This book concisely summarises the problems associated with motivating boys to write and identifies clear ways to help.
Activities and ideas to support and inspire boys to write with confidence (Years 4-8 / Ages: 10-14)
Research shows that, in general, boys do not write as well as girls. Many boys are less interested in the writing process and less motivated to engage in it. Yet success in writing underpins success in many other areas. So how to help raise achievement and how to motivate these boys? This book, authored by a specialist writing teacher, concisely summarises the problems associated with motivating boys to write and identifies clear ways to help. The writing tasks and prompts have been carefully chosen to appeal to boys, focusing on fun and action-packed topics. The follow-up activities include discussion points to enhance boys’ learning of this vital skill.
8-12 Years, 12-15 Years
A4 Photopiable Teacher Resource Book – 56 pages
Boys won’t be able to resist the inclusive, purposeful writing programme in Writing Success for Boys, which puts fun and creativity at centre stage.
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Active Comprehension is a collection of comprehension activities that encourages a hands-on approach to engaging with texts.
Written by highly experienced educators, Sally Sneddon and Anne Pettit, this book will assist educators, managers and coordinators in all kinds of education and care settings for young children to embed sustainability in everyday teaching.
STEM Detectives is a practical photographic resource to encourage and guide educators to identify the STEM happening in children’s play, as well as develop the skills and understanding to support and encourage a deeper level of exploration and discovery.
A Sense of Wonder explores the possibilities for experiencing science in early childhood settings, together with practical ideas to inspire early childhood educators and pre-service students.
This teacher manual takes readers on a journey that will help them to gain a greater understanding of reflective practice and where it has come from, how it relates to their practice and how they can engage in reflection to build their own professional capability.
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