Faced with the limitations of traditional testing, teachers across the country are searching for new ways to make students' achievement in the classroom count for more - a system of measurement that recognizes difference and reflects the full range of linguistic and cultural experiences. Assessing Literacy with the Learning Record is that tool, presenting a framework that translates teachers' observations into a disciplined, systematic, standards-based reporting process. 
 Mary Barr and Margaret Syverson have taken the best of the British Primary Language Record and adapted it for use in American middle and high schools. The Learning Record assessment system recognizes contributions from all stakeholders in the process. Teacher narratives, samples of student work, and interviews with parents combine to provide comprehensive evidence of students' progress toward agreed-upon goals and standards. Teachers summarize and record this information, using it both to inform their own teaching and to provide a more uniform and quantifiable record of literacy achievement. 
 Assessing Literacy with the Learning Record includes all of the materials needed to begin using the Learning Record. It offers clear explanations of each part of the Learning Record; guidelines for observing and recording student activity; and examples from actual learning records kept by classroom teachers. There is also a complete set of reproducible forms for compiling and organizing evidence of progress in talking, listening, reading, and writing, as well as reading and writing developmental scales to guide teaching and learning during the year and provide a summary evaluation at year's end.

Assessing Literacy with the Learning Record: A Handbook for Teachers, Grades 6-12

Education & Teaching

Barrs, Myra

Barr, Mary

Syverson, Margaret

Schools & Teaching

Heinemann

Significant recent research in literacy learning casts serious doubt on the effectiveness of traditional phonics instruction. Researchers have discovered that traditional phonics, with its emphasis on letters, sounds, and words, ignores the complexity of children's natural learning processes, including children's inclination to focus first on the text, then on whole words, and then on their constituent parts. Whole to Part Phonics offers a concise, accessible introduction to this research and proven strategies for translating it into effective classroom practice. 
 The contributors to Whole to Part Phonics recognize that children need to understand letter-sound relationships in order to become independent and fluent readers. But, they argue, this knowledge is of little value unless children learn how to use it in context. Accordingly, the authors maintain that children's encounters with print lay the groundwork for effective phonics learning. By drawing on children's wider experience of reading and on their preferred modes of learning, whole-to-part phonics offers an exciting alternative - students focus on the construction of meaning rather than the decoding of text. 
 In Part I, Henrietta Dombey explains how phonics works in English and surveys the research evidence for whole-to-part phonics. Margaret Moustafa then offers advice on using whole-to-part phonics strategies in a rich, literature-based reading program. Olivia O'Sullivan of the Centre for Language in Primary Education (CLPE) surveys research that investigates the connection between developmental spelling and reading. In Part II, the staff of the CLPE offers a set of detailed, practical suggestions for promoting the knowledge children need to learn letter-sound relationships and use them effectively in both their reading and writing.

Whole to Part Phonics: How Children Learn to Read and Spell

Kelly, Clare

Ellis, Sue

Moustafa, Margaret

Bromley, Helen

Dombey, Henrietta

Children's Books

Vygotsky the Teacher: A Companion to his Psychology for Teachers and Other Practitioners

Biographies & Memoirs

Arts & Literature

Routledge

This highly accessible guide to the varied aspects of Vygotsky’s psychology emphasises his abiding interest in education. Vygotsky was a teacher, a researcher and educational psychologist who worked in special needs education, and his interest in pedagogy was fundamental to all his work. Vygotsky the Teacher analyses and discusses the full range of his ideas and their far-reaching educational implications. 
Drawing on new work, research and fresh translations, this unique text foregrounds key Vygotskian perspectives on play, imagination and creativity, poetry, literature and drama, the emotions, and the role of language in the development of thought. It explains the textual issues surrounding Vygotsky’s publications that have, until recently, obscured some of the theoretical links between his ideas. It underlines Vygotsky’s determination to create a psychology that is capable of explaining all aspects of the development of mind. 
Vygotsky the Teacher is essential reading for students on education and psychology courses at all levels, and for all practitioners wanting to know more about Vygotsky’s theories and their roots in research and practice. It offers a unique road map of his work, connecting its different aspects, and placing them in the context of his life and the times in which he lived.

Friendly advice for reading fun included in every book!READ AND SHARE is a unique first library for parents and children that helps build early readers’ confidence. Grouped in four progressive levels, Read and Share books - available individually for the first time - are specially selected for qualities that encourage literacy skills and a love of reading.Sixteen top-quality books with notes for extending reading fun inspire the confidence parents and children need to experience the joys of reading . . . together. Plus an informative Parents’ Handbook!What is Read and Share?—An expert selection of sixteen high-quality picture books by superb authors and illustrators, featuring a multicultural array of subjects, including poetry and rhymes, traditional songs, stories, and information books —Four progressive levels - Beginnings, Early Steps, Next Steps, and Taking Off - each including four fabulous picture books—Two full spreads inside each book offering suggestions and activities inspired by the story, designed to help parents and children get the most out of each book - and build a foundation for reading success—A separate 24-page, full-color Parents’ Handbook providing extensive practical information and detailed answers to many of the questions parents ask about encouraging their children’s literacy

Parents Handbook: Read and Share

Parenting & Relationships

Reference

Candlewick

Words Not Numbers: Assessment in English

National Association for the Teaching of English

This Book Is Not About Drama explores issues around storytelling, silent speech, writing and imagination and shows teachers how to use role play and discussion to build language experiences that are meaningful for learners. This authoritative resource is full of simple strategies that begin with the simple and evolve in to more complex opportunities, including creating rituals, exploring the storyteller’’’’s voice, demonstrating read-aloud, celebrating role-playing, and more. Classroom glimpses illustrate the power that students can bring to their learning as they share within groups and find ways to involve their audience.

This Book is Not About Drama: It's About New Ways to Inspire Students

Barton, Bob

Booth, David

Pembroke Publishers

Reading the Difference: Content Comprehension with Linguistically Diverse Learners

Pidgeon, Sue

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