Relates in rhyme what children eat in countries around the world.

Sing along to this catchy rhyme, set to "Here We Go Round the Mulberry Bush", and discover what the residents of Dogtown get up to in this delightful book of first experiences. This is the way we brush our teeth, brush our teeth, brush our teeth, This is the way we brush our teeth, early in the morning. See the dogs brushing their teeth, getting dressed, going to school, eating lunch, going swimming, and much more before the day is done and it's time for bed. This book's charming artwork, by talented illustrator Jade Huang, is rich with detail as it creates a whole town of dogs going about their days. Ending as night falls over dogtown and the dogs are bathed and in bed, this book's lilting rhymes make it perfect for a pre-bedtime read.

This book shows how adults can bring rhymes and stories to life with young children and support children’s early steps in communication and literacy. Focusing on the use of rhythm, rhyme and repetition in nursery rhymes and traditional tales from around the world, it provides a wealth of practical ideas for using rhymes and stories one-on-one, in small groups or with whole classes. Drawing from the culmination of their many years of combined experience, the two authors link the theoretical understanding of language and communication with the practical use of rhymes and oral storytelling in the classroom, nursery and at home. Early chapters (or Part I) provide a rationale for using rhyme, rhythm and repetition to inspire children to play with words and develop a love of language, building a foundation for literacy learning. Part II consists of ten lively chapters featuring original and re-imagined traditional fairy tales, containing: Accompanying rhymes to use with children Key themes including friendship, kindness, compassion and generosity Follow-up activities activities for extending children’s vocabulary, building their confidence and developing critical thinking Suggestions of using voices, facial expressions, gestures, props and puppets to enrich children’s emotional, imaginative and intellectual experience This delightful and practical book will be valuable reading for all adults wanting to support young children’s creative learning through enjoyable and valuable experiences.

Documents the rich history of Italian American working women in Connecticut, including the crucial role they played in union organizing. Often treated as background figures throughout their history, Italian women of the lower and working classes have always struggled and toiled alongside men, and this did not change following emigration to America. Through numerous oral history narratives, Farms, Factories, and Families documents the rich history of Italian American working women in Connecticut. As farming women, they could keep up with any man. As entrepreneurs, they started successful businesses. They joined men on production lines in Connecticut’s factories and sweatshops, and through the strength of the neighborhood networks they created, they played a crucial role in union organizing. Empowered as foreladies, union officials, and shop stewards, they saved money for future generations of Italian American women to attend college and achieve dreams they themselves could never realize. The book opens with the voices of elderly Italian American women, who reconstruct daily life in Italy’s southern regions at the turn of the twentieth century. Raised to be caretakers and nurturers of families, these women lived by the culturally claustrophobic dictates of a patriarchal society that offered them few choices. The storytellers of Farms, Factories, and Families reveal the trajectories of immigrant women who arrived in Connecticut with more than dowries in their steam trunks: the ability to face adversity with quiet inner strength, the stamina to work tirelessly from dawn to dusk, the skill to manage the family economy, and adherence to moral principles rooted in the southern Italian code of behavior. Second- and third-generation Italian American women who attended college and achieved professional careers on the wings of their Italian-born mothers and grandmothers have not forgotten their legacy, and though Italian American immigrant women lived by a script they did not write, Farms, Factories, and Families gives them the opportunity to tell their own stories, in their own words. “Anthony Riccio’s collection of women’s oral histories is an extremely valuable addition to the growing literature regarding Italian American women’s lives. The detail in which these women speak about their work lives as charcoal burners, clay kneaders, cheese makers, union organizers—one had her ribs broken—adds a much needed dimension to an understanding of Italian American women. This volume is filled with thoughtful reflections ranging from Mussolini to issues of social justice. Riccio has unleashed from these women dramatic and sometimes harrowing stories never before heard, or perhaps even imagined.” — Carol Bonomo Albright, Executive Editor of Italian Americana and coeditor of American Woman, Italian Style: Italian-Americana’s Best Writings on Women “What comes more naturally to the elderly but to reminisce? Riccio helps us eavesdrop on the first-person oral narratives of some of our earliest immigrants. We are grateful to him.” — Luisa Del Giudice, editor of Oral History, Oral Culture, and Italian Americans “I have long awaited a book like this: a history of Italian American women, in which they themselves are the narrators of their own lives. We hear from women without formal education; women who were workers, migrants, and mothers; women whose stories were often not valued enough to enter into the historical record, much less the archives. This beautifully conceived history is both a testament and a tribute to all working-class and im/migrant families and communities.” — Jennifer Guglielmo, author of Living the Revolution: Italian Women’s Resistance and Radicalism in New York City, 1880–1945

This story is about my troubles after my little brother was murdered at only fourteen years young, the changes that I put myself through, then how I had become a better and wiser man. Amen. It is also about growing up in San Jose, Northern California, living in the mean eastside ghetto, living poor, and just trying to live a better life and make my way to a better surrounding. Maybe the new generation will make better choices from my story.

This book is a great tool for helping teachers instill good eating and physical activity habits in their students. It comes with a web resource that offers activity and food cards, worksheets, and separate activity books for grades 1 to 3. The web resource also contains another complete book, After-School HEAT Club Curriculum, that offers activities for after-school programs that reinforce the print book’s content.

In this essay collection, scholars in the area of early literacy provide concrete strategies for achieving excellence in literacy instruction. The collection presents current, research-based information on the advances and refinements in the area of emerging literacy and the early stages of formal instruction in reading and writing. Following a foreword (Alan Farstrup) and an introduction (Dorothy S. Strickland and Lesley Mandel Morrow), chapters in the collection are: (1) "Beginning Reading and Writing: Perspectives on Instruction" (William H. Teale and Junko Yokota); (2) "Becoming a Reader: A Developmentally Appropriate Approach" (Susan B. Neuman and Sue Bredekamp); (3) "Literacy Instruction for Young Children of Diverse Backgrounds" (Kathryn H. Au); (4) "Enhancing Literacy Growth through Home-School Connections" (Diana H. Tracey); (5) "Children's Pretend Play and Literacy" (Anthony D. Pellegrini and Lee Galda); (6) "Talking Their Way into Print: English Language Learners in a Prekindergarten Classroom" (Celia Genishi, Donna Yung-Chan, and Susan Stires); (7) "Organizing and Managing a Language Arts Block" (Lesley Mandel Morrow); (8) "Classroom Intervention Strategies: Supporting the Literacy Development of Young Learners at Risk" (Dorothy S. Strickland); (9) "Teaching Young Children to Be Writers" (Karen Bromley); (10) "Phonics Instruction" (Margaret Moustafa); (11) "Reading Aloud from Culturally Diverse Literature" (Lee Galda and Bernice E. Cullinan); (12) "Fostering Reading Comprehension" (Linda B. Gambrell and Ann Dromsky); (13) "Assessing Reading and Writing in the Early Years" (Bill Harp and Jo Ann Brewer); (14) "Sign of the Times: Technology and Early Literacy Learning" (Shelley B. Wepner and Lucinda C. Ray); and (15) "Still Standing: Timeless Strategies for Teaching the Language Arts" (Diane Lapp, James Flood, and Nancy Roser). (NKA)