Mrs. Bryce’s Mice – An I Can Read Book Level 1
Among Mrs. Brice’s 25 mice, all but one do everything together. And this mouse’s difference ‘comes in handy when the mice meet a cat, and while twelve run this way and twelve run that, this mouse runs this way and that, wearing out the cat and saving them all. The simple, gracefully repetitive text and bright drawings will make a preschool hero of the clever little mouse.
Jumpstart reading success with this big collection motivating storybooks correlated with Guided Reading Level C. Most pages of these full-color storybooks feature just two or three lines of simple, repetitive text to help children learn to read with ease and confidence.
The Napping houseThere is a house,a napping house, where everyone is sleeping. "Everyone," in this case is a snoring granny, a dreaming child, a dozing dog, a snoozing cat, a slumbering mouse... and a wakeful flea! Uh-oh. Looks like the napping house won't be napping for long. With their very own brand of humor, Audrey Wood and Don Wood create an appealing bedtime book compatible with Margaret Wise Brown's classic Goodnight Moon. This small, square board book, with its rhythmic, repetitive text and witty pictures in shades of ever-brightening blues and greens (as the night turns to day), is sure to be a winner with preschool insomniacs.
Among Mrs. Brice's 25 mice, all but one do everything together. And this mouse's difference ‘comes in handy when the mice meet a cat, and while twelve run this way and twelve run that, this mouse runs this way and that, wearing out the cat and saving them all. The simple, gracefully repetitive text and bright drawings will make a preschool hero of the clever little mouse.' 'C.
Learning What to Ignore: Connecting Multidiscipline Content and Process
The acceptance of reason with uncertainty can help learners successfully manage their occupations and lives during the accelerations prominent in the 21st century. As William Ayers states: "Pritscher tilts his lance at the petrified orthodoxy we call teaching and learning, inviting us on a wild journey into the heart of education." The book elaborates on David Geoffrey Smith's question: "Why does so much educational 'research' today seem so unenlightening, repetitive and incapable of moving beyond itself? The answer must be because it is 'paradigmatically stuck', and cannot see beyond the parameters of its current imaginal space."
