An essential reference for practicing and pre-service teachers who want to explore literature with their students. Based on the Australian Curriculum: English's Literature strand and sequence, the book presents comprehensive criteria tables, suggests guided discussion questions and outlines possible teaching tasks. While based on the Literature strand, the Language strand receives in-depth attention through a focus on how literary language constructs meaning and how literary texts provide models for creating dialogue, description and vocabulary building, with a glossary on figurative language. Also features:

• A range of literary text types - realism, fantasy, sci-fi, humour, mystery and innovative forms of postmodern picture books, graphic novels and manga
• A visual grammar for reading images in picture books
• Approaches to appreciating poetry

Full of ideas for acting, speaking and listening activities for the classroom - directed at teachers who have to take the whole class for drama. This practical and easy-to-use resource book can be used to provide a course of work over a whole year, or as a source of single lessons. Student worksheets can be copied and given as part of class work or as home exercises, and topics are divided into Beginner and Advanced levels. 

The Teacher's Resource Book provides assistance for using the anthology in the classroom with information about the poets, the poems and activities using individual poems and groups of poems. Antipodes is the first collection of Aboriginal and white poetic responses to the 'settlement' of Australia. 200 years of poetic voices (sometimes in harmony, sometimes conflicting) comment on colonisation and the culture shock of 'first contact'.

A rich source of assessment strategies and feedback processes to support student learning in the middle years classroom. Krause provides significant support for key assessment practices that should be part of every teacher's repertoire, with exciting ideas to:

• stimulate teacher practice
• address the need for variety in the classroom
• adopt multimodal approaches
• cater for learning differences
• facilitate higher order thinking

How can we do a better job of creating "boy friendly" classrooms so their voices can be heard? Fletcher asks teachers to imagine the writing classroom from a boy's perspective and to consider specific steps we might take to create stimulating classrooms for them. Each chapter includes ideas on "What can I do in my classroom?" and examines issues of genre, handwriting and drawing, and conferring.

Davis focuses on strategies often used to develop the reading comprehension ability of primary school students and provides:

• an explanation of each strategy, giving examples of learning goals and success criteria
• examples of 'talk aloud' and 'think aloud' teaching and learning approaches
• examples of deliberate instruction based on commonly used reading texts
• self and peer assessment tasks in relation to strategy use
• advice on how teachers can integrate the strategies in one or a series of lessons
• an accompanying CD ROM

Charged with Meaning is the third edition of Re-viewing English - a book which has become the standard reference for both practicing teachers of english and pre-service teachers.

It provides a comprehensive overview of the development of the teaching of English, and discussion and useful information about the range of classroom issues which teachers have to deal with. Many chapters also have additional detailed practical suggestions for classroom applications. The contributors to Charged with Meaning are practicing teachers and teacher educators who have each made their own contribution to the teaching of English in Australia and overseas. 

Focusses on teaching grammar in the context of literary texts in the primary and middle years. The introduction discusses what is meant by "teaching grammar" in the context of literary texts in which the emphasis is placed in students developing not just skills and strategies but also knowledge and understandings about how language works. Outstanding classroom practitioners share their strategies, programs and in some cases whole units of work demonstrating how to work with literary texts.

Presents a concise introduction to the best Web 2.0 tools, providing suggestions on how to get started, practical classroom examples, lesson plans, activity sheets, tips and hints.

• The best tools for connecting (for connecting the school and for connecting to the global community)
• The best tools for communicating (podcasts, blogs, Google applications, Timebridge, live-blogging, back-channel chat and more)
• The best tools for creating (including wikis, blogs, voicethreads and more)

Combines two essential strands in contemporary educational discourse - the critical importance of high quality care and education in the early years, and the central role that imaginitive arts experiences can and should play in the lives of all young children. It highlights the potential for quality arts experiences to transform educational outcomes through:

• Enhancing and developing children's and imagination
• Encouraging children's problem-solving abilities
• Exposing children to a diversity of cultures and a broad and inclusive world view
• Scaffolding and modelling positive attributes and habits of mind to help children flourish in the 21st century.