagnose children's phonic skills, and how to locate and remediate their weaknesses. Further, it also provides guidance on how teaching assistants can support the work of the classroom teacher.

ISBN:  9781844451210

Pub. Date: 06/09/2007

• www.learningmatters.co.uk

Bringing Words to Life
Robust Vocabulary Instruction

Isabel L. Beck, Margaret G. McKeown, and Linda Kucan

Exciting and engaging vocabulary instruction can set students on the path to a lifelong fascination with words. This book provides a research-based framework and practical strategies for vocabulary development with children from the earliest grades through high school. The authors emphasize instruction that offers rich information about words and their uses and enhances students' language comprehension and production. Teachers are guided in selecting words for instruction; developing student-friendly explanations of new words; creating meaningful learning activities; and getting students involved in thinking about, using, and noticing new words both within and outside the classroom. Many concrete examples, sample classroom dialogues, and exercises for teachers bring the material to life. Helpful appendices include suggestions for trade books that help children enlarge their vocabulary and/or have fun with different aspects of words.

ISBN 978-1-57230-753-7

• www.guilford.com

Supporting children with speech, language and communication needs: Guidance for practitioners in the Early Years Foundation Stage

Audience:
Early Years Practitioners, Early Years Providers, Early Years Teachers, Headteachers, Local Authorities, Teachers, Teaching assistents

The focus of this Early Years section of the Inclusion Development Programme (IDP) is supporting children with speech, language and communication needs. It is relevant to all practitioners, teachers, managers and leaders working within the EYFS, with children from birth to the age of five.

This booklet and the interactive DVD should be used in a group with colleagues to form the basis of continuous professional development (CPD) sessions. The content of the DVD reflects the content of the booklet, giving video examples of real practice and activities that will promote further reflection and development. These materials will help improve provision for all children, and will particularly support in developing more inclusive practice, especially for children with speech, language and communication needs.

The materials are organised according to the four sections of the EYFS; 'A unique child'; 'Positive relationships'; 'Enabling environments'; and 'Learning and development'.

Foundations of Literacy

Sue Palmer and Ros Bayley

By Network Press
To devise Foundations of Literacy, Sue and Ros worked with speech and language therapists, educational psychologists, experts in child development, music specialists and early years practitioners in the UK and around Europe, notably Finland (a country famed for its high achievement in literacy). The key message of the project is that, before embarking on formal literacy learning, children need time to develop:

• speaking, listening and attentional skills

• concepts of print and understanding of phonics

• the physical skills that underpin handwriting.

The book therefore sets out seven strands of practice (all consistent with good early years practice, and the Curriculum Guidance for the Foundation Stage in England) which should form the basis of literacy teaching for children between the ages of three and six.

ISBN 1-85539-093-0