This new edition of the Oxford Primary Thesaurus is bursting with thousands of synonyms to enrich children's writing. Entries are simple and clear, and include example sentences from children's favourite authors which model how to use different words in context. Alphabet tabs on every pagemake navigation very easy. Extra writing support is given for overused words such as nice and good, topic vocabulary at words such as animal or castle, and writing tips at words such as food, weather and clothes suggest ways to create colourful descriptions. Finding new and alternative words iseasy, quick and fun. The Oxford Primary Thesaurus is an invaluable reference tool for pupils to use to edit and improve their writing. An ideal companion to the new updated edition of the Oxford Primary Dictionary. Go online at a href="https://www.oxforddictionaries.com/childrens/childrens-dictionary-resources"www.oxfordschooldictionaries.com/a for the accompanying free downloadable activities.
Stimulating Non-Fiction Writing! Inspiring Children Aged 7-11 offers innovative and exciting ways to engage children in non-fiction writing, giving professionals the confidence and practical advice that they need to support children in producing quality non-fiction texts in the classroom. Packed full of interesting ideas, resource suggestions and practical activities, the book explores the various ways professionals can purposefully encourage ‘child authors’ to develop their non-fiction writing skills. Tried-and-tested resources, ‘Gold star!’ tips and practical suggestions are underpinned by research-informed teaching strategies and academic information to strengthen professional practice associated with the teaching of non-fiction writing. By taking a stimulating approach to each text type and linking activities to known texts and stimuli, the book offers differentiated advice for working with children in Lower and Upper Key stage 2. Chapters consider text types that include: Instructions Persuasive texts Non-chronological reports Correspondence texts Discussion texts This new text is the perfect guide for inspiring children aged 7-11 in the classroom and will energise and enrich classroom provision and practice by being an essential resource for teachers and students on teacher training courses.
‘Do you know your diphthongs from your digraphs? Are you au fait with all the main reading programmes published in the UK? And can you really tell the difference between a legend, a myth and a fable? If you have any doubt about saying yes to any of these questions, fear not; the answers are all in ‘The Primary English Encyclopedia’. This fantastic resource contains such a comprehensive coverage of literacy topics that it will undoubtedly become one of the most regularly consulted titles on your bookshelf’ - Literacy Time Plus This user friendly encyclopedia explains concepts, aims and current requirements in all aspects of the primary English curriculum and is an invaluable reference for all training and practising teachers. Now in its fourth edition, entries have been updated to take account of new research and thinking and now reflect the requirements of the new Primary National Curriculum and particularly The Communication, Language and Literacy Development element. The approach is critical but constructive and supportive of the reflective practitioner in developing sound subject knowledge and good classroom practice. The encyclopedia includes: over 600 entries , including new entries on English in the Early Years, bilingualism, SEN, the use of the internet, synthetic phonics and many more short definitions of key concepts succinct explanations of current UK requirements extended entries on major topics such as speaking and listening, reading, writing, drama, poetry, bilingualism and children’s literature input on new literacies and new kinds of texts for children discussion of current issues and some input on the history of English teaching in the primary years gender and literacy important references for each topic , advice on further reading and accounts of recent research findings a Who’s Who of Primary English and lists of essential texts, updated for this new edition. This encyclopedia will be ideal for student teachers on BA and PGCE courses preparing for work in primary schools and primary school teachers.
The Oxford School Dictionary & Thesaurus is a comprehensive one-stop shop for definitions, curriculum vocabulary, spelling, grammar, and punctuation as well as synonyms and writing tips. It is ideal students finishing primary and going on to secondary school. Easy to use and with a sturdy binding, it is the perfect one volume reference tool.
TheOxford Mini School Dictionary and Thesaurus is the perfect one-volume reference tool. Ideal for school bags in this handy mini format, it is packed with curriculum vocabulary, and language and writing support for primary students about to start secondary school. It is now available in a new eco-friendly cover.
This volume provides concise, authoritative accounts of the approaches and methodologies of modern lexicography and of the aims and qualities of its end products. Leading scholars and professional lexicographers, from all over the world and representing all the main traditions and perspectives, assess the state of the art in every aspect of research and practice. The book is divided into four parts, reflecting the main types of lexicography. Part I looks at synchronic dictionaries - those for the general public, monolingual dictionaries for second-language learners, and bilingual dictionaries. Part II and III are devoted to the distinctive methodologies and concerns of historical dictionaries and specialist dictionaries respectively, while chapters in Part IV examine specific topics such as description and prescription; the representation of pronunciation; and the practicalities of dictionary production. The book ends with a chronology of major events in the history of lexicography. It will be a valuable resource for students, scholars, and practitioners in the field.
The availability of large electronic corpora has caused major shifts in linguistic research, including the ability to analyze much more data than ever before, and to perform micro-analyses of linguistic structures across languages. This has historical linguists to rethink many standard assumptions about language history, and methods and approaches that are relevant to the study of it. The field is now interested in, and attracts, specialists whose fields range from statistical modeling to acoustic phonetics. These changes have even transformed linguists' perceptions of the very processes of language change, particularly in English, the most studied language in historical linguistics due to the size of available data and its status as a global language. The Oxford Handbook of the History of English takes stock of recent advances in the study of the history of English, broadening and deepening the understanding of the field. It seeks to suggest ways to rethink the relationship of English's past with its present, and make transparent the variety of conditions and processes that have been instrumental in shaping that history. Setting a new standard of cross-theoretical collaboration, it covers the field in an innovative way, providing diachronic accounts of major influences such as language contact, and typological processes that have shaped English and its varieties, as well as highlighting recent and ongoing developments of Englishes--celebrating the vitality of language change over the centuries and the many contexts and processes through which language change occurs.
This book supports trainee teachers working towards primary QTS in teaching primary English across all areas of the curriculum. Focused on teaching a more integrated and inclusive curriculum, this text draws out meaningful cross curriculur links and explores how the teaching of English can take place across the whole curriculum. It examines how a teacher's effective use of English is essential in supporting learning in all subjects and considers the role of the teacher in promoting English. Chapters cover topics such as language, literature, EAL and thinking skills. Incorporating the latest thinking in primary English and including exemplars of current good practice, this practical guide encourages trainee teachers to explore learning and teachig in new ways. About the Transforming QTS Series This series reflects the new creative way schools are begining to teach, taking a fresh approach to supporting trainees as they work towards primary QTS. Titles provide full up to date resources focused on teaching a more integrated and inclusive curriculum, and texts draw out meaningful and explicit cross curricular links.
Recent scholarship on ancient Judaism, finding only scattered references to messiahs in Hellenistic- and Roman-period texts, has generally concluded that the word ''messiah'' did not mean anything determinate in antiquity. Meanwhile, interpreters of Paul, faced with his several hundred uses of the Greek word for ''messiah,'' have concluded that christos in Paul does not bear its conventional sense. Against this curious consensus, Matthew V. Novenson argues in Christ among the Messiahs that all contemporary uses of such language, Paul's included, must be taken as evidence for its range of meaning. In other words, early Jewish messiah language is the kind of thing of which Paul's Christ language is an example. Looking at the modern problem of Christ and Paul, Novenson shows how the scholarly discussion of christos in Paul has often been a cipher for other, more urgent interpretive disputes. He then traces the rise and fall of ''the messianic idea'' in Jewish studies and gives an alternative account of early Jewish messiah language: the convention worked because there existed both an accessible pool of linguistic resources and a community of competent language users. Whereas it is commonly objected that the normal rules for understanding christos do not apply in the case of Paul since he uses the word as a name rather than a title, Novenson shows that christos in Paul is neither a name nor a title but rather a Greek honorific, like Epiphanes or Augustus. Focusing on several set phrases that have been taken as evidence that Paul either did or did not use christos in its conventional sense, Novenson concludes that the question cannot be settled at the level of formal grammar. Examining nine passages in which Paul comments on how he means the word christos, Novenson shows that they do all that we normally expect any text to do to count as a messiah text. Contrary to much recent research, he argues that Christ language in Paul is itself primary evidence for messiah language in ancient Judaism.