Acknowledgements |
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ix | |
Online resources |
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xi | |
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1 | (8) |
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English subject knowledge really does matter! |
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3 | (1) |
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3 | (1) |
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4 | (1) |
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English in the National Curriculum |
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5 | (1) |
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Early Years Foundation Stage and the Early Learning Goals |
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6 | (1) |
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7 | (1) |
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7 | (2) |
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2 Spoken English and Standard English |
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9 | (21) |
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10 | (1) |
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11 | (1) |
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12 | (3) |
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15 | (4) |
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Individual variation -- register |
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19 | (7) |
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26 | (4) |
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30 | (17) |
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32 | (1) |
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33 | (9) |
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42 | (5) |
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4 The acquisition of language |
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47 | (13) |
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49 | (1) |
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Theories about language acquisition |
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49 | (3) |
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How children learn language |
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52 | (3) |
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55 | (5) |
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5 Representing sound in writing |
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60 | (21) |
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63 | (1) |
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63 | (8) |
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71 | (2) |
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Visual patterns in English |
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73 | (2) |
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Morphemic and etymological patterns in English |
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75 | (1) |
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76 | (5) |
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6 Words, vocabulary and morphology |
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81 | (31) |
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83 | (1) |
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The origins of English vocabulary |
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83 | (15) |
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The structure of English words |
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98 | (8) |
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106 | (6) |
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7 The grammar of the sentence In Standard English |
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112 | (25) |
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114 | (2) |
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116 | (5) |
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What kinds of sentences are there? |
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121 | (2) |
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The component parts of a sentence |
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123 | (8) |
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131 | (6) |
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8 The components of sentences |
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137 | (28) |
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139 | (2) |
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141 | (1) |
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142 | (1) |
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143 | (2) |
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145 | (2) |
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147 | (7) |
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154 | (2) |
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156 | (2) |
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158 | (1) |
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159 | (6) |
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165 | (15) |
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167 | (1) |
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The decline of handwriting |
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168 | (1) |
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What does research tell us about the importance of handwriting? |
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169 | (6) |
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Some key lessons from research into handwriting, its place and function |
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175 | (1) |
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176 | (4) |
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180 | (23) |
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181 | (3) |
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184 | (14) |
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198 | (5) |
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11 Cohesion: grammar at the level of the text |
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203 | (19) |
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204 | (1) |
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The differences between spoken and written language |
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204 | (2) |
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What makes a text a text? |
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206 | (2) |
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208 | (1) |
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209 | (5) |
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Why is understanding cohesion important? |
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214 | (1) |
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215 | (2) |
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217 | (5) |
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12 The qualities of stories |
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222 | (25) |
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223 | (1) |
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Why are stories important? |
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224 | (4) |
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228 | (2) |
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230 | (1) |
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231 | (3) |
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Evaluating and making judgements about stories |
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234 | (1) |
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Criteria for evaluating stories |
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235 | (6) |
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241 | (6) |
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13 The qualities of poetry |
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247 | (27) |
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248 | (2) |
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250 | (2) |
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252 | (2) |
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254 | (4) |
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258 | (2) |
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260 | (4) |
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Evaluating and making judgements about poems |
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264 | (6) |
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270 | (4) |
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14 The qualities of drama |
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274 | (24) |
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275 | (1) |
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276 | (1) |
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276 | (5) |
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281 | (5) |
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Shakespearean drama at Key Stage 2 |
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286 | (2) |
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288 | (6) |
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294 | (4) |
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15 Looking at information books |
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298 | (18) |
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300 | (1) |
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Looking critically at information books |
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301 | (9) |
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310 | (6) |
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316 | (11) |
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317 | (1) |
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The characteristics of electronic texts |
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318 | (5) |
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323 | (4) |
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17 Looking more closely at children's errors |
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327 | (12) |
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328 | (1) |
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Learning from mistakes enhances learning |
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328 | (1) |
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Learning from mistakes improves effort and motivation |
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329 | (1) |
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330 | (1) |
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The mistakes children make in English |
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330 | (4) |
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334 | (5) |
Appendix: Irregular verbs in English |
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339 | (2) |
Glossary |
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341 | (4) |
References |
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345 | (10) |
Index |
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355 | |