|Primary English: Knowledge and Understanding
Jane Medwell and David Wray (2017) Sage. Now in its 8th edition.
This course book has been written specifically to help trainee primary teachers develop their English subject knowledge. It addresses the subject knowledge requirements for primary English as set out in Qualifying to Teach Professional Standards for QTS, making clear the links with the National Curriculum. Each chapter focuses on the key language and literacy knowledge needed for the effective teaching of English and literacy.
|Primary English: Teaching Theory and Practice
Jane Medwell and David Wray (2017) Sage. Now in its 8th edition.
A must-have for all trainee primary teachers, January 27, 2004
Reviewer: helenmills7 from Reading, UK This book is core reading for my course and has been an invaluable guide. It covers everything you need to know from how children learn language to how to be successful at assessment. It includes useful research summaries, interesting practical tasks all of which help develop understanding. There are lots of 'classroom stories' where real examples are used to illuminate theory. I found these to be particularly useful as they demonstrate how to apply abstract theory to practice. As I am training to be a teacher not at educational theorist this connection is vital. This is a easy-to-understand, practical text which, along with its sister book 'Primary English - Knowledge and Understanding', will fully prepare you for QTS. My advice is: buy it now!
|Essential Primary English
Jane Medwell and David Wray (2016) Open University Press
This book is an essential guide to teaching the Primary English curriculum, offering guidance on how to teach the subject, as well as covering the theory and subject knowledge that underpins it. Covering the whole of the Primary English curriculum the book focuses in particular on less-developed aspects such as the development of spoken language, the nature and development of comprehension and the teaching and learning of grammar.Key features include: Practical teaching sequences, strategies and activities, Classroom cameos suggest ways of delivering content through meaningful activities, Essential Subject Knowledge boxes presenting brief exposes of essential knowledge, Subject Knowledge Quizzes enable you to self-check your knowledge, Insights from Research boxes outline underpinning theory and research. If you are teaching or training to teach in the primary phase then this book will help you address each area of the Primary English curriculum, covering the requirements for both Key Stage One and Key Stage Two.
|Extending Knowledge in Practice: Primary English
David Wray and Jane Medwell (2008) Learning Matters
Still the biggest concern for many on initial teacher training courses is the acquisition of subject knowledge and the ability to translate that into effective teaching. This book addresses this - building on the core subject knowledge covered in the Achieving QTS series and relating it to classroom practice. It supports trainees in extending and deepening their knowledge of English and demonstrating how to apply it to planning and implementing lessons. Practical and up-to-date teaching examples are used to clearly contextualize subject knowledge. A clear focus on classroom practice helps trainees to build confidence and develop their own teaching strategies.
|Teaching Literacy across the Primary Curriculum
David Wray (2006) Learning Matters
This book shows how teaching literacy across the curriculum need not mean sacrificing other subject areas to the needs of English and literacy but can lead to enhanced learning within those subjects.
|Teaching Literacy: Using texts to enhance learning
David Wray (2004) David Fulton
This book examines the role of texts in learning across the curriculum and includes many practical suggestions for enhancing literacy work in the classroom.
|Teaching Literacy Effectively in the Primary School
David Wray, Jane Medwell, Louise Poulson and Richard Fox (2002) RoutledgeFalmer
This book discusses the implications arising from our research into what constitutes an effective teacher of literacy. We were able to identify what effective teachers know, understand and do which enables them to put effective teaching of literacy into practice in the primary phase. By identifying the strategies used by these teachers, we show how these can be applied by other primary teachers to improve their teaching of literacy.
|Classroom Interaction and Social Learning
Kristiina Kumpulainen and David Wray (2002) RoutledgeFalmer
Today's classroom presents a wealth of opportunities for social interaction amongst pupils, leading to increased interest in teachers and researchers into the social nature of learning. While classroom interaction can be a valuable tool for learning, it does not necessarily lead to useful learning experiences. Through case studies, this book highlights the use of new analytical methodologies for studying the content and patterns of children's interactions and how these contribute to their construction of knowledge. Classroom Interaction and Social Learning will be of interest to students and in service teachers and researchers concerned with classroom discourse and learning.
|Literacy in the Secondary School
Maureen Lewis & David Wray (2000) David Fulton
This book presents a coherent approach to the development of literacy at secondary level. It contains a number of case studies written by secondary teachers in which they each explain how they were able to develop the ideas arising from the Extending Literacy project. It also contains a thorough presentation and analysis of current policy developments in secondary literacy.
|Inquiry in the Classroom: Creating It, Encouraging It, Enjoying It
David Wray (1999) Pippin
Dinosaurs. Life under the sea. Airplanes. Ancient Egypt. These are the things that interest children -- much more than reading period or the daily math lesson. All teachers know that interested students are better learners, and that's why projects have long been part of the elementary curriculum. But how can teachers build on the enthusiasm they generate? Can project work really become the focus of the classroom, without sacrificing important teaching and learning? And how can project work be evaluated? In Inquiry in the Classroom, David Wray shows how projects can be a driving force in the early school years. With careful planning, project work can touch on all aspects of the curriculum. By involving students in that planning, we can ensure that their interest will be maintained. And, by setting realistic goals and allowing for creativity and flexibility in project outcomes, evaluation can be designed to reflect real learning.
|Writing across the Curriculum
Maureen Lewis and David Wray (1998) Reading and Language Information Centre, University of Reading
This book extends the concept of writing frames to encompass the range of writing that pupils need to do to be successful in various areas of the curriculum, such as Mathematics, Technology, etc. It also contains a number of photocopiable frames for story writing.
|Writing Frames: Scaffolding children's non-fiction writing in a range of genres
Maureen Lewis & David Wray (1997) Reading and Language Information Centre, University of Reading
This book contains an account and rationale for the use of writing frames to improve children's writing in a range of non-fiction genres. It also contains a large number of photocopiable frames for classroom use.
|Extending Literacy: Children reading and writing non-fiction
David Wray and Maureen Lewis (1997) Routledge
This book explores the linked questions of how children's literacy skills may be extended and how they can be taught to read and write non-fiction texts more effectively. It gives many examples of practical classroom strategies as well as a coherent framework for such work.
|English for Primary Teachers
David Wray and Jane Medwell (1997) Letts
Dealing with the teaching of English, this is one of a series written for students working towards Qualified Teacher Status. Each title provides a systematic and detailed guide to the subject-knowledge requirements of the Initial Teacher Training National Curriculum (ITTNC). This volume contains an audit and self-study guides for English subject knowledge.
|Teaching English in Primary Schools: Handbook of Lesson Plans, Knowledge and Teaching Methods
David Wray and Jane Medwell (1997) Letts
Dealing with the teaching of English, this is one of a series written for students working towards Qualified Teacher Status. Each title provides a systematic and detailed guide to the subject-knowledge requirements of the Initial Teacher Training National Curriculum (ITTNC). This volume focuses on teaching skills and strategies. One student reviewer describes it as: 'A super book, written in user-friendly language, and set out in manageable sections which make it great to dip in to. An excellent book for those studying to be teachers in primary schools. Plenty of useful resources and lesson plans are included, together with a useful glossary to confirm the meaning of those tricky grammatical terms!
|Developing children's non-fiction writing
Maureen Lewis and David Wray (1995) Scholastic
This book outlines the ideas and rationale underpinning the use of writing frames to support non-fiction writing. It introduces the features of a number of written factual genres, and explains the pedagogical framework in which writing frames can be used most effectively.
|English 7-11: Developing primary teaching skills
David Wray (1995) Routledge
This book focuses on contexts for and approaches to the teaching of primary English to children aged from seven to eleven. It is organised around a series of guided activities through which teachers are encouraged to examine their own classroom as environments for language and literacy development and to reflect upon particular teaching approaches.
|Literacy and Awareness
David Wray (1994) Hodder and Stoughton
Considerable interest has been aroused by the linked areas of metalinguistic awareness and metacognition in reading. This book pulls together research insights in these two fields and draws out the teaching implications for improving literacy.
|Teaching Primary English: The State of the Art
David Wray and Jane Medwell (Eds) (1994) Routledge
This is a collection of essays by teachers and researchers in the forefront of thinking about the teaching of primary English. It includes sections on speaking and listening, reading, writing, and current issues in English teaching.
|Literacy and Language in the Primary Years
David Wray and Jane Medwell (1991) Routledge
Linking the development of reading, writing, speaking and listening, this book emphasises the value of active, collaborative learning and includes sections on literacy across the primary curriculum, new technology and assessment.
|Emerging Partnerships: Current Research in Literacy and Language
David Wray (Ed) (1990) Multilingual Matters
This volume contains accounts of some of the most interesting recent research into language and literacy development. The papers included cover early language development, preschool literacy development, children's writing, oral classroom language, the relationships between reading and writing, the use of word-processors, and literacy outside the school context.
|Literacy in Action: The development of literacy in the primary years
David Wray, Wendy Bloom and Nigel Hall (1989) Falmer Press
This book provides teachers and students with an overview of what literacy is and how it might be taught successfully in schools. It is a teaching book whose interactive format will be useful in all kinds of teacher education settings.
|Teaching Information Skills through Project Work
David Wray (1985) Hodder and Stoughton
Handling information, critically and purposefully, was for many years a neglected aspect of literacy. This book was an early attempt to redress the balance a little, by approaching the teaching of information skills through the very common primary school activity of project work.