Common Core Edition of Teacher's Guide for corresponding title. Not for individual sale. Sold as part of larger package only.

Teacher's Guide for Readers and Writers Genre Workshop title Click-Clack, Who's There, Brooke and the Perfect Project (Does Not Contain Common Core Indicators)

Based on the real-life Gus and Ida of New York's Central Park Zoo, this is the story of a polar bear who grieves over the loss of his companion.

DigiCat Publishing presents to you this special edition of "Goldfinger" by Ian Fleming. DigiCat Publishing considers every written word to be a legacy of humankind. Every DigiCat book has been carefully reproduced for republishing in a new modern format. The books are available in print, as well as ebooks. DigiCat hopes you will treat this work with the acknowledgment and passion it deserves as a classic of world literature.

The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.

First published in 1898, this fiction deals with surprisingly contemporary issues of the period and is the social history of the time it stands out. What makes this work different from the existing literature of that period is the use of the local dialect and the expertise with which the characters and their lives have been portrayed at a period of such unrest in the Colne Valley. The Luddites were not unreasonable machine destroyers but desperate men, suffering in destitution, sorrow, and despair, fighting for a voice to be heard against cruel mill owners and a crooked government. The authors of this work were transparent in their compassion for the cause of these workers and the background and reasoning behind these events The book was originally credited to D. F. E. Sykes and G. H. Walker, G. H., but Walker's name.