James Clements is an experienced teacher, researcher, and education writer. He has worked with groups of schools, education organisations and governments in the UK and across the world. James’ principal areas of interest are children’s development of language and language comprehension, how schools create rich reading cultures, and authentic ways of supporting children’s written communication. Prior to this, James was a primary teacher and school leader in central London. He is the author of Teaching English by the Book.Mathew Tobin was a primary teacher and school leader for many years before becoming a senior lecturer in Primary English and Children′s Literature. He continues to work closely with school practitioners and pupils particularly with a particular focus on raising standards in English. He is passionate about raising the profile of Reading Teachers and the Reflecting Realities agenda and teaches these areas at both Undergraduate and Postgraduate level. Mathew is often invited to chair discussions around Children′s Literature, deliver keynotes and is involved in various judging panels. His own research interests include exploring the relationships between children′s literature and the landscapes and the pedagogical potential and benefits of a locality-based curriculum.

• Part 1: English in the Early YearsCh1 Reading in the Early Years: TheoryCh2 Reading in the Early Years: PracticeCh3 Writing in the Early Years: TheoryCh4 Writing in the Early Years: PracticePart 2: Oracy and Spoken LanguageCh5 Talk, Oracy and Spoken Language: TheoryCh6 Talk, Oracy and Spoken Language: PracticePart 3: ReadingCh7 The Simple View of Reading: TheoryCh8 The Simple View of Reading: PracticeCh9 Becoming a Reader: Theory and Practice in Reading for PleasureCh10 Teachers as Readers – Understanding the Importance of Children’s Literature: Theory and PracticePart 4: WritingCh11 The Teaching and Learning of Writing: TheoryCh12 The Teaching and Learning of Writing: PracticeCh13 Teaching Grammar and Punctuation in Context: Theory and PracticePart 5: Vocabulary and Word KnowledgeCh14 Building Vocabulary and Word Knowledge: Theory and PracticePart 6: Curriculum, Planning and AssessmentCh15 Curriculum and Planning in Primary English: TheoryCh16 Curriculum and Planning in Primary English: PracticeCh17 Assessment in English: TheoryCh18 Assessment in English: Practice

James Clements is an experienced teacher, researcher, and education writer. He has worked with groups of schools, education organisations and governments in the UK and across the world. James’ principal areas of interest are children’s development of language and language comprehension, how schools create rich reading cultures, and authentic ways of supporting children’s written communication. Prior to this, James was a primary teacher and school leader in central London. He is the author of Teaching English by the Book.Mathew Tobin was a primary teacher and school leader for many years before becoming a senior lecturer in Primary English and Children′s Literature. He continues to work closely with school practitioners and pupils particularly with a particular focus on raising standards in English. He is passionate about raising the profile of Reading Teachers and the Reflecting Realities agenda and teaches these areas at both Undergraduate and Postgraduate level. Mathew is often invited to chair discussions around Children′s Literature, deliver keynotes and is involved in various judging panels. His own research interests include exploring the relationships between children′s literature and the landscapes and the pedagogical potential and benefits of a locality-based curriculum.

• Part 1: English in the Early YearsCh1 Reading in the Early Years: TheoryCh2 Reading in the Early Years: PracticeCh3 Writing in the Early Years: TheoryCh4 Writing in the Early Years: PracticePart 2: Oracy and Spoken LanguageCh5 Talk, Oracy and Spoken Language: TheoryCh6 Talk, Oracy and Spoken Language: PracticePart 3: ReadingCh7 The Simple View of Reading: TheoryCh8 The Simple View of Reading: PracticeCh9 Becoming a Reader: Theory and Practice in Reading for PleasureCh10 Teachers as Readers – Understanding the Importance of Children’s Literature: Theory and PracticePart 4: WritingCh11 The Teaching and Learning of Writing: TheoryCh12 The Teaching and Learning of Writing: PracticeCh13 Teaching Grammar and Punctuation in Context: Theory and PracticePart 5: Vocabulary and Word KnowledgeCh14 Building Vocabulary and Word Knowledge: Theory and PracticePart 6: Curriculum, Planning and AssessmentCh15 Curriculum and Planning in Primary English: TheoryCh16 Curriculum and Planning in Primary English: PracticeCh17 Assessment in English: TheoryCh18 Assessment in English: Practice

James Clements is an experienced teacher, researcher, and education writer. He has worked with groups of schools, education organisations and governments in the UK and across the world. James’ principal areas of interest are children’s development of language and language comprehension, how schools create rich reading cultures, and authentic ways of supporting children’s written communication. Prior to this, James was a primary teacher and school leader in central London. He is the author of Teaching English by the Book.Mathew Tobin was a primary teacher and school leader for many years before becoming a senior lecturer in Primary English and Children′s Literature. He continues to work closely with school practitioners and pupils particularly with a particular focus on raising standards in English. He is passionate about raising the profile of Reading Teachers and the Reflecting Realities agenda and teaches these areas at both Undergraduate and Postgraduate level. Mathew is often invited to chair discussions around Children′s Literature, deliver keynotes and is involved in various judging panels. His own research interests include exploring the relationships between children′s literature and the landscapes and the pedagogical potential and benefits of a locality-based curriculum.

• Part 1: English in the Early YearsCh1 Reading in the Early Years: TheoryCh2 Reading in the Early Years: PracticeCh3 Writing in the Early Years: TheoryCh4 Writing in the Early Years: PracticePart 2: Oracy and Spoken LanguageCh5 Talk, Oracy and Spoken Language: TheoryCh6 Talk, Oracy and Spoken Language: PracticePart 3: ReadingCh7 The Simple View of Reading: TheoryCh8 The Simple View of Reading: PracticeCh9 Becoming a Reader: Theory and Practice in Reading for PleasureCh10 Teachers as Readers – Understanding the Importance of Children’s Literature: Theory and PracticePart 4: WritingCh11 The Teaching and Learning of Writing: TheoryCh12 The Teaching and Learning of Writing: PracticeCh13 Teaching Grammar and Punctuation in Context: Theory and PracticePart 5: Vocabulary and Word KnowledgeCh14 Building Vocabulary and Word Knowledge: Theory and PracticePart 6: Curriculum, Planning and AssessmentCh15 Curriculum and Planning in Primary English: TheoryCh16 Curriculum and Planning in Primary English: PracticeCh17 Assessment in English: TheoryCh18 Assessment in English: Practice