Don't call it literacy! : what every teacher needs to know about speaking, listening, reading and writing / Geoff Barton.

Includes bibliographical references and index.

Introduction: why literacy matters -- Part one: literacy essentials -- What we know about literacy in the UK -- How much does a teacher of any subject need to know about literacy -- How to be effective as a literacy coordinator -- How a consistent whole-school approach to literacy can help pupils to learn better -- What Ofsted expects to see as evidence of whole-school literacy -- Part two: speaking and listening -- Essential knowledge at a glance -- What research tells us about classroom talk -- Exploring different types of talk -- How to organise group talk -- Why group work matters -- Why body language matters so much in teaching -- How to enter the classroom -- How to use the classroom space -- How to avoid letting no-go zones develop in your classroom -- Where and how to stand in class -- How other aspects of body language can help to improve your communication -- How to talk less -- How to use language to manage transitions within lessons -- How to explain things more clearly -- How to make explanations more powerful -- How to ask better questions -- Part three: reading -- What research tells us about reading -- How to evaluate the types of reading demands made in your subject -- How to build a reading culture -- How to develop pupils' range of reading strategies -- Reflecting on your own reading skills -- How we skim texts -- How we scan texts -- How to encourage pupils to read texts actively -- How to develop pupils' analytical skills in reading -- How to help pupils to spell more accurately -- How to help pupils to revise -- How to help pupils to develop independent study skills -- How to promote independent research -- How do we promote 'reading for pleasure -- Part four: writing -- What research tells us about writing -- Five things every teacher ought to know about writing -- How to write: seven hints -- How to improve the accuracy of your own writing -- Evaluating the main writing ingredients needed for your subject -- How to teach pupils to write -- Helping pupils to write better -- How to write a recount -- How to write analytically -- How to write discursively -- How to write to evaluate -- Writing to explain -- Writing to inform -- Writing instructions -- Writing to persuade -- Writing to report -- Appendices -- Glossary of grammatical terms -- Subject-by-subject spelling lists -- Week-by-week spellings -- Reading list -- Afterword -- Index.

Tertiary/Undergraduate.

Postgraduate.

Machine converted from AACR2 source record.