The latest teaching standards demand that all teachers 'take responsibility for promoting high standards of literacy and correct use of standard English, whatever the teacher's specialism'. That's no bad thing, but it leaves some of us feeling under-trained and over-exposed. Enter the Literacy Across the Curriculum Pocketbook. The book is based on four principles: literacy is important for all learning; we owe it to our pupils to help them develop their literacy; developing strategies for LAC enhances teaching and learning across the school; teachers do not have to be literacy experts to promote LAC. In a series of punchy chapters, (Speaking for Success, Write Better! Vamp up your Vocabulary, Splendid Spelling, Raring to Read) Caroline Bentley-Davies presents practical ideas and simple strategies for incorporating literacy skills into your own lessons. All this plus some really helpful advice on note-making and a self-audit LAC checklist."Literacy Across the Curriculum Pocketbook is a necessity for all teachers wanting to find manageable, effective and exciting ways of promoting literacy in their lessons. A great resource!" Justin Wakefield, Literacy & Numeracy Co-ordinator, Humberston Academy, Grimsby "Innovating tips, strategies and ideas to revitalise literacy in your lessons instantly. Every page offers simple and realistic approaches to promoting literacy across all subjects. Vamp up your vocab; make tricky spelling stick; weave literacy seamlessly into your lessons. I love it!" Lesley Ann McDermott, History Teacher, St Patrick's Catholic College, Thornaby-on-Tees "Contains everything you should know about Literacy and more. Written in a clear and concise manner, even as an experienced English teacher it still taught me a trick or two!" Sarah Martin, CPD Leader, Academies Enterprise Trust

This cartoon-illustrated pocketbook is aimed at teachers across all disciplines. It is based on a few key principles: literacy is important for all learning; we owe it to our pupils to help them develop their literacy; developing strategies for LAC enhances teaching and learning across the school; teachers do not have to be literacy experts to promote LAC.

We are truly in a new technical era where we must understand other cultures and languages and where our workforce will increasingly be limited in proficiency with English. At the time of entering the workforce this population will need a whole new set of abilities with which to function. Based on their many years of experience in the Parents Reading Conference at Fordham University, their labors at the Westchester Reading Council, and the Reading Institute at Fordham University, the authors have written an essential work addressing literacy in the classroom. Included is an examination of the issues surrounding literacy and transmission of culture, implementation issues such as how to set up and manage an interactive elementary classroom, how to evaluate student behavior using the techniques of story telling, how to translate story-telling to its visual forms, and finally an in-depth investigation into integrating literacy through all subject areas.

The drive in schools to ensure that all students reach their potential is fuelled by a wealth of data for tracking progress and revealing which groups and individuals are underachieving. The challenge for teachers is to find strategies that 'close the gap', allowing every pupil the best possible chance of success. With characteristic energy, Caroline Bentley-Davies shows how to strengthen learning and engagement, so boosting progress and attainment. After dispelling some commonly held beliefs about raising achievement, Caroline describes a 'climate for achievement'. Drawing on education research on feedback, metacognition and motivation, she brings theory to life with examples and case studies. Her section on exams and revision cleverly applies the theory of marginal gains and elsewhere she highlights the role of parents and peers and stresses the importance of great CPD. A thought-provoking read that could raise your game and improve student outcomes.

Current research increasingly highlights the role of early literacy in young children's development--and facilitates the growth of practices and policies that promote success among diverse learners. The Handbook of Early Literacy Research presents cutting-edge knowledge on all aspects of literacy learning in the preschool years. Volume 1 covers such essential topics as major theories of early literacy; writing development; understanding learning disabilities, including early intervention approaches; cultural and socioeconomic contexts of literacy development; and tutoring programs and other special intervention efforts.

By helping students to recognise, understand and handle emotions- their own and others' - we can build their self-esteem, improvetheir confidence and pave the way for them to becomeeducationally and socially successful. The authors use casestudies to demonstrate the effectiveness of helping children tofeel CLASI - Capable, Listened to, ......

Most children develop speech, language and communication skills instinctively, a process that begins at birth and continues into adulthood. However, in most classrooms there are children - as many as 50% in some areas - who have not acquired the fundamental spoken and written skills that underpin all types of social interaction, skills that are essential for success in education and at work. This book shows teachers how to support pupils with SLCN - speech, language and communication needs. Written by a speech and language therapist and a secondary teacher working in mainstream schools, this highly illustrated Pocketbook begins by defining SLCN and placing it against a backdrop of normal language development. The authors identify who has SLCN and explain how weak communication skills lead to academic, social, emotional and behavioural problems. Language is both received and transmitted; both input and output pose problems for pupils with SLCN. A chapter on attention and listening covers hearing impairment, auditory memory, teacher talk and active listening skills. It is followed by sections on receptive language difficulties - understanding concepts and inference, reasoning and deduction - and expressive language difficulties: building sentences and narrative in speech and writing. Speech difficulties such as stammering, phonological difficulties, articulation and voice disorders are also covered. Learning, storing and retrieving vocabulary are given a section of their own as is social communication. The book concludes with ideas for implementing a whole school approach. Cartoons, diagrams and visual prompts support the text throughout.