LITERACY LAND
436 total works
The Adventures of Odysseus Genre Independent
by Martin Coles and Christine Hall
Published 27 May 2002
Genre Range for ages 5-11: *Provides exciting and engaging texts from all the fiction genres children need to experience and understand.*Offers rich opportunities for speaking and listening through playscripts and poetry ranging from classics to contemporary.*Provides easily manageable drama for study and performance in the classroom and an introduction to Shakespeare in Key Stage 2.*Especially motivates and supports reluctant readers through accessible, visual genres such as comic strips and Access texts for ages 9-11.*Provides varied models for writing for comparison, discussion and practice with letters and diaries providing particularly supportive examples of written communication.*Simple integration of assessment for learning into class teaching is provided in the Teaching Notes which ensure children's reading and writing skills progress at word, sentence and text level.*Accessible Teaching Notes and Activity sheets ensure teachers, teaching assistants and parents are all able to contribute to teaching and learning.
Poems are Noisy Genre Competent stage Poetry Book 2
by Michael Rosen, Christine Hall, and Martin Coles
Published 18 May 2001
Genre Range for ages 5-11: *Provides exciting and engaging texts from all the fiction genres children need to experience and understand.*Offers rich opportunities for speaking and listening through playscripts and poetry ranging from classics to contemporary.*Provides easily manageable drama for study and performance in the classroom and an introduction to Shakespeare in Key Stage 2.*Especially motivates and supports reluctant readers through accessible, visual genres such as comic strips and Access texts for ages 9-11.*Provides varied models for writing for comparison, discussion and practice with letters and diaries providing particularly supportive examples of written communication.*Simple integration of assessment for learning into class teaching is provided in the Teaching Notes which ensure children's reading and writing skills progress at word, sentence and text level.*Accessible Teaching Notes and Activity sheets ensure teachers, teaching assistants and parents are all able to contribute to teaching and learning.
The Adventures of Odysseus Genre Indpendent Access
by Martin Coles and Christine Hall
Published 27 May 2002
Genre Range for ages 5-11: *Provides exciting and engaging texts from all the fiction genres children need to experience and understand.*Offers rich opportunities for speaking and listening through playscripts and poetry ranging from classics to contemporary.*Provides easily manageable drama for study and performance in the classroom and an introduction to Shakespeare in Key Stage 2.*Especially motivates and supports reluctant readers through accessible, visual genres such as comic strips and Access texts for ages 9-11.*Provides varied models for writing for comparison, discussion and practice with letters and diaries providing particularly supportive examples of written communication.*Simple integration of assessment for learning into class teaching is provided in the Teaching Notes which ensure children's reading and writing skills progress at word, sentence and text level.*Accessible Teaching Notes and Activity sheets ensure teachers, teaching assistants and parents are all able to contribute to teaching and learning.
Stop Thief! Story Street Emergent stage step 6 Storybook 50
by Kaye Umansky, Christine Hall, and Martin Coles
Published 18 October 2000
Story Street for ages 4-7: * Ensures children progress at the right pace with supportive, gradual porgression through carefully graded steps. * Provides engaging humour and lively fiction plots provided by top authors and illistrators enhance excellence and enjoyment in teaching and learning. * Includes varied fiction styles are introduced through fantasy, cliff-hanger, adventure and novelty format titles to motivate and maintain attention. * Promotes valuable awareness of community and citizenship as Story Street is modelled round a contemporary multi-cultural community and many titles are ideal for teaching citizenship and PSHE including issues that range from conversation to bullying. * Specific assessment activities to help teachers monitor children's reading progress and simple integration of assessment for learning throughout Story Street Teacher's Notes ensure children's reading and writing skills progress at word, sentence and text level. * Accessible Teaching Notes and Activity sheets ensure teachers, teaching assistants and parents are all able to contribute to teaching and learning with simple integration of assessment and learning.
* Covers ICT and literacy with vibrant talking books, author video clips and activities on CDROM for ages 5-7.
* Covers ICT and literacy with vibrant talking books, author video clips and activities on CDROM for ages 5-7.
Literacy Land:Genre Range: Year 1/P2 Easy Order Pack
by Martin Coles, Christine Hall, Kaye Umansky, Jenny Alexander, Stan Cullimore, Fiona Waters, and M.A.R. Graves
Published 24 January 2000
*The Year 1 Fiction Pack contains:- a large format Resource Book, the relevant Teacher's Book, one Acetate Overlay Sheet and a clip to hold the acetate in place -- all supplied in a plastic hanging bag. *Covers all NLS writing composition objectives for fiction and non-fiction. *Each Resource Book has 18-20 units of work covering one full year's requirements in a Big Book Format. *Complements the NLS Grammar for Writing and Developing Early Writing Guidance. *Saves planning time with detailed lesson notes for each shared writing session on teacher demonstration, teacher scribing and supported composition. *Examples of completed tasks to help you carry out shared writing sessions. *Teacher's Books contain notes for each unit of work with detailed advice on how to run a shared writing session. They also include mini scripts and examples of completed activities plus, all the texts and frames from the Writing Resource Books as copymasters for follow-up independent work.
Step 2 Jojo's Dream Story Street KS1
by Jenny Alexander, Christine Hall, and Martin Coles
Published 27 February 2003
Story Street for ages 4-7: * Ensures children progress at the right pace with supportive, gradual porgression through carefully graded steps. * Provides engaging humour and lively fiction plots provided by top authors and illistrators enhance excellence and enjoyment in teaching and learning. * Includes varied fiction styles are introduced through fantasy, cliff-hanger, adventure and novelty format titles to motivate and maintain attention. * Promotes valuable awareness of community and citizenship as Story Street is modelled round a contemporary multi-cultural community and many titles are ideal for teaching citizenship and PSHE including issues that range from conversation to bullying. * Specific assessment activities to help teachers monitor children's reading progress and simple integration of assessment for learning throughout Story Street Teacher's Notes ensure children's reading and writing skills progress at word, sentence and text level. * Accessible Teaching Notes and Activity sheets ensure teachers, teaching assistants and parents are all able to contribute to teaching and learning with simple integration of assessment and learning.
* Covers ICT and literacy with vibrant talking books, author video clips and activities on CDROM for ages 5-7.
* Covers ICT and literacy with vibrant talking books, author video clips and activities on CDROM for ages 5-7.
The haircut letters Genre Emergent Stage Letter Book 5
by Jenny Alexander, Martin Coles, and Christine Hall
Published 5 September 2000
Genre Range for ages 5-11:
Provides exciting and engaging texts from all the fiction genres children need to experience and understand.
Offers rich opportunities for speaking and listening through playscripts and poetry ranging from classics to contemporary.
Provides easily manageable drama for study and performance in the classroom and an introduction to Shakespeare in Key Stage 2.
Especially motivates and supports reluctant readers through accessible, visual genres such as comic strips and Access texts for ages 9-11.
Provides varied models for writing for comparison, discussion and practice with letters and diaries providing particularly supportive examples of written communication.
Simple integration of assessment for learning into class teaching is provided in the Teaching Notes which ensure children’s reading and writing skills progress at word, sentence and text level.
Accessible Teaching Notes and Activity sheets ensure teachers, teaching assistants and parents are all able to contribute to teaching and learning.
Provides exciting and engaging texts from all the fiction genres children need to experience and understand.
Offers rich opportunities for speaking and listening through playscripts and poetry ranging from classics to contemporary.
Provides easily manageable drama for study and performance in the classroom and an introduction to Shakespeare in Key Stage 2.
Especially motivates and supports reluctant readers through accessible, visual genres such as comic strips and Access texts for ages 9-11.
Provides varied models for writing for comparison, discussion and practice with letters and diaries providing particularly supportive examples of written communication.
Simple integration of assessment for learning into class teaching is provided in the Teaching Notes which ensure children’s reading and writing skills progress at word, sentence and text level.
Accessible Teaching Notes and Activity sheets ensure teachers, teaching assistants and parents are all able to contribute to teaching and learning.
Literacy Land: Story Street: Reception and Year 1 Preview Pack
by Jeremy Strong
Published 24 January 2000
Comprising three strands ("Story Street", "Genre Range" and "Info Trail") "Literacy Land" was written to match the genre and text types specified by the NLS and contains both fiction and non-fiction. This pack contains one copy of all the pupil's books in Steps F-3 and four large-format books. "Story Street" is a welcoming community specially created by bestselling and award-winning Puffin children's author Jeremy Strong. The stories feature characters who grow up with pupils and expressive artwork that clearly tells the story. A range of childhood experiences are covered, with a particular emphasis on humour, and there is gradual progression matching the NLS Framework requirements. Teacher's materials provide practical support for the Literacy Hour. "Story Street" offers progression through a series of seven Steps which gradually increase in difficulty. By revisiting and building on existing skills, children develop confidence and competence in reading, with visible results for children, teachers and parents. The "Story Street Teaching Notes" provide assessment activities at the end of each Step, to help teachers monitor children's reading progress.
The Foundation Step contains wordless picture books with strongly signalled left to right orientation, introduces characters and locations and introduces children to environmental print. Step 1 features: first-sight recognition words, names, simple cvc words and rhymes; patterned, repetitive text in present tense; one line of text per page, which is consistently positioned; and illustrations which strongly reinforce text to support early readers. Step 2 features: further sight-recognition words, simple cvc words, names and rhymes; maintenance of the present tense; and repetitive language structures. Step 3 features: consolidation of earlier vocabulary and introduction of more sight-recognition words; simple cvc, phonically regular words and names; introduction of direct speech; a slight reduction in text size suitable for the age of the reader; and the introduction of a fantasy setting in two stories. By the end of Step 3 (end of Year 1), children have been introduced to 104 words from the National Literacy Strategy Sight Recognition Words.
Step 4 features: consolidation of earlier vocabulary and introduction to more sight-recognition words; simple and more complex phonically regular words; introduction of the past tense; a more "grown up" style of text; and variable text positions. Step 5 features: consolidation of earlier vocabulary and introduction of further sight-recognition words; simple and more complex phonically regular words; more complex sentence structures; and a reduction in text size. Step 6 features: consolidation of earlier vocabulary and introduction of further sight-recognition words; simple and more complex phonically regular words; more complex sentence structures; increased variety in text positioning and presentation; more sophisticated story structures; and the introduction of more serious themes. By the end of Step 6 (end of Year 2), children have been introduced to 165 words from the National Literacy Strategy Sight Recognition Words.
The Foundation Step contains wordless picture books with strongly signalled left to right orientation, introduces characters and locations and introduces children to environmental print. Step 1 features: first-sight recognition words, names, simple cvc words and rhymes; patterned, repetitive text in present tense; one line of text per page, which is consistently positioned; and illustrations which strongly reinforce text to support early readers. Step 2 features: further sight-recognition words, simple cvc words, names and rhymes; maintenance of the present tense; and repetitive language structures. Step 3 features: consolidation of earlier vocabulary and introduction of more sight-recognition words; simple cvc, phonically regular words and names; introduction of direct speech; a slight reduction in text size suitable for the age of the reader; and the introduction of a fantasy setting in two stories. By the end of Step 3 (end of Year 1), children have been introduced to 104 words from the National Literacy Strategy Sight Recognition Words.
Step 4 features: consolidation of earlier vocabulary and introduction to more sight-recognition words; simple and more complex phonically regular words; introduction of the past tense; a more "grown up" style of text; and variable text positions. Step 5 features: consolidation of earlier vocabulary and introduction of further sight-recognition words; simple and more complex phonically regular words; more complex sentence structures; and a reduction in text size. Step 6 features: consolidation of earlier vocabulary and introduction of further sight-recognition words; simple and more complex phonically regular words; more complex sentence structures; increased variety in text positioning and presentation; more sophisticated story structures; and the introduction of more serious themes. By the end of Step 6 (end of Year 2), children have been introduced to 165 words from the National Literacy Strategy Sight Recognition Words.
Comprising three strands ("Story Street", "Genre Range" and "Info Trail") "Literacy Land" was written to match the genre and text types specified by the NLS and contains both fiction and non-fiction. This pack contains one copy of all the pupil's books in Steps 4-6 and three large-format books. "Story Street" is a welcoming community specially created by bestselling and award-winning Puffin children's author Jeremy Strong. The stories feature characters who grow up with pupils and expressive artwork that clearly tells the story. A range of childhood experiences are covered, with a particular emphasis on humour, and there is gradual progression matching the NLS Framework requirements. Teacher's materials provide practical support for the Literacy Hour. "Story Street" offers progression through a series of seven Steps which gradually increase in difficulty. By revisiting and building on existing skills, children develop confidence and competence in reading, with visible results for children, teachers and parents. The "Story Street Teaching Notes" provide assessment activities at the end of each Step, to help teachers monitor children's reading progress.
The Foundation Step contains wordless picture books with strongly signalled left to right orientation, introduces characters and locations and introduces children to environmental print. Step 1 features: first-sight recognition words, names, simple cvc words and rhymes; patterned, repetitive text in present tense; one line of text per page, which is consistently positioned; and illustrations which strongly reinforce text to support early readers. Step 2 features: further sight-recognition words, simple cvc words, names and rhymes; maintenance of the present tense; and repetitive language structures. Step 3 features: consolidation of earlier vocabulary and introduction of more sight-recognition words; simple cvc, phonically regular words and names; introduction of direct speech; a slight reduction in text size suitable for the age of the reader; and the introduction of a fantasy setting in two stories. By the end of Step 3 (end of Year 1), children have been introduced to 104 words from the National Literacy Strategy Sight Recognition Words.
Step 4 features: consolidation of earlier vocabulary and introduction to more sight-recognition words; simple and more complex phonically regular words; introduction of the past tense; a more "grown up" style of text; and variable text positions. Step 5 features: consolidation of earlier vocabulary and introduction of further sight-recognition words; simple and more complex phonically regular words; more complex sentence structures; and a reduction in text size. Step 6 features: consolidation of earlier vocabulary and introduction of further sight-recognition words; simple and more complex phonically regular words; more complex sentence structures; increased variety in text positioning and presentation; more sophisticated story structures; and the introduction of more serious themes. By the end of Step 6 (end of Year 2), children have been introduced to 165 words from the National Literacy Strategy Sight Recognition Words.
The Foundation Step contains wordless picture books with strongly signalled left to right orientation, introduces characters and locations and introduces children to environmental print. Step 1 features: first-sight recognition words, names, simple cvc words and rhymes; patterned, repetitive text in present tense; one line of text per page, which is consistently positioned; and illustrations which strongly reinforce text to support early readers. Step 2 features: further sight-recognition words, simple cvc words, names and rhymes; maintenance of the present tense; and repetitive language structures. Step 3 features: consolidation of earlier vocabulary and introduction of more sight-recognition words; simple cvc, phonically regular words and names; introduction of direct speech; a slight reduction in text size suitable for the age of the reader; and the introduction of a fantasy setting in two stories. By the end of Step 3 (end of Year 1), children have been introduced to 104 words from the National Literacy Strategy Sight Recognition Words.
Step 4 features: consolidation of earlier vocabulary and introduction to more sight-recognition words; simple and more complex phonically regular words; introduction of the past tense; a more "grown up" style of text; and variable text positions. Step 5 features: consolidation of earlier vocabulary and introduction of further sight-recognition words; simple and more complex phonically regular words; more complex sentence structures; and a reduction in text size. Step 6 features: consolidation of earlier vocabulary and introduction of further sight-recognition words; simple and more complex phonically regular words; more complex sentence structures; increased variety in text positioning and presentation; more sophisticated story structures; and the introduction of more serious themes. By the end of Step 6 (end of Year 2), children have been introduced to 165 words from the National Literacy Strategy Sight Recognition Words.
Comprising three strands ("Story Street", "Genre Range" and "Info Trail") "Literacy Land" was written to match the genre and text types specified by the NLS and contains both fiction and non-fiction. This pack contains one copy of all the pupil's books in Steps 4-6 and three large-format books. "Story Street" is a welcoming community specially created by bestselling and award-winning Puffin children's author Jeremy Strong. The stories feature characters who grow up with pupils and expressive artwork that clearly tells the story. A range of childhood experiences are covered, with a particular emphasis on humour, and there is gradual progression matching the NLS Framework requirements. Teacher's materials provide practical support for the Literacy Hour. "Story Street" offers progression through a series of seven Steps which gradually increase in difficulty. By revisiting and building on existing skills, children develop confidence and competence in reading, with visible results for children, teachers and parents. The "Story Street Teaching Notes" provide assessment activities at the end of each Step, to help teachers monitor children's reading progress.
The Foundation Step contains wordless picture books with strongly signalled left to right orientation, introduces characters and locations and introduces children to environmental print. Step 1 features: first-sight recognition words, names, simple cvc words and rhymes; patterned, repetitive text in present tense; one line of text per page, which is consistently positioned; and illustrations which strongly reinforce text to support early readers. Step 2 features: further sight-recognition words, simple cvc words, names and rhymes; maintenance of the present tense; and repetitive language structures. Step 3 features: consolidation of earlier vocabulary and introduction of more sight-recognition words; simple cvc, phonically regular words and names; introduction of direct speech; a slight reduction in text size suitable for the age of the reader; and the introduction of a fantasy setting in two stories. By the end of Step 3 (end of Year 1), children have been introduced to 104 words from the National Literacy Strategy Sight Recognition Words.
Step 4 features: consolidation of earlier vocabulary and introduction to more sight-recognition words; simple and more complex phonically regular words; introduction of the past tense; a more "grown up" style of text; and variable text positions. Step 5 features: consolidation of earlier vocabulary and introduction of further sight-recognition words; simple and more complex phonically regular words; more complex sentence structures; and a reduction in text size. Step 6 features: consolidation of earlier vocabulary and introduction of further sight-recognition words; simple and more complex phonically regular words; more complex sentence structures; increased variety in text positioning and presentation; more sophisticated story structures; and the introduction of more serious themes. By the end of Step 6 (end of Year 2), children have been introduced to 165 words from the National Literacy Strategy Sight Recognition Words.
The Foundation Step contains wordless picture books with strongly signalled left to right orientation, introduces characters and locations and introduces children to environmental print. Step 1 features: first-sight recognition words, names, simple cvc words and rhymes; patterned, repetitive text in present tense; one line of text per page, which is consistently positioned; and illustrations which strongly reinforce text to support early readers. Step 2 features: further sight-recognition words, simple cvc words, names and rhymes; maintenance of the present tense; and repetitive language structures. Step 3 features: consolidation of earlier vocabulary and introduction of more sight-recognition words; simple cvc, phonically regular words and names; introduction of direct speech; a slight reduction in text size suitable for the age of the reader; and the introduction of a fantasy setting in two stories. By the end of Step 3 (end of Year 1), children have been introduced to 104 words from the National Literacy Strategy Sight Recognition Words.
Step 4 features: consolidation of earlier vocabulary and introduction to more sight-recognition words; simple and more complex phonically regular words; introduction of the past tense; a more "grown up" style of text; and variable text positions. Step 5 features: consolidation of earlier vocabulary and introduction of further sight-recognition words; simple and more complex phonically regular words; more complex sentence structures; and a reduction in text size. Step 6 features: consolidation of earlier vocabulary and introduction of further sight-recognition words; simple and more complex phonically regular words; more complex sentence structures; increased variety in text positioning and presentation; more sophisticated story structures; and the introduction of more serious themes. By the end of Step 6 (end of Year 2), children have been introduced to 165 words from the National Literacy Strategy Sight Recognition Words.
Comprising three strands ("Story Street", "Genre Range" and "Info Trail") "Literacy Land" was written to match the genre and text types specified by the NLS and contains both fiction and non-fiction. This pack contains one copy of all the pupil's books in Steps F-3 and four large-format books. "Story Street" is a welcoming community specially created by bestselling and award-winning Puffin children's author Jeremy Strong. The stories feature characters who grow up with pupils and expressive artwork that clearly tells the story. A range of childhood experiences are covered, with a particular emphasis on humour, and there is gradual progression matching the NLS Framework requirements. Teacher's materials provide practical support for the Literacy Hour. "Story Street" offers progression through a series of seven Steps which gradually increase in difficulty. By revisiting and building on existing skills, children develop confidence and competence in reading, with visible results for children, teachers and parents. The "Story Street Teaching Notes" provide assessment activities at the end of each Step, to help teachers monitor children's reading progress.
The Foundation Step contains wordless picture books with strongly signalled left to right orientation, introduces characters and locations and introduces children to environmental print. Step 1 features: first-sight recognition words, names, simple cvc words and rhymes; patterned, repetitive text in present tense; one line of text per page, which is consistently positioned; and illustrations which strongly reinforce text to support early readers. Step 2 features: further sight-recognition words, simple cvc words, names and rhymes; maintenance of the present tense; and repetitive language structures. Step 3 features: consolidation of earlier vocabulary and introduction of more sight-recognition words; simple cvc, phonically regular words and names; introduction of direct speech; a slight reduction in text size suitable for the age of the reader; and the introduction of a fantasy setting in two stories. By the end of Step 3 (end of Year 1), children have been introduced to 104 words from the National Literacy Strategy Sight Recognition Words.
Step 4 features: consolidation of earlier vocabulary and introduction to more sight-recognition words; simple and more complex phonically regular words; introduction of the past tense; a more "grown up" style of text; and variable text positions. Step 5 features: consolidation of earlier vocabulary and introduction of further sight-recognition words; simple and more complex phonically regular words; more complex sentence structures; and a reduction in text size. Step 6 features: consolidation of earlier vocabulary and introduction of further sight-recognition words; simple and more complex phonically regular words; more complex sentence structures; increased variety in text positioning and presentation; more sophisticated story structures; and the introduction of more serious themes. By the end of Step 6 (end of Year 2), children have been introduced to 165 words from the National Literacy Strategy Sight Recognition Words.
The Foundation Step contains wordless picture books with strongly signalled left to right orientation, introduces characters and locations and introduces children to environmental print. Step 1 features: first-sight recognition words, names, simple cvc words and rhymes; patterned, repetitive text in present tense; one line of text per page, which is consistently positioned; and illustrations which strongly reinforce text to support early readers. Step 2 features: further sight-recognition words, simple cvc words, names and rhymes; maintenance of the present tense; and repetitive language structures. Step 3 features: consolidation of earlier vocabulary and introduction of more sight-recognition words; simple cvc, phonically regular words and names; introduction of direct speech; a slight reduction in text size suitable for the age of the reader; and the introduction of a fantasy setting in two stories. By the end of Step 3 (end of Year 1), children have been introduced to 104 words from the National Literacy Strategy Sight Recognition Words.
Step 4 features: consolidation of earlier vocabulary and introduction to more sight-recognition words; simple and more complex phonically regular words; introduction of the past tense; a more "grown up" style of text; and variable text positions. Step 5 features: consolidation of earlier vocabulary and introduction of further sight-recognition words; simple and more complex phonically regular words; more complex sentence structures; and a reduction in text size. Step 6 features: consolidation of earlier vocabulary and introduction of further sight-recognition words; simple and more complex phonically regular words; more complex sentence structures; increased variety in text positioning and presentation; more sophisticated story structures; and the introduction of more serious themes. By the end of Step 6 (end of Year 2), children have been introduced to 165 words from the National Literacy Strategy Sight Recognition Words.
Mouse and the Bullies Part 2 Story Street Fluent Step 12 Book 2
by Jenny Alexander, Christine Hall, and Martin Coles
Published 5 September 2001
Story Street for ages 4-7: * Ensures children progress at the right pace with supportive, gradual progression through carefully graded steps. * Provides engaging humour and lively fiction plots provided by top authors and illustrators enhance excellence and enjoyment in teaching and learning. * Includes varied fiction styles are introduced through fantasy, cliff-hanger, adventure and novelty format titles to motivate and maintain attention. * Promotes valuable awareness of community and citizenship as Story Street is modelled round a contemporary multi-cultural community and many titles are ideal for teaching citizenship and PSHE including issues that range from conservation to bullying. * Specific assessment activities to help teachers monitor children's reading progress and simple integration of assessment for learning throughout Story Street Teacher's Notes ensure children's reading and writing skills progress at word, sentence and text level.
* Accessible Teaching Notes and Activity sheets ensure teachers, teaching assistants and parents are all able to contribute to teaching and learning with simple integration of assessment for learning * Covers ICT and literacy with vibrant talking books, author video clips and activities on CDROM for ages 5-7.
* Accessible Teaching Notes and Activity sheets ensure teachers, teaching assistants and parents are all able to contribute to teaching and learning with simple integration of assessment for learning * Covers ICT and literacy with vibrant talking books, author video clips and activities on CDROM for ages 5-7.
French Adventures Part 1 Story Street Fluent Step 11 Book 1
by Jeremy Strong, Christine Hall, and Martin Coles
Published 5 September 2001
- Ensures children progress at the right pace with supportive, gradual progression through carefully graded steps.
- Provides engaging humour and lively fiction plots provided by top authors and illustrators enhance excellence and enjoyment in teaching and learning.
- Includes varied fiction styles are introduced through fantasy, cliff-hanger, adventure and novelty format titles to motivate and maintain attention.
- Promotes valuable awareness of community and citizenship as Story Street is modelled round a contemporary multi-cultural community and many titles are ideal for teaching citizenship and PSHE including issues that range from conservation to bullying.
- Specific assessment activities to help teachers monitor children's reading progress and simple integration of assessment for learning throughout Story Street Teacher's Notes ensure children's reading and writing skills progress at word, sentence and text level.
- Accessible Teaching Notes and Activity sheets ensure teachers, teaching assistants and parents are all able to contribute to teaching and learning with simple integration of assessment for learning
- Covers ICT and literacy with vibrant talking books, author video clips and activities on CDROM for ages 5-7.
Mouse and the Bullies Part 1 Story Street Fluent Step 12 Book 1
by Jenny Alexander, Christine Hall, and Martin Coles
Published 5 September 2001
Story Street for ages 4-7: * Ensures children progress at the right pace with supportive, gradual progression through carefully graded steps. * Provides engaging humour and lively fiction plots provided by top authors and illustrators enhance excellence and enjoyment in teaching and learning. * Includes varied fiction styles are introduced through fantasy, cliff-hanger, adventure and novelty format titles to motivate and maintain attention. * Promotes valuable awareness of community and citizenship as Story Street is modelled round a contemporary multi-cultural community and many titles are ideal for teaching citizenship and PSHE including issues that range from conservation to bullying. * Specific assessment activities to help teachers monitor children's reading progress and simple integration of assessment for learning throughout Story Street Teacher's Notes ensure children's reading and writing skills progress at word, sentence and text level.
* Accessible Teaching Notes and Activity sheets ensure teachers, teaching assistants and parents are all able to contribute to teaching and learning with simple integration of assessment for learning * Covers ICT and literacy with vibrant talking books, author video clips and activities on CDROM for ages 5-7.
* Accessible Teaching Notes and Activity sheets ensure teachers, teaching assistants and parents are all able to contribute to teaching and learning with simple integration of assessment for learning * Covers ICT and literacy with vibrant talking books, author video clips and activities on CDROM for ages 5-7.
French Adventures Part 2 Story Street Fluent Step 11 Book 2
by Jeremy Strong, Christine Hall, and Martin Coles
Published 5 September 2001
Ensures children progress at the right pace with supportive, gradual progression through carefully graded steps.
Provides engaging humour and lively fiction plots provided by top authors and illustrators enhance excellence and enjoyment in teaching and learning.
Includes varied fiction styles are introduced through fantasy, cliff-hanger, adventure and novelty format titles to motivate and maintain attention.
Promotes valuable awareness of community and citizenship as Story Street is modelled round a contemporary multi-cultural community and many titles are ideal for teaching citizenship and PSHE including issues that range from conservation to bullying.
Specific assessment activities to help teachers monitor children’s reading progress and simple integration of assessment for learning throughout Story Street Teacher’s Notes ensure children’s reading and writing skills progress at word, sentence and text level.
Accessible Teaching Notes and Activity sheets ensure teachers, teaching assistants and parents are all able to contribute to teaching and learning with simple integration of assessment for learning
Covers ICT and literacy with vibrant talking books, author video clips and activities on CDROM for ages 5-7.
Provides engaging humour and lively fiction plots provided by top authors and illustrators enhance excellence and enjoyment in teaching and learning.
Includes varied fiction styles are introduced through fantasy, cliff-hanger, adventure and novelty format titles to motivate and maintain attention.
Promotes valuable awareness of community and citizenship as Story Street is modelled round a contemporary multi-cultural community and many titles are ideal for teaching citizenship and PSHE including issues that range from conservation to bullying.
Specific assessment activities to help teachers monitor children’s reading progress and simple integration of assessment for learning throughout Story Street Teacher’s Notes ensure children’s reading and writing skills progress at word, sentence and text level.
Accessible Teaching Notes and Activity sheets ensure teachers, teaching assistants and parents are all able to contribute to teaching and learning with simple integration of assessment for learning
Covers ICT and literacy with vibrant talking books, author video clips and activities on CDROM for ages 5-7.
Pet for Sam,A Story Street Beginner Stage Step 2 Storybook 12
by Jeremy Strong, Martin Coles, and Christine Hall
Published 24 January 2000
Story Street for ages 4-7:
- Ensures children progress at the right pace with supportive, gradual porgression through carefully graded steps.
- Provides engaging humour and lively fiction plots provided by top authors and illistrators enhance excellence and enjoyment in teaching and learning.
- Includes varied fiction styles are introduced through fantasy, cliff-hanger, adventure and novelty format titles to motivate and maintain attention.
- Promotes valuable awareness of community and citizenship as Story Street is modelled round a contemporary multi-cultural community and many titles are ideal for teaching citizenship and PSHE including issues that range from conversation to bullying.
- Specific assessment activities to help teachers monitor children's reading progress and simple integration of assessment for learning throughout Story Street Teacher's Notes ensure children's reading and writing skills progress at word, sentence and text level.
- Accessible Teaching Notes and Activity sheets ensure teachers, teaching assistants and parents are all able to contribute to teaching and learning with simple integration of assessment and learning.
- Covers ICT and literacy with vibrant talking books, author video clips and activities on CDROM for ages 5-7.