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List of figures | ||
List of contributors | ||
Introduction | 1 | |
Pt. 1 | Language and learning | 9 |
1 | 'Why do we have to write it down?' Young children learning to write and writing to learn | 16 |
2 | 'I want to find out': what is involved in reading for learning? | 32 |
3 | Significant speech | 41 |
Pt. 2 | Getting ideas going | 53 |
4 | 'British maths fails to add up' | 59 |
5 | Who's asking the questions? Year 4 pupils extend their question and answer skills while studying the Tudors | 75 |
6 | Rights and responsibilities: persuasive language and points of view | 92 |
Pt. 3 | Looking closely at language | 107 |
7 | Talking mathematics | 113 |
8 | Language for science | 127 |
9 | Language and music | 139 |
Pt. 4 | Narrative across the curriculum | 149 |
10 | In which we are introduced to the boxes and some children, and the stories begin | 156 |
11 | 'My priority is language': a design technology project | 172 |
12 | 'Don't look out of the window, you'll only have to write about it!' Developing texts from first-hand experiences | 185 |
Pt. 5 | The language of reflection and evaluation | 201 |
13 | Great debate | 207 |
14 | Storysearch: children using information technology to interpret texts | 217 |
15 | 'I like climing, hoping and biking': the language of physical education | 228 |
Pt. 6 | A common approach to language development | 241 |
Index | 283 |
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