Learning to Be a Primary Teacher : Core Knowledge and Understanding.

Cover -- Title Page -- Copyright Page -- Contents -- Meet the authors -- Acknowledgements -- Introduction -- Reference -- 1. Using research -- Teachers' standards -- Professional links -- Chapter objectives -- How to locate research -- Systematic synthetic phonics -- Definitions -- Evidence for synthetic phonics -- Evaluate -- Evidence for analytic phonics -- Evaluate -- Evaluating the research evidence -- Challenge -- Apply -- Models of reading development -- The Simple View of Reading -- Evaluate -- Challenge -- Challenging the research evidence -- Apply -- Ehri's model of reading development -- Evaluate -- Evaluating the research evidence -- Challenge -- Challenging the research evidence -- Apply -- Synthesis of the research -- Spaced or distributed practice -- The impact of social deprivation -- Rosenshine's principles of effective instruction -- Differentiation -- Beliefs about intelligence -- Assessment -- Critique of learning styles -- Discovery learning -- Read -- Evaluate -- Challenge -- Apply -- Grouping -- Read -- Evaluate -- Challenge -- Apply -- Reading for pleasure -- Read -- Evaluate -- Challenge -- Apply -- Deployment of support staff -- Read -- Evaluate -- Challenge -- Apply -- Assessment, marking and feedback -- Read -- Evaluate -- Challenge -- Apply -- Active learning -- Evaluate -- Challenge -- Apply -- Learning retention: evidence from cognitive psychology -- The dynamic model of educational effectiveness -- Evaluate -- Challenge -- Apply -- Use of praise -- Evaluate -- Challenge -- Apply -- Critical reflections -- Key readings -- References -- 2. Developing high expectations of your pupils -- Teachers' standards -- Professional links -- Chapter objectives -- Having a moral purpose -- Developing a culture of high expectations -- Critical questions -- Motivating your pupils -- Critical questions -- Enhancing self-esteem.

Critical questions -- Supporting pupils' well-being and mental health -- In practice -- Critical questions -- Extended thinking -- Developing relationships -- Addressing disadvantage -- In practice -- Critical questions -- Powerful knowledge -- Adaptive teaching -- Challenging higher attainers -- Critical reflections -- Key readings -- References -- 3. How children learn -- Teachers' standards -- Professional links -- Chapter objectives -- Working memory -- Central executive -- Phonological loop -- Visuospatial sketchpad -- Episodic buffer -- Long-term memory -- Schemata -- Retrieval -- Spaced or distributed practice -- Sequencing learning -- Interleaving -- Scaffolding -- Fading -- Critical questions -- Cognitive load -- Language and communication development -- Critical questions -- Supporting children with speech, language and communication difficulties -- Critical questions -- The early stages of reading development: pre-reading skills -- Emergent reading -- Concepts about print -- Critical questions -- Development of auditory and phonological awareness -- Critical question -- Compound word blending and segmenting -- Critical questions -- Syllable blending and segmenting -- Critical question -- Onset and rime blending and segmenting -- Critical question -- Phoneme blending and segmenting -- Critical questions -- Rhyme awareness -- Critical questions -- Development of visual attention -- Development of visual discrimination -- Critical questions -- Development of visual memory -- Critical questions -- Development of visual sequential memory -- Critical questions -- Theories of reading development -- In practice -- Supporting children with reading difficulties -- Writing development -- Emergent writing -- Writing words and labels -- Writing captions -- Writing a sentence -- Supporting children with writing difficulties -- Development in spelling.

Behaviourist theories -- In practice -- Rewards -- Critical questions -- Constructivist theories -- Vygotsky -- In practice -- Critical questions -- Bruner and scaffolding -- Critical questions -- Extended thinking -- Piaget -- Evidence-based teaching -- Evaluate -- Challenge -- Apply -- Critical questions -- Extended thinking -- Current perspectives on development -- Extended thinking -- Mathematical development -- Critical question -- Evidence-based teaching -- Evaluate -- Challenge -- Apply -- In practice -- Critical questions -- Technology -- Critical questions -- Critical reflections -- Key readings -- References -- 4. Subject and curriculum knowledge -- Teachers' standards -- Professional links -- Chapter objectives -- What is subject knowledge? -- Aspects of subject knowledge -- Evidence-based teaching -- Evaluate -- Challenge -- Apply -- Substantive and disciplinary knowledge -- Substantive knowledge -- Disciplinary knowledge -- Subject-specific terminology in English -- In practice -- Progression in mathematics -- Strand: progression in geometry -- Strand: progression in number and place value -- Children's misconceptions in mathematics -- Misconception 1 -- Misconception 2 -- Misconception 3 -- In practice -- Subject knowledge in science -- Critical questions -- Subject knowledge in history -- Critical questions -- Subject knowledge in geography -- Fieldwork -- Selecting localities -- Broad dimensions of progress -- Checking your geography subject knowledge -- Subject knowledge in music -- Subject knowledge in art and design -- Subject knowledge in physical education -- Critical question -- Subject knowledge in computing -- Subject knowledge in languages -- Critical questions -- Subject knowledge in religious education -- Progression in design and technology -- Critical questions -- Extended thinking -- Evidence-based teaching -- Evaluate.

Challenge -- Apply -- Extended thinking -- Technology -- Critical reflections -- Key readings -- References -- 5. Subject knowledge in English -- Teachers' standards -- Professional links -- Chapter objectives -- Spoken language -- Registers for effective communication -- Static register -- Formal register -- Consultative register -- Casual register -- Intimate register -- Teaching children about register -- Modelling register -- Rules for communication -- Use of Standard English -- Discussions -- Debates -- Critical questions -- Reading development -- The Simple View of Reading -- Critical questions -- Critical questions -- Pre-alphabetic phase -- Partial alphabetic phase -- Full alphabetic phase -- Consolidated alphabetic phase -- Phonological and phonemic awareness -- Enunciation of phonemes -- Smallest meaningful units of sound -- Sound buttons -- Evidence-based teaching -- Evaluate -- Challenge -- Apply -- The alphabetic code -- The simple alphabetic code -- The complex alphabetic code -- Key concepts which you must understand -- Extended thinking -- Exception words -- Decoding and encoding -- Decodable texts -- Critical questions -- Morphology -- Phrasing -- Reading with expression -- Reading comprehension -- Critical questions -- Reading comprehension strategies -- Reading as a writer -- Reading pictures -- Developing familiarity with texts -- Book introductions -- Building memory -- Retelling stories -- Sequencing events -- Making predictions -- Questioning -- Other reading comprehension strategies -- Inference -- Reading for pleasure -- Evidence-based teaching -- Evaluate -- Challenge -- Apply -- In practice -- Critical questions -- Critical questions -- In practice -- Spelling -- Applying phonics knowledge to spelling -- Spelling rules -- Spelling by analogy -- Critical question -- Mnemonics -- Dictionaries -- Thesaurus.

Critical questions -- Spelling common exception words -- Spelling through syllables -- Prefixes and suffixes -- Look, cover, write, check -- Critical questions -- Homophones and near-homophones -- Contractions -- Critical question -- Possessive apostrophe -- Dictation -- Critical question -- Multi-sensory approaches -- Developing children as writers -- Oral rehearsal -- Contexts and purposes for writing -- Scaffolding creativity in narrative writing -- Editing writing -- Writing poetry -- Vocabulary, grammar and punctuation -- Critical questions -- Grammar for writing -- Word classes -- Grammar at sentence level -- Example -- Compound sentences -- Complex sentences -- Example -- Punctuation -- Text cohesion and coherence -- Varying sentence types -- Paragraphing -- Extended thinking -- Technology -- Critical reflections -- Key readings -- References -- 6. Subject knowledge in mathematics -- Teachers' standards -- Professional links -- Chapter objectives -- Addition -- Expected at the end of Early Years Foundation Stage -- Expected at the end of Year 1 -- Expected at the end of Year 2 -- Expected at the end of Year 3 -- Expected at the end of Year 4 -- Expected at the end of Year 5 -- Expected at the end of Year 6 -- Critical question -- Subtraction -- Expected at the end of the Early Years Foundation Stage -- Expected at the end of Year 1 -- Expected at the end of Year 2 -- Expected at the end of Year 3 -- Expected at the end of Year 4 -- Expected at the end of Year 5 -- Expected at the end of Year 6 -- Critical question -- Multiplication -- Expected at the end of the Early Years Foundation Stage -- Expected at the end of Year 1 -- Expected at the end of Year 2 -- Expected at the end of Year 3 -- Expected at the end of Year 4 -- Expected at the end of Year 5 -- Expected at the end of Years 5 and 6 -- Critical question -- Division.

Expected at the end of the Early Years Foundation Stage.

This fully revised essential guide gives all primary trainees and early career teachers the key knowledge, understanding and skills they need to succeed.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.