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This manual is designed to help teachers establish a principled framework for developing English at Key Stages 1 and 2. Covering all aspects of English, it will help teachers raise standards of achievement in pupils at all levels of fluency and confidence. The author uses case study material to relate theory to practice, covering issues such as classroom organisation and management. She also provides guidance for planning and developing ideas with colleagues and with children, and offers suggestions for teaching strategies and ways to evaluate teaching | Making Progress in English Eve Bearne 3 we M fractions udd did ontjwcu didn t--o MCSRose feti for help so Ijcgt sot oưd oat rx sef. couldn t understand. 5 xaOjL- IwoS tr tna to finish tte - Ỷ as I coudd because. don t Ute Vhxtnõrs One. page and than forgeb Hjuo to do li . inu thirgS io learni and tbau odd Seem rũĩHõữn r n died. The centre of tl a seed. Soft fleshy f Some fruit has thick before you eat it. Ott need to peel this off wash the fruit first. t -ùd to uoơtK ct l gơt stuck page 06 cyuck at all. do ikzre are So mi tke Some to me I found SoaỂ h A Sfar Lif vd a Ron Squib.-ppt niaji lừA out and lit tkf spcrilir. SuAdunlu a dasstz. Of- LxAt CùeAtJ d Over-tív ujo rd. LdtfjJ. BdX. Vlad kcê Jas Chasing it now. ft V Pnt down io ỹu.-CKỳ Making progress in English This manual is designed to help teachers establish a principled framework for developing English at Key Stages 1 and 2. Covering all aspects of English it will help teachers raise standards of achievement in pupils at all levels of fluency and confidence. The author uses case study material to relate theory to practice covering issues such as classroom organisation and management. She also provides guidance for planning and developing ideas with colleagues and with children and offers suggestions for teaching strategies and ways to evaluate teaching. Separate chapters deal with reading writing speaking and listening and these different threads are drawn together in sections on knowledge about language - including spelling grammar and punctuation - and study of texts - including media poetry drama response to literature and the use of non-fiction texts. The final chapter deals with policy and schemes of work. Each chapter also offers information on assessment recording and reporting frameworks for screening and supporting children who have difficulties with English gender working with parents and linguistic and cultural diversity. Eve Bearne teaches at Homerton College .
