Current Contents

Contents of recent issues of English 4-11

63 46 children and the book they wroteSummer 2018

Using text to explore asylum and migration in the classroom, by Mairi Kidd

This is part two of Mairi Kidd's article focusing on texts to explore ways to teach about refugees and migration in the primary classroom.

The Dragon in the cupboard, by Anne Bradley

This article examines how interactive correspondence enabled a class of Year 1 children from an inner city primary school to develop their independent writing skills.

'Why does that lighthouse have a speaker on it?': the potential of Arabic picture books, by Julie E. McAdam and Susanne Abou Ghaida

The work presented in this article arose from a small-scale project in the west of Scotland and was funded by the University of Glasgow. Three researchers and a visiting scholar worked with two local educators to examine the impact of using Arabic picture books for language and literacy learners in multilingual classrooms.

Reading Teachers = Reading Pupils, by Ali Mawle, Teresa Cremin, Chris Brown and Sarah Hulbert

How a network of teachers' reading groups has reignited children's reading for pleasure in Gloucestershire.

A wishroom come true!, by David Waugh

How can 46 people write a novel together? There are examples of two people writing fiction together, notably Nicci French (Nicci Gerard and Sean French), the couple who write gripping crime thrillers, but 46? Impossible, surely!

Quest, by Fatima Bhayat

In this article Fatima Bhayat describes how she and her year group partner used a wordless picture book as part of a whole school project to inspire reading, writing and art with their Year 6 classes.

Meaningful, memorable learning at Hornfield CE Primary School, Bristol, by Yvette Kydd, Kirsty Jones, Laurel Steel and Jenny Taylor

The UKLA Literacy School of the Year, 2017, Horfield Church of England Primary School, has a creative, cross-curricular approach to the teaching of English that engages the children's hearts and minds and is completely irresistible. An extended article with examples from across the school is available on the Primary Plus pages of the English Association website.

In brief . . . Reviews

Spring 2018

62 Cartoon of children and animals on a story map I didn't know how to do reading - so I pressed the volume all up and it was reading to me!, by Anna Harrison

This article describes a classroom research project exploring children's engagement with digital apps of a classic tale, Beatrix Potter's Peter Rabbit.

Building children's skills for evaluating and editing writing, by Helen Lines and Sarah Besley

The current National Curriculum in England expects children from an early age to be able to evaluate an edit their writing in order to improve it, and to use grammatical terminology to discuss their own and others' writing. This account of an action research project shows how a Year 4 class responded to explicit teaching of evaluation and editing skills.

Reading Teachers: teachers who read and readers who teach, by Teresa Cremin, Stephanie Davies, Claire Williams and Becky Thomson

This article explores, through three teachers' experiences, the concept of Reading Teachers who teach from a teacher's and a reader's point of view.

The simple story map, by Rebecca Kennedy and Eve Bearne

Rebecca Kennedy and Eve Bearne explore how young children's story maps can serve different purposes and communicate understanding, and like talk and writing, provide teachers with powerful assessment information.

Using text to explore asylum and migration in the classroom, by Rowena Seabrook

Rowena Seabrook focuses on two current picture books, The Journey by Francesca Sanna and My Name is Not Refugee by Kate Milner, to explore ways to teach about refugees and migration in the primary classroom.

'I do phonics so I can choose books' - creating reading communities in Reception, by Hannah Rodrigues

This article explores how reading for pleasure and pedagogy can impact on the youngest readers at school. Specifically, it describes two initiatives that the author developed using research and ideas from the UKLA and Open University's Reading for Pleasure conference.

The Book Bus, by Rebecca Austin

Rebecca introduced a camper van on to the school field to encourage staff and children to create time and space for reading.

English 4-11 articles on the English Association website

There are even more articles to enjoy on the Primary Plus section of the EA website. Whether you are looking for ideas for creating a culture of reading for pleasure in school, supporting children in their development as writers or discovering new books to use in inspiring lessons - it's really worth a look! Visit the site

In brief . . . Reviews

Autumn 2017

Special International Edition

61International classroomsSupporting comprehension through community and family involvement: the fairy tale tea party, by Anne Burke and Penny Pinsent

This article examines how Kylene Beer's 'Tea Party Strategy' (2009) was adopted in a Canadian primary classroom to create opportunities for students and their families to establish text-to-text and text-to-world connections through cooperative learning within familiar story narratives such as fairy tales.

Our class loves this book: The Crocodile Who Didn't Like Water, by Gemma Merino, by Alice Manning

Alice Manning describes how her involvement in the UKLA 'Our class loves this book' competition provided a vehicle for developing creative approaches to using English texts in a Spanish classroom.

Bridges over troubled waters: nurturing empathy with language arts, by Julie Gellner and Jill McClay.

This article by two Canadian academics argues that through strong fiction and non-fiction children can be given opportunities to explore difficult topics and learn that it is possible to engage positively in the world.

Breaking through the language barrier: the power of the incomprehensible, by Liam Benjamin.

The author explores the challenge of providing access and sustaining pupil interest in English texts when working with Chinese-speaking children in Beijing.

National expectations and teacher autonomy, by Jennifer Paine

One of the features of teaching in New Zealand is the requirement for teachers to undertake an inquiry into their own practice each year. In this article, Jennifer Paine describes how she has developed her own practice, particularly in using digital technology.

Riveting Reads: A World of Books in Translation, by Joy Court and Daniel Hahn.

In this article Jo Bowers explains the importance of a groundbreaking book that provides a comprehensive guide to translated children's literature.

Beginning Literacy: an interactive and creative approach to literacy learning, by Jenny Gunnbjornsdottir, Runar Sigporsson and Ragnheidur Lilja Bjarnadottir

Beginning Literacy is an approach to literacy education in the first two  years of primary education in Iceland (children aged 6 and 7), developed over the last ten years in a collaboration between the Centre of School Development (CSD) at the University of Akureyri and a number of primary schools around Iceland.

Tiny Owl, by Jo Bowers

Tiny Owl is an independent book publisher of picture books that support a peaceful and diverse society. They are currently working on a project called Intercultural Bridge, pairing authors and illustrators from different countries. Jo Bowers interviewed them to find out about the ethos behind their books.

In brief . . . Reviews

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