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This makes it a must buy - a really supportive, evidence-based resource for all those who teach foundation stage and key stage one classes. * Dr Julie Alderton, Lecturer in Mathematics Education, Faculty of Education, University of Cambridge *\u003cbr\u003eThis is an excellent book, full of practical ideas to help develop children's understanding of number. The images used show how you can use everyday resources to help develop children's understanding of number without needing to spend lots of money on new resources, and the small snippets of research help you to understand why the activities suggested can help children to understand number. It is written in an easy to read style and can be dipped into and out of, a great tool to help support planning for maths in the EYFS. 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These lessons may be used as sponge or hook activities (five-minute lessons to start off each school day) or teachers may simply pick and choose activities from within the book for the occasional spelling lesson. Fry teaches spelling patterns by contrasting homophones (like-sounding words) to help students recognize these spelling patterns in more complex words. He also boosts students'' spelling skills by demystifying contractions, abbreviations, capitalization, silent letters, suffixes and prefixes, and more.\u003c\/p\u003e \u003cul\u003e \u003cli\u003eOffers an easy-to-use method for teaching spelling that has been proven to be effective\u003c\/li\u003e \u003cli\u003eIncludes 180 ready-to-use, reproducible lessons-one for each day of the school year\u003c\/li\u003e \u003cli\u003eA new volum\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eIntroduction xv\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I Homophones and Phonics Lessons 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 1: be vs. bee 3\u003c\/p\u003e \u003cp\u003eLesson 2: by vs. bye vs. buy 4\u003c\/p\u003e \u003cp\u003eLesson 3: fair vs. fare 5\u003c\/p\u003e \u003cp\u003eLesson 4: no vs. know 6\u003c\/p\u003e \u003cp\u003eLesson 5: to vs. too vs. two 7\u003c\/p\u003e \u003cp\u003eLesson 6: loan vs. lone 8\u003c\/p\u003e 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26\u003c\/p\u003e \u003cp\u003eLesson 25: cheap vs. cheep 27\u003c\/p\u003e \u003cp\u003eLesson 26: hall vs. haul 28\u003c\/p\u003e \u003cp\u003eLesson 27: leak vs. leek 29\u003c\/p\u003e \u003cp\u003eLesson 28: roll vs. role 30\u003c\/p\u003e \u003cp\u003eLesson 29: die vs. dye 31\u003c\/p\u003e \u003cp\u003eLesson 30: led vs. lead 32\u003c\/p\u003e \u003cp\u003eLesson 31: eight vs. ate 33\u003c\/p\u003e \u003cp\u003eLesson 32: I vs. eye 34\u003c\/p\u003e \u003cp\u003eLesson 33: ball vs. bawl 35\u003c\/p\u003e \u003cp\u003eLesson 34: base vs. bass 36\u003c\/p\u003e \u003cp\u003eLesson 35: week vs. weak 37\u003c\/p\u003e \u003cp\u003eLesson 36: not vs. knot 38\u003c\/p\u003e \u003cp\u003eLesson 37: rain vs. reign 39\u003c\/p\u003e \u003cp\u003eLesson 38: plain vs. plane 40\u003c\/p\u003e \u003cp\u003eLesson 39: past vs. passed 41\u003c\/p\u003e \u003cp\u003eLesson 40: or vs. oar 42\u003c\/p\u003e \u003cp\u003eLesson 41: beach vs. beech 43\u003c\/p\u003e \u003cp\u003eLesson 42: row vs. roe 44\u003c\/p\u003e \u003cp\u003eLesson 43: pause vs. paws 45\u003c\/p\u003e \u003cp\u003eLesson 44: oh vs. owe 46\u003c\/p\u003e \u003cp\u003eLesson 45: beat vs. beet 47\u003c\/p\u003e \u003cp\u003eLesson 46: pier vs. peer 48\u003c\/p\u003e \u003cp\u003eLesson 47: hole vs. whole 49\u003c\/p\u003e \u003cp\u003eLesson 48: which vs. witch 50\u003c\/p\u003e \u003cp\u003eLesson 49: hail vs. hale 51\u003c\/p\u003e \u003cp\u003eLesson 50: guest vs. guessed 52\u003c\/p\u003e \u003cp\u003eLesson 51: sell vs. cell 53\u003c\/p\u003e \u003cp\u003eLesson 52: cents vs. sense 54\u003c\/p\u003e \u003cp\u003eLesson 53: bread vs. bred 55\u003c\/p\u003e \u003cp\u003eLesson 54: band vs. banned 56\u003c\/p\u003e \u003cp\u003eLesson 55: root vs. route 57\u003c\/p\u003e \u003cp\u003eLesson 56: peak vs. peek 58\u003c\/p\u003e \u003cp\u003eLesson 57: one vs. won 59\u003c\/p\u003e \u003cp\u003eLesson 58: night vs. knight 60\u003c\/p\u003e \u003cp\u003eLesson 59: rose vs. rows 61\u003c\/p\u003e \u003cp\u003eLesson 60: pail vs. pale 62\u003c\/p\u003e \u003cp\u003eLesson 61: in vs. inn 63\u003c\/p\u003e \u003cp\u003eLesson 62: road vs. rode 64\u003c\/p\u003e \u003cp\u003eLesson 63: pair vs. pear 65\u003c\/p\u003e \u003cp\u003eLesson 64: him vs. hymn 66\u003c\/p\u003e \u003cp\u003eLesson 65: fur vs. fir 67\u003c\/p\u003e \u003cp\u003eLesson 66: hair vs. hare 68\u003c\/p\u003e \u003cp\u003eLesson 67: new vs. knew 69\u003c\/p\u003e \u003cp\u003eLesson 68: higher vs. hire 70\u003c\/p\u003e \u003cp\u003eLesson 69: flu vs. flew 71\u003c\/p\u003e \u003cp\u003eLesson 70: great vs. grate 72\u003c\/p\u003e \u003cp\u003eLesson 71: hi vs. high 73\u003c\/p\u003e \u003cp\u003eLesson 72: find vs. fined 74\u003c\/p\u003e \u003cp\u003eLesson 73: so vs. sew 75\u003c\/p\u003e \u003cp\u003eLesson 74: raise vs. rays 76\u003c\/p\u003e \u003cp\u003eLesson 75: way vs. weigh 77\u003c\/p\u003e \u003cp\u003eLesson 76: ant vs. aunt 78\u003c\/p\u003e \u003cp\u003eLesson 77: berry vs. bury 79\u003c\/p\u003e \u003cp\u003eLesson 78: blue vs. blew 80\u003c\/p\u003e \u003cp\u003eLesson 79: our vs. hour 81\u003c\/p\u003e \u003cp\u003eLesson 80: plum vs. plumb 82\u003c\/p\u003e \u003cp\u003eLesson 81: read vs. reed 83\u003c\/p\u003e \u003cp\u003eLesson 82: ring vs. wring 84\u003c\/p\u003e \u003cp\u003eLesson 83: toe vs. tow 85\u003c\/p\u003e \u003cp\u003eLesson 84: rap vs. wrap 86\u003c\/p\u003e \u003cp\u003eLesson 85: warn vs. worn 87\u003c\/p\u003e \u003cp\u003eLesson 86: least vs. leased 88\u003c\/p\u003e \u003cp\u003eLesson 87: red vs. read 89\u003c\/p\u003e \u003cp\u003eLesson 88: bale vs. bail 90\u003c\/p\u003e \u003cp\u003eLesson 89: been vs. bin 91\u003c\/p\u003e \u003cp\u003eLesson 90: flower vs. flour 92\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II Contractions, Capitalization, Common Misspellings, and More 93\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eContractions 95\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 91: Contractions: Not 97\u003c\/p\u003e \u003cp\u003eLesson 92: Contractions: Will or Shall 98\u003c\/p\u003e \u003cp\u003eLesson 93: Contractions: Have 99\u003c\/p\u003e \u003cp\u003eLesson 94: Contractions: Would or Had 100\u003c\/p\u003e \u003cp\u003eLesson 95: Contractions: Is or Has 101\u003c\/p\u003e \u003cp\u003eLesson 96: Contractions: Various 102\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCapitalization 103\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 97: Capitalization: First Word 105\u003c\/p\u003e \u003cp\u003eLesson 98: Capitalization: Names 106\u003c\/p\u003e \u003cp\u003eLesson 99: Capitalization: Places 107\u003c\/p\u003e \u003cp\u003eLesson 100: Capitalization: Pets 108\u003c\/p\u003e \u003cp\u003eLesson 101: Capitalization: Holidays 109\u003c\/p\u003e \u003cp\u003eLesson 102: Capitalization: Books, Plays, and Movies 110\u003c\/p\u003e \u003cp\u003eLesson 103: Capitalization: Periodicals 111\u003c\/p\u003e \u003cp\u003eLesson 104: Capitalization: People’s Titles 112\u003c\/p\u003e \u003cp\u003eLesson 105: Capitalization: Companies 113\u003c\/p\u003e \u003cp\u003eLesson 106: Capitalization: Quotations 114\u003c\/p\u003e \u003cp\u003eLesson 107: Capitalization: Review 115\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCommon Misspellings 117\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 108: Common Misspellings 119\u003c\/p\u003e \u003cp\u003eLesson 109: Common Misspellings 120\u003c\/p\u003e \u003cp\u003eLesson 110: Common Misspellings 121\u003c\/p\u003e \u003cp\u003eLesson 111: Common Misspellings 122\u003c\/p\u003e \u003cp\u003eLesson 112: Common Misspellings 123\u003c\/p\u003e \u003cp\u003eLesson 113: Common Misspellings 124\u003c\/p\u003e \u003cp\u003eLesson 114: Common Misspellings 125\u003c\/p\u003e \u003cp\u003eLesson 115: Common Misspellings 126\u003c\/p\u003e \u003cp\u003eLesson 116: Common Misspellings 127\u003c\/p\u003e \u003cp\u003eLesson 117: Common Misspellings 128\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePlurals 129\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 118: Plurals: For Most Words 131\u003c\/p\u003e \u003cp\u003eLesson 119: Plurals: For Words Ending in ‘‘S’’ or ‘‘SS’’ 132\u003c\/p\u003e \u003cp\u003eLesson 120: Plurals: For Words Ending in ‘‘CH’’ 133\u003c\/p\u003e \u003cp\u003eLesson 121: Plurals: For Words Ending in ‘‘SH’’ 134\u003c\/p\u003e \u003cp\u003eLesson 122: Plurals: For Words Ending in ‘‘X’’ 135\u003c\/p\u003e \u003cp\u003eLesson 123: Plurals: For Words Ending in ‘‘Y’’ 136\u003c\/p\u003e \u003cp\u003eLesson 124: Plurals: For Words Ending in ‘‘O’’ 137\u003c\/p\u003e \u003cp\u003eLesson 125: Plurals: Irregular Plurals 138\u003c\/p\u003e \u003cp\u003eLesson 126: Plurals: Invariable Nouns 139\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAbbreviations 141\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 127: Abbreviations: First Two Letters 143\u003c\/p\u003e \u003cp\u003eLesson 128: Abbreviations: First and Last Letters 144\u003c\/p\u003e \u003cp\u003eLesson 129: Abbreviations: First and Middle Letters 145\u003c\/p\u003e \u003cp\u003eLesson 130: Abbreviations: Two-Word State Names 146\u003c\/p\u003e \u003cp\u003eLesson 131: Abbreviations: Initializations 147\u003c\/p\u003e \u003cp\u003eLesson 132: Abbreviations: Days of the Week 148\u003c\/p\u003e \u003cp\u003eLesson 133: Abbreviations: Months of the Year 149\u003c\/p\u003e \u003cp\u003eLesson 134: Abbreviations: Streets 150\u003c\/p\u003e \u003cp\u003eLesson 135: Abbreviations: Titles 151\u003c\/p\u003e \u003cp\u003eLesson 136: Abbreviations: Time 152\u003c\/p\u003e \u003cp\u003eLesson 137: Abbreviations: Various Fields 153\u003c\/p\u003e \u003cp\u003e\u003cb\u003eHomophone Contractions 155\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 138: Homophone Contractions: ‘‘They’re’’ 157\u003c\/p\u003e \u003cp\u003eLesson 139: Homophone Contractions: ‘‘You’re’’ 158\u003c\/p\u003e \u003cp\u003eLesson 140: Homophone Contractions: ‘‘It’s’’ 159\u003c\/p\u003e \u003cp\u003eLesson 141: Homophone Contractions: ‘‘Who’s’’ 160\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSilent Letters 161\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 142: Silent Letters: WR 165\u003c\/p\u003e \u003cp\u003eLesson 143: Silent Letters: GN 166\u003c\/p\u003e \u003cp\u003eLesson 144: Silent Letters: KN 167\u003c\/p\u003e \u003cp\u003eLesson 145: Silent Letters: Silent Blend GH 168\u003c\/p\u003e \u003cp\u003eLesson 146: Silent Letters: Silent B and d 169\u003c\/p\u003e \u003cp\u003eLesson 147: Silent Letters: Silent H and P 170\u003c\/p\u003e \u003cp\u003eLesson 148: Silent Letters: Silent PH and QU 171\u003c\/p\u003e \u003cp\u003eLesson 149: Silent Letters: Silent T and U 172\u003c\/p\u003e \u003cp\u003e\u003cb\u003eDouble Letters 173\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 150: Double Letters: FF 175\u003c\/p\u003e \u003cp\u003eLesson 151: Double Letters: LL 176\u003c\/p\u003e \u003cp\u003eLesson 152: Double Letters: SS 177\u003c\/p\u003e \u003cp\u003eLesson 153: Double Letters: ZZ 178\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSuffixes 179\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 154: Suffixes: Doubling Final Consonant 181\u003c\/p\u003e \u003cp\u003eLesson 155: Suffixes: Doubling Two-Vowel Words 182\u003c\/p\u003e \u003cp\u003eLesson 156: Suffixes: Doubling Two Consonants at End 183\u003c\/p\u003e \u003cp\u003eLesson 157: Suffixes: Words Ending in E 184\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCompound Words 185\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 158: Compound Words 187\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePrefixes 189\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 159: Prefixes: Letter Doubling A- 191\u003c\/p\u003e \u003cp\u003eLesson 160: Prefixes: Letter Doubling O- and CO- 192\u003c\/p\u003e \u003cp\u003e\u003cb\u003eEnding Sounds 193\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 161: Ending Sounds: LE = EL 195\u003c\/p\u003e \u003cp\u003eLesson 162: Ending Sounds: ER = AR = OR 196\u003c\/p\u003e \u003cp\u003eLesson 163: Ending Sounds: ER = AR = OR 197\u003c\/p\u003e \u003cp\u003eLesson 164: Ending Sounds: K and CK 198\u003c\/p\u003e \u003cp\u003eLesson 165: Ending Sounds: KE and NK 199\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSpelling Problems 201\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 166: Spelling Problems: Letter c 203\u003c\/p\u003e \u003cp\u003eLesson 167: Spelling Problems: IE or EI? 204\u003c\/p\u003e \u003cp\u003eLesson 168: Spelling Problems: -TION vs. -SION 205\u003c\/p\u003e \u003cp\u003eLesson 169: Spelling Problems: -AIR vs. -ARE 206\u003c\/p\u003e \u003cp\u003e\u003cb\u003eHomophone Look-Up Drills 207\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 170: Homophone Look-Up Drill 209\u003c\/p\u003e \u003cp\u003eLesson 171: Homophone Look-Up Drill 210\u003c\/p\u003e \u003cp\u003eLesson 172: Homophone Look-Up Drill 211\u003c\/p\u003e \u003cp\u003eLesson 173: Homophone Look-Up Drill 212\u003c\/p\u003e \u003cp\u003eLesson 174: Homophone Look-Up Drill 213\u003c\/p\u003e \u003cp\u003eLesson 175: Homophone Look-Up Drill 214\u003c\/p\u003e \u003cp\u003eLesson 176: Homophone Look-Up Drill 215\u003c\/p\u003e \u003cp\u003eLesson 177: Homophone Look-Up Drill 216\u003c\/p\u003e \u003cp\u003eLesson 178: Homophone Look-Up Drill 217\u003c\/p\u003e \u003cp\u003eLesson 179: Homophone Look-Up Drill 218\u003c\/p\u003e \u003cp\u003eLesson 180: Homophone Look-Up Drill 219\u003c\/p\u003e \u003cp\u003eAppendix: Homophone Master List 221\u003c\/p\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48733786734935,"sku":"9780470429808","price":16.2,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780470429808.jpg?v=1720001685"},{"product_id":"minimus-9780521659611","title":"minimus","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eA lively introduction to Latin for children aged 7 and over.   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The Grammar 4 Teacher's Guide supports the explicit teaching of grammar and punctuation through structured lessons, stimulating focus texts and easy-to-use assessment.","brand":"Schofield \u0026 Sims Ltd","offers":[{"title":"Default Title","offer_id":48736242106711,"sku":"9780721713977","price":10.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780721713977.jpg?v=1723810575"},{"product_id":"fractions-decimals-and-percentages-book-6-teachers-guide-year-6-ages-1011-9780721713861","title":"Fractions Decimals and Percentages Book 6","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eSchofield \u0026amp; Sims Fractions, Decimals and Percentages is a comprehensive programme for teaching fractions, decimals, percentages, ratio and proportion. 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The Grammar 5 Teacher's Guide supports the explicit teaching of grammar and punctuation through structured lessons, stimulating focus texts and easy-to-use assessment.","brand":"Schofield \u0026 Sims Ltd","offers":[{"title":"Default Title","offer_id":48736256360791,"sku":"9780721713991","price":10.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780721713991.jpg?v=1723810578"},{"product_id":"fractions-decimals-and-percentages-book-4-teachers-guide-year-4-ages-89-9780721713823","title":"Fractions Decimals and Percentages Book 4","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eSchofield \u0026amp; Sims Fractions, Decimals and Percentages is a comprehensive programme for teaching fractions, decimals, percentages, ratio and proportion. The Fractions, Decimals and Percentages Book 4 Teacher's Guide contains everything you need to teach the Year 4 requirements for these topics, including lesson plans and assessment resources.","brand":"Schofield \u0026 Sims Ltd","offers":[{"title":"Default Title","offer_id":48736260817239,"sku":"9780721713823","price":10.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780721713823.jpg?v=1723810582"},{"product_id":"the-blockbuster-bible-9780745977799","title":"The Blockbuster Bible","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eA fun, creative film-themed Bible to engage with God's great story.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"A superb overview of the Bible, which tells its overarching story in an engaging and accessible way.\" -- Vaughan Roberts, Church Minister and Director\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eSpecial Features\u003c\/p\u003e \u003cp\u003eThe Making of the Bible Page 6–7\u003cbr\u003eThe Big Story of the Bible Page 8–9\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e \u003cp\u003eThe Old Testament\u003cbr\u003eAct 1: \u003c\/p\u003e \u003cp\u003eIn the Beginning Scene 1: VIP Humankind Page 12–13\u003cbr\u003eRed Carpet: God makes humans most important part of creation.\u003cbr\u003eScene 2: Living with God Page 14–15\u003cbr\u003eTwo Hands: Humans live with God in harmony.\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e \u003cp\u003eAct 2: Spoiled by Sin\u003cbr\u003eScene 1: The Fall Page 16–17\u003cbr\u003eBack Turned: Humans sin by rejecting God’s authority.\u003cbr\u003eScene 2: Sin and Death Spread Page 18–21\u003cbr\u003eGravestones: Sin rots the world and leads to death.\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e \u003cp\u003eAct 3: Covenants\u003cbr\u003eScene 1: God’s Promises Page 22–25\u003cbr\u003eWedding Rings: God promises to help his world.\u003cbr\u003eScene 2: The Abrahamic Covenant Page 26–27\u003cbr\u003eStars: God makes three promises to Abraham, including countless people.\u003cbr\u003eAct 4: Nation Israel\u003cbr\u003eScene 1: God’s Cast Family Page 28–39\u003cbr\u003eFamily Tree: Abraham’s family learns of God’s faithfulness.\u003cbr\u003eScene 2: God’s Rescue Page 40–43\u003cbr\u003eRescue Ring: God saves Israel from slavery in Egypt.\u003cbr\u003eScene 3: God’s Special Effects Page 44–47\u003cbr\u003eGifts: God blesses his rescued people at Mount Sinai.\u003cbr\u003eScene 4: God’s Location Scout Page 48–51\u003cbr\u003eMilk and Honey: Spies explore the Promised Land, but Israel rebels.\u003cbr\u003eScene 5: God’s Stage Page 52–55\u003cbr\u003eRubble: Israel trusts God to act for them, and they conquer cities.\u003cbr\u003eScene 6: God’s Judges Page 56–61\u003cbr\u003eDownward Trend: Israel rejects God, suffers, prays, and gets new leaders.\u003cbr\u003eScene 7: God’s Kings Page 62–71\u003cbr\u003eCrown: Kings lead Israel, but few love and trust God.\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e \u003cp\u003eAct 5: Prophets and Kings Scene \u003c\/p\u003e \u003cp\u003e1: Warning and Hope! Page 72–91\u003cbr\u003eSignposts: Prophets guide Israel and its kings to love and trust God.\u003cbr\u003eScene 2: Glimpses of the Messiah Page 92–95\u003cbr\u003eBinoculars: Prophets see God’s Chosen One who will rescue his people.\u003c\/p\u003e \u003cp\u003eThe New Testament\u003c\/p\u003e \u003cp\u003eAct 6: The Promised King\u003c\/p\u003e \u003cp\u003eScene 1: The Son of… Page 98–103\u003cbr\u003eDNA: Jesus is born into the promised family line with the right titles.\u003cbr\u003eScene 2: The Friend of Sinners Page 104–109\u003cbr\u003eTrash: Jesus comes to call people who know they are sinners.\u003cbr\u003eScene 3: The Man of Superpowers Page 110–117\u003cbr\u003eLightning Bolt: Jesus has miraculous powers over God’s world.\u003cbr\u003eScene 4: The Preacher of Parables Page 118–125\u003cbr\u003eTeacher’s Hat: Jesus teaches people God’s ways.\u003cbr\u003eScene 5: The Servant of Many Page 126–139\u003cbr\u003eCrown of Thorns: Jesus is the suffering king who rescues his people.\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e \u003cp\u003eAct 7: Global Gospel\u003cbr\u003eScene 1: Go, Go, Go! Page 140–141\u003cbr\u003eWeather Vane: Jesus sends his disciples North, South, East and West.\u003cbr\u003eScene 2: New Preachers Page 142–151\u003cbr\u003eRecycled: The Holy Spirit renews disciples, who spread good news\u003c\/p\u003e \u003cp\u003eAct 8: New Creation\u003cbr\u003eScene 1: Nation Humankind Page 152–153\u003cbr\u003eHappy People: God’s countless people live with him and praise him.\u003cbr\u003eScene 2: God’s New Eden Page 154–155\u003cbr\u003eTree of Life: People live with God forever after Jesus returns as judge.\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e \u003cp\u003eCast List Page 156–157\u003cbr\u003eGlossary Page 158–159\u003cbr\u003eCredits Page 160\u003c\/p\u003e","brand":"SPCK Publishing","offers":[{"title":"Default Title","offer_id":48736506872151,"sku":"9780745977799","price":16.19,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780745977799.jpg?v=1723810692"},{"product_id":"feelings-colorcards-9780863886942","title":"Feelings ColorCards","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eProduced by Speechmark, ColorCards[registered] are a hugely adaptable teaching tool designed to help develop both language and social skills. Real objects, people, situations and activities are shown on the photographs to provide you with creative and highly visual ways to help children to explore their own feelings and emotions, and understand the feelings of other people around them. This creative set of photographic cards illustrates a huge range of feelings in children and adults - from happiness to sadness, anger to fear and so many more. Some cards feature just one person; others show two or more people and how they interact. On some cards the emotions are positive, on others they are negative and sometimes the cards feature both types of emotion. Children will learn to recognise and understand the significance of different facial expressions and body language. They will also be able to relate to many of the situations on the cards, which will encourage real understanding. 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Focusing on developing high-quality success criteria, John Almarode, Douglas Fisher, Kateri Thunder, and Nancy Frey take success criteria to the next level by laying out a step-by-step process that helps teachers ensure every student has clarity and can be successful in meeting the learning intentions. Each module walks you through the process of developing success criteria that help break down barriers and maximize student learning. This book is a must-have in providing your students a clear understanding of what success looks like! -- Barbara J. Lane * Curriculum Coordinator and K–12 Coordinator, San Bernardino County, Superintendent of Schools, San Bernardino, CA *\u003cbr\u003eEducators, this book is your next MUST-READ whether you are just hearing about success criteria for the first time or are looking to hone your students’ abilities to articulate how they will know they have mastered your learning intentions. \u003cem\u003eThe Success Criteria Playbook\u003c\/em\u003e is ideal for engaging in collaborative reflection through PLCs or personal reflection as you seek to make learning visible to your students. With a focus on equity in learning for all students, including those participating in distance learning, this book could not be more relevant to schools today. -- Kathryn Campbell * Teacher, Hanover County Public Schools, Mechanicsville, VA *\u003cbr\u003eNot sure how to know if your students are learning? Wondering if your students even know what success looks like for your lessons? \u003cem\u003eThe Success Criteria Playbook: A Hands-On Guide to Making Learning Visible and Measurable\u003c\/em\u003e has your answers and more! As a classroom teacher it can be hard to know if your students are learning. It’s even harder to know how to adjust for differing assignments, tasks, projects, and evolving expectations. Not all learning is the same, and this book offers clear, teacher-friendly examples that I could immediately take and apply to my own classroom, in whatever scenario I found myself. This book offers wonderful examples from real classrooms that made visualizing this in my own classroom effortless. I was able to easily transfer this text into reality in my classroom. My students know what we are learning, but more importantly they know when they’ve got it, and those lightbulb moments are what it’s all about! -- Christen Wenger * Third-Grade Teacher, Rockingham County Public Schools, Rockingham, VA *\u003cbr\u003eFrom classroom, school, and district implementation, \u003cem\u003eThe Success Criteria Playbook\u003c\/em\u003e provides guidance to navigating the hub for all aspects of quality teaching and learning. John Almarode, Douglas Fisher, Kateri Thunder, and Nancy Frey provide the foundation for developing scaffolded\u003cbr\u003e tasks and assessments while incorporating opportunities for feedback. This publication is a hands-on, practical compilation of realistic experience gleaned from classrooms across the world. Standard deconstruction and lesson planning processes start with success criteria. Keys to every learner knowing what they are learning, knowing where they are in their learning, and knowing where they ultimately need to be are found here. The Success Criteria Playbook is a true game-changer! -- Josh Maples * Vice Principal, Barren County Public Schools, Glasgow, KY *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction Module 1: What are success criteria? Module 2: What are the challenges to creating and implementing success criteria? How do we overcome those challenges? Module 3: How do success criteria pave the way for equity? Module 4: Creating and implementing effective \"I Can\"\/\"We Can\" statements Module 5: Creating and implementing single-point rubrics Module 6: Creating and implementing rubrics Module 7: Creating and implementing success criteria through teacher modeling Module 8: Creating and implementing success criteria through exemplars Module 9: Co-constructing criteria for success Module 10: Different types of success criteria for different aspects of learning Module 11: How do we use success criteria to foster meta-cognition Module 12: How do success criteria support deliberate practice and transfer of learning? Module 13: What is the relationship between success criteria and feedback? Module 14: How do we use success criteria to fulfill the promise of equity? References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738204844375,"sku":"9781071831540","price":30.99,"currency_code":"GBP","in_stock":true}]},{"product_id":"longterm-success-for-experienced-multilinguals-9781071891278","title":"LongTerm Success for Experienced Multilinguals","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eAffirm the linguistic, cultural, and experiential assets that multilinguals bring into the classroom.\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eNow is the time to push past the limits of the long-term English learner (LTEL) label and embrace a new way of honoring secondary multilinguals' valuable life experiences and academic potential. By focusing on experienced multilinguals' strengths and what teachers can do, you'll discover new avenues for teaching the academic language skills required for them to process content lessons and clearly communicate discipline-specific ideas.\u003c\/p\u003e\u003cp\u003eThis concise guide presents an easy-to-implement cross-curricular instructional framework specifically designed for secondary content teachers. Practical, research-based, and classroom-tested this book includes:\u003c\/p\u003e\u003cul\u003e    \u003cli\u003eFour essential actions that foster the conditions for experienced multilinguals to reach the highest grade-level content and language proficiency\u003c\/li\u003e    \u003cli\u003eSpecific strategies with try it o\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eThis is a visually inviting book with strengths-based approaches for enhancing the success of experienced multilingual learners! Targeted for middle and secondary content area teachers in the U.S. and international schools, the authors’ metaphorical instructional framework is easily relatable and applicable across contexts. Filled with instructional strategies and examples designed to boost experienced multilingual learners’ access to grade-level content, this book is a convincing testament of how teachers can adopt an asset-based mindset toward experienced multilinguals.\u003c\/em\u003e\u003c\/p\u003e -- Margo Gottlieb\u003cbr\u003e\u003cp\u003e\u003cem\u003eI love the term experienced multilinguals as it honors the spirit of what students can do with their assets and talents that were not given opportunities to flourish. This term would alert teachers that experienced multilinguals need new challenges, social emotional attention, and a change from the ′traditional language and literacy′ approaches that have not worked for them and other multilinguals.\u003c\/em\u003e\u003c\/p\u003e -- Dr. Margarita Calderon\u003cbr\u003e\u003cp\u003eLong Term Success for Experienced Multilinguals\u003cem\u003e will make a great addition to schools’ professional development libraries. Considering the growth in student population that now fall under the category of LTEL, the book makes a great case for changing to an asset-based name and definition, while explaining clearly how to implement a new framework for instruction and assessment planning. The ideas presented in the framework are clear and structured in an easy way to follow and implement.\u003c\/em\u003e\u003c\/p\u003e -- Altagracia H. Delgado\u003cbr\u003e\u003cp\u003e\u003cem\u003eTan Huynh and Beth Skelton have created a resource that will increase academic success for experienced multilingual students, certainly a must-have for all educators. The importance and relevancy of the book is incredibly timely and desperately needed in the field of education. The book is very practical and reflects the reality of language services for ML students as well as a realistic lens of the professional learning needs of general education teachers today as well as leadership. The \"From the field\" are incredibly realistic and should assist teachers to move away from a negative mindset towards ML students.\u003c\/em\u003e\u003c\/p\u003e -- Alice Collins\u003cbr\u003e\u003cp\u003e\u003cem\u003eEvery student has a right to see themselves as capable, independent learners. This text provides teachers with practical strategies, scaffolds, and structures to create perfect conditions for experienced multilinguals′ long-term success.\u003c\/em\u003e\u003c\/p\u003e -- Renee Nealon\u003cbr\u003e\u003cp\u003eLong-term Success for Experienced Multilinguals \u003cem\u003eis a treasure of strategies designed to address inequities in ESL education, yet as a bonus, these strategies are ideal for struggling students as well. These strategies can be combined in numerous ways for a variety of lesson plans that can easily be changed as the students’ skill levels increase so that all students can be successful.\u003c\/em\u003e\u003c\/p\u003e -- Toni Ramey\u003cbr\u003e\u003cp\u003e\u003cem\u003eFrom the first few sentences, readers can see that the authors know our students and their needs. They understand characteristics of today’s students, their strengths, and what they truly struggle with. The vignettes could be my students, my schools and my teachers. The authors understand how schools are structured and provide realistic next steps for teachers to put recent impactful language development research into effective practice.\u003c\/em\u003e\u003c\/p\u003e -- Jessica Martinez\u003cbr\u003e\u003cp\u003e\u003cem\u003eThe book is full of so many valuable resources and plans for how to improve teaching and learning. I wish all teachers I work with would read it and implement the strategies.\u003c\/em\u003e\u003c\/p\u003e -- Erika Chapman\u003cbr\u003e\u003cp\u003e\u003cem\u003eI think that this may be the only practical guide written to truly help the teacher of Experienced Multilinguals and provide resources that support and help Experienced Multilinguals progress and flourish. The authors guide teachers through planning, through collaborating, through revising lessons, and through resources\u003c\/em\u003e.\u003c\/p\u003e -- Patricia Payne\u003cbr\u003e\u003cem\u003e\"Absolutely LOVE and APPRECIATE this book - it offers such practical guidance and thought-provoking mic-drop moments from the authors. Skelton and Huynh help us to flip the script when serving experienced multilingual students. The graphics by Jen Giffen capture big moments of the text that we can take away to our colleagues and teammates. The content of the book is very digestible, and there are so many great graphics that accompany the message.\"\u003c\/em\u003e -- Carly Spina\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by James Cummins Chapter One:  An Affirming Shift Chapter 2: Instructional Framework for Experienced Multilinguals Chapter 3: Starting with Summative Assessments Chapter 4: Writing Integrated Objectives Chapter 5: Establishing Comprehensible Input Chapter 6: Structuring Discipline-Specific Output Chapter 7:  Collaborating for Long-Term Success\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738219458903,"sku":"9781071891278","price":30.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071891278.jpg?v=1723811830"},{"product_id":"how-scaffolding-works-9781071904152","title":"How Scaffolding Works","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eProvide the perfect structure and support to develop student independence.\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eEffective scaffolding leads to learner autonomybut too many educators have been airlifting students to right answers, perpetuating a generation who don't know \u003cem\u003ehow\u003c\/em\u003e to learn. Yes, we know the sweet spot for learning involves giving our students the right blend of productive failure and productive success, but how to do it is cloaked in misconceptions.\u003c\/p\u003e\u003cp\u003e\u003cem\u003eHow Scaffolding Works\u003c\/em\u003e unveils the essential moves and methods. Ten interactive modules help every K-12 educator structure support in new ways, including knowing how to:\u003c\/p\u003e\u003cul\u003e    \u003cli\u003eGradually release responsibility to students through intentional and purposeful scaffolding\u003c\/li\u003e    \u003cli\u003eDesign lessons and experiences that attend to the affective, metacognitive, and cognitive aspects of learning\u003c\/li\u003e    \u003cli\u003eCollect data before, during, and after learning, so we can place, move, and take away scaffolds with gre\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\"Almarode, Fisher, and Frey have expertly created an insightful, timely, practical playbook for teachers and school leaders who want to learn more ways to ensure that all students gain skills using supportive structures called scaffolds. Most of all, educators will enjoy the techniques for using ongoing formative assessment and spiraling curriculum.\"\u003c\/em\u003e -- Virginia E. Kelsen, PhD\u003cbr\u003e\u003cem\u003e\"At a time when every educator and transformational leader are strategizing on how to eliminate inequities and achievement gaps among their scholars, this book is a valuable, timely resource. The authors have masterfully defined the characteristics of effective scaffolding to make instruction and learning both accessible and relevant for all learners, regardless of the level they begin.  I view this ′playbook′ as an absolute necessity—for its clarity and focus on the steps educators can take to help all scholars reach their highest academic potential.\"\u003c\/em\u003e -- Dana Trevethan\u003cbr\u003e\u003cem\u003e\"How Scaffolding Works is a highly-engaging and thought-provoking resource for school administrators, instructional coaches, and teachers to collaboratively learn about scaffolding. Each module includes real-life examples, opportunities for peer discussion and an easy-to-use framework for deliberately planning scaffolds for ALL learners throughout the learning process. 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Fernsehen: die Macht des Publikums; 3.2. Kino mal auf Deutsch; 3.3. Musik heute; 3.4. Werbung: Spaß, Verdummung oder Manipulation?; 4. Soziale Organisation: 4.1. Die digitale Welt; 4.2. Jugend heute, und die Menschen um sie herum; 4.3. Schule – Zeitverschwendung, oder Vorbereitung für die Arbeitswelt?; 4.4. Die geregelte Welt; 5. Ein Planet für alle: 5.1. Der Mensch als globaler Konsument; 5.2. Der Mensch in der Natur; 5.3. Der Mensch und seine Mitmenschen; 5.4. 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