Molly and her family have moved around for years. Every time they think they've found a home, one of the Quirks slips up and sends them packing. The Quirk family, you see, is a bit, well, quirky. Each family member has a magical power that makes them unique, and highly unusual. Mum can control minds; Grandpa twists time; Molly's twin sister Penelope has an all-too-real imagination; and Finn is the naughty little brother - who also happens to be invisible. Then there's Molly, the most unusual Quirk of all. Molly is completely, and utterly, normal. Molly's greatest desire is to fit in, and she's found the perfect spot: Normal, Michigan. With its chocolate-box houses, welcoming committees and famous town competitions, it seems like just the place for an ordinary new life. But the Quirks aren't known for fitting in - especially in a place like Normal . . .

With its cookie cutter houses, welcoming committees, and all-town competitions, Normal, Michigan, seems like a perfect fit for nine-year-old new resident Molly, the only non-magical person in her family.

It's a big week for the Quirks as twins Molly and Pen prepare for an exciting Halloween-inspired field trip to their local museum. Whichever fourth grade team creates the spookiest design wins an unusually fun prize. Meanwhile at home, everyone is ready for a visit from a certain Scottish guest: their Uncle Cork! He hasn't seen the twins since they were babies. At first, Uncle Cork seems totally normal, and Molly wonders if maybe she's not the only one in her family without a quirk. But then every time invisible Finn almost causes chaos, Uncle Cork is there to stop him. Molly can't believe it. It's like he has special vision or something.... Black-and-white illustrations throughout capture the surprises, spooks, and nonstop laughs in this fourth Quirks book that proves every family is unique.

“Whole-class reading instruction has the power to harness the collective knowledge of the reading community that will foster independent readers and thinkers as they move through their literate lives.” What is the true purpose of whole-group reading instruction? Is it possible to teach standards and skills while also creating a community in which students are free to bring their whole selves into the work of reading? And how do we make this vision an everyday reality in our grades 3-6 classrooms? Elementary educators Lynsey Burkins and Franki Sibberson answer these questions and more in In Community With Readers: Transforming Reading Instruction with Read-Alouds and Minilessons. Burkins and Sibberson invite us into their classrooms as they redesign read-alouds and minilessons to support readers in whole-group reading instruction. Inside this book you’ll find: ● Ideas for co-creating a community aligned to standards and grounded in readers’ identity, independence, and agency ● A day-by-day look into what read-alouds and minilessons look like across a reading unit ● Practical and meaningful routines for helping students co-construct an understanding of the standards, the books they read, and one another’s ideas ● Planning and note-taking templates designed to center both the standards we teach and the ideas our students bring to these standards ● An illustrated step-by-step guide to the first eight weeks of whole-group reading instruction In this book, Burkins and Sibberson push back on the idea that whole-group reading instruction must be teacher-centered skill and drill, and instead offer us a way to create a truly meaningful whole-group reading community.

Authors Franki Sibberson and Karen Szymusiak are back with an updated version of Still Learning to Read: Teaching Students in Grades 3-6, 2nd Edition. In the years since the first edition, prevalence of testing and Common Core State Standards have redefined requirements and what is expected of both teachers and students.This new edition focuses on the needs of students in grades 3-6 in for the following areas: reading workshops, read-alouds, classroom design, digital tools, fiction and nonfiction, and close reading. The authors examine current trends in literacy and introduce a new section on intentional instructional planning, as well as a new chapter on scaffolding for reading nonfiction. Expanded examples of lessons and routines to promote deeper thinking about learning are also included.In Still Learning to Read, you'll also find online videos that provide insight into classrooms. Students make book choices, work in small groups, and discuss their reading notebooks. Finally, updated and expanded book lists, recommendations for digital tools, lesson cycles, and sections for school leaders round out this foundational resource.

The second book in New York Times bestselling author Jessica Day George's charming, light-hearted fantasy series. With the Dragon Wars over, Creel finds herself bored with life as a seamstress. Then word comes that a bordering country has been breeding dragons in preparation for an invasion. Never one to miss out on the action, Creel throws herself headlong into an adventure that will reunite her with Shardas, the king of the dragons, pit her against a vicious new dragon, and perhaps rekindle a friendship with Prince Luka. Funny, heart-felt, and action packed, new readers and returning fans alike will dive headlong into this exhilarating follow up to Dragon Slippers. Don't miss these other stories from New York Times bestselling author Jessica Day George: Dragon Slippers series Dragon Slippers Dragon Flight Dragon Spear The Rose Legacy series The Rose Legacy Tuesdays at the Castle series Tuesdays at the Castle Wednesdays in the Tower Thursdays with the Crown Fridays with the Wizards Saturdays at Sea The Twelve Dancing Princesses series Princess of the Midnight Ball Princess of Glass Princess of the Silver Woods Sun and Moon, Ice and Snow Silver in the Blood

California-based consultant on Internet communications Holtz has updated his 1998 guide by removing the basics of computer use that he can now assume readers to know, and by replacing case studies from the period with ones that make sense four years later. The Internet is one of the most significant tools for public relations, he says, but using it to best advantage requires strategic thinking about how to apply it to communication efforts. Annotation copyrighted by Book News, Inc., Portland, OR