When Mouse and Elephant go to the playground together, it seems as if everything they try to play on together is broken, until they finally find the piece of equipment that is just right for them.

ABOUT THIS READING BOOK SERIES These cumulative, decodable phonics ebooks provide an effective and enjoyable 'stand-alone' approach to teach beginning reading. They are also designed to complement No Nonsense Phonics Skills (Pupil Books 1 to 8) and the Phonics International programme - a FREE online programme (Units 1 to 6 of 12 Units). The books can be used to complement and supplement other early reading programmes and reading instruction. The series is colour-coded for ease of organisation and management. The back covers indicate the code featured cumulatively in each book. Purpose – these books are designed for children: 1. to practise the technical skill of decoding new printed words by sounding out and blending (‘lifting the words off the page’) using their knowledge of letter/s-sound correspondences (the alphabetic code) 2. to learn the meaning of new words, enriching their vocabulary, in the context of events in the storylines 3. to practise reading aloud with increasing confidence and fluency – learning how to use expression when re-reading The books are challenging: The books are structured to be ‘cumulative’ and ‘decodable’ and they are also challenging. They include shorter and longer words from the outset and some words that are likely to be new to children’s spoken language. Generally, there are many words on most pages to provide plenty of accurate decoding practice. After the children have decoded any new words they do not automatically recognise, the supporting adult can discuss the storylines, including with reference to the illustrations, to explain new words. There is ‘Vocabulary Support’ in the back of the books. Capital letters are code for the same sounds as their lower case letters. Children should attempt to decode the words, sentences or pages by themselves at first with the adult encouraging, supporting, re-reading words, sentences and pages as required. Some beginners may only manage one page in any one reading session until they have perfected the phonics skill of sounding out in response to letters and letter groups, and blending the sounds (synthesising) to decode new words. Children learn at different rates and have different needs: Debbie’s approach includes incidental phonics teaching and support as well as systematic provision. Some children may need reminding of letter/s-sound correspondences that are not yet embedded in memory. Some children will self-teach as they learn more about the alphabetic code, and some children will recognise words they’ve previously read more easily than others. Some children may be able to ‘discern’ (detect) a word they’ve sounded out because they know the word in their spoken language, but struggle to ‘discern’ a new printed word that is not in their spoken language. This will improve over time as children decode and learn new words from the literature they read not just the words they hear and speak. Using the books in the school and at home advisedly: In school, teachers may decide to use these books lagging behind the introduction of the various letter/s-sound correspondences for additional reading practice. Both the No Nonsense Phonics and the Phonics International programmes already provide plain ‘matched texts’ for children’s reading, writing, spelling and language comprehension. These reading books are additional and complementary to the phonics programmes. Teachers may decide to cascade these books to children for home-reading starting with the children who are the quickest and most adept at sounding out and blending to decode new words. Teachers may decide to use these books in school for supported practice in school before sending them home for re-reading in the home. Again, this may depend on the children themselves and how teachers decide the books will be most beneficial – particularly when children are beginners. Teachers may use later books differently according to children’s changing needs over time. Children can be introduced to letter/s-sound correspondences ‘incidentally’ and this will add to their code knowledge and capacity to self-teach over time. Illustrations: The pictures in children’s books enhance the storylines and often tell a story beyond the words on the pages. It is important that the ‘back and forth’ discussions between adults and children always take place with these phonics reading books no less than with storybooks. In addition, ‘homophones’ are so common in the English language that it is helpful, as adults, to point out that the same words can have various meanings in different contexts – and to engage children fully with this notion. About the ‘sounds’ and the alphabetic code: Parents and carers can ‘hear’ the sounds via an audio Alphabetic Code Chart at alphabeticcodecharts.com . There are also free printable alphabetic code charts at this site. Tweaking or modifying pronunciation: It is very common that a spoken word’s final pronunciation needs to be ‘tweaked’ or ‘modified’ after sounding out and blending. Early examples of this are words such as ‘is’, ‘his’, ‘as, ‘has’. In reality, these words are pronounced ‘iz’, ‘hiz’, ‘az’, ‘haz’ with a /z/ sound at the end, not a /s/ sound, but most children who are decoding these words will automatically sound them out and then say them with their correct pronunciation even without thinking about it. The sooner adults and children alike understand this constant process of slight modification of pronunciation (as required), the sooner a wider range of words can be included for beginners.

CONTEMPLATIVE ABSTRACTS is the logical sequel to 'Abstacts' (1983) which, being readerly, or capable of being read, was non-contemplative and therefore a precondition of abstract poems that require only to be contemplated, since effectively a species of word art. The five books in this project represent different stages in John O'Loughlin's development of a non-readerly, or contemplative, style of poetic composition, and have also been published separately under the headings 'Contemplations' (1985), 'Supercontemplations' (1993) and 'Ultracontemplations' (1994), the first of these being in three books and therefore containing the greater percentage of the material now available in one volume, as the collected contemplative abstract poems.

SUPERCONTEMPLATIONS signifies a creative advance on the lower-case volume of abstract poetry entitled 'Contemplations' (1985), in that it combines upper- and lower-case monosyllabic words in the process of creating patterned entities which, whatever their subliminal message, require only to be contemplated, and are thus akin to a mode of 'word art', the only difference being that these 'poems' were created with a word-processing program rather than with a paint program involving characters.

Can Jason forge the family he wants through Magic? Not that his stepmother and stepfather aren't nice--they are. But they're not his, and he feels the lack of his own parents deeply. When Jason gets a scholarship to a quirky summer camp, he learns that he might have Magick and can building friendships beyond imagining. Those friends may be his for life--or turn into his enemies.

The companion to the Newbery Honor winner Where the Mountain Meets the Moon and the National Book Award finalist When the Sea Turned to Silver The moon is missing from the remote Village of Clear Sky, but only a young boy named Rendi seems to notice! Rendi has run away from home and is now working as a chore boy at the village inn. He can't help but notice the village's peculiar inhabitants and their problems-where has the innkeeper's son gone? Why are Master Chao and Widow Yan always arguing? What is the crying sound Rendi keeps hearing? And how can crazy, old Mr. Shan not know if his pet is a toad or a rabbit? But one day, a mysterious lady arrives at the Inn with the gift of storytelling, and slowly transforms the villagers and Rendi himself. As she tells more stories and the days pass in the Village of Clear Sky, Rendi begins to realize that perhaps it is his own story that holds the answers to all those questions. Newbery Honor author Grace Lin brings readers another enthralling fantasy featuring her marvelous full-color illustrations. Starry River of the Sky is filled with Chinese folklore, fascinating characters, and exciting new adventures.

Whether used for thematic story times, program and curriculum planning, readers' advisory, or collection development, this updated edition of the well-known companion makes finding the right picture books for your library a breeze. Generations of savvy librarians and educators have relied on this detailed subject guide to children's picture books for all aspects of children's services, and this new edition does not disappoint. Covering more than 18,000 books published through 2017, it empowers users to identify current and classic titles on topics ranging from apples to zebras. Organized simply, with a subject guide that categorizes subjects by theme and topic and subject headings arranged alphabetically, this reference applies more than 1,200 intuitive (as opposed to formal catalog) subject terms to children's picture books, making it both a comprehensive and user-friendly resource that is accessible to parents and teachers as well as librarians. It can be used to identify titles to fill in gaps in library collections, to find books on particular topics for young readers, to help teachers locate titles to support lessons, or to design thematic programs and story times. Title and illustrator indexes, in addition to a bibliographic guide arranged alphabetically by author name, further extend access to titles.