Meet instructional challenges effectively and efficiently by uncovering hidden time for meeting individual students' needs. With small groups, you'll work closely with more children each day with her how-tos on using formative assessment to create groups from common needs; differentiating for individuals, even in a group; and enhancing Tier 1 and Tier 2 instruction.

Tessa Fell's search for her missing brother leads her into Victorian London's supernatural underworld, where she must learn to trust the demon-killing Shadowhunters if she wants to learn to control her powers and find her brother.

Book clubs are everywhere these days. And women talk about the clubs they belong to with surprising emotion. But why are the clubs so important to them? And what do the women discuss when they meet? To answer questions like these, Elizabeth Long spent years observing and participating in women's book clubs and interviewing members from different discussion groups. Far from being an isolated activity, she finds reading for club members to be an active and social pursuit, a crucial way for women to reflect creatively on the meaning of their lives and their place in the social order.

Of interest in their own terms as a significant cultural practice, reading groups also provide a window on the everyday interpretation of literary texts. While reading is often considered a solitary process, reading groups constitute a form of social reading, where interpretations are produced and displayed in discourse. The Discourse of Reading Groups is a study of such joint conceptual activity, and how this is necessarily embedded in interpersonal activity and the production of reader identities. Uniquely in this context it draws on, and seeks to integrate, ideas from both cognitive and social linguistics. The book will be of interest to scholars in literacy studies as well as cultural and literary studies, the history of reading, applied linguistics and sociolinguistics, digital technologies and educational research.

JOIN AWARD-WINNING PODCASTER ZIBBY OWENS OF MOMS DON’T HAVE TIME TO READ BOOKS ON A JOURNEY FILLED WITH FOOD, EXERCISE, SEX, BOOKS, AND MORE. It’s impossible to ignore how life has changed since COVID-19 spread across the world. People from all over quarantined and did their best to keep on going during the pandemic. Zibby Owens, host of the award-winning podcast MomsDon’t Have Time to Read Books and a mother of four herself, wanted to do something to help people carry on and to give them something to focus on other than the horrors of their news feeds. So she launched an online magazine called We Found Time. Authors who had been on her podcast wrote original, brilliant essays for busy readers. Zibby organized these profound pieces into themes inspired by five things moms don’t have time to do: eat, read, work out, breathe, and have sex. Now compiled as an anthology named Moms Don’t Have Time To, these beautiful, original essays by dozens of bestselling and acclaimed authors speak to the ever-increasing demands on our time, especially during the quarantine, in a unique, literary way. Actress Evangeline Lilly writes about the importance and impact of film. Bestselling author Rene Denfeld focuses on her relationship with food after growing up homeless. Screenwriter and author Lea Carpenter and Suzanne Falter, author, speaker, and podcast host, focus on loss. New York Times bestselling authors Chris Bohjalian and Gretchen Rubin write about the importance of reading. Others write about working out, love and sex, eating and cooking, and more. Join Zibby on her journey through the winding road of quarantine and perhaps you, too, will find time.

Moby heads to the pizza shop, where he will ninja kick and chop! In this Level 1 reader series, Moby Shinobi is a very helpful ninja! In this book, Moby Shinobi is making pizza at Papa Peppy's Pizza Shop. Moby tries to toss dough, slice pies, and serve hungry customers, but each attempt to help out just ends in a funny mess. Moby wants to help Papa Peppy, but what if his ninja skills aren't right for the job? When the key to Papa Peppy's secret sauce is lost, it's Moby's time to shine! Rhyming text and bright, full-color artwork make this the perfect book for young readers!

Linking assessment, teaching and learning (First Steps)

The award-winning, New York Times bestselling literary masterpiece of Shirley Hazzard—the story of two beautiful orphan sisters whose fates are as moving and wonderful, and yet as predestined, as the transits of the planets themselves A Penguin Classic Considered "one of the great English-language novels of the twentieth century" (The Paris Review), The Transit of Venus follows Caroline and Grace Bell as they leave Australia to begin a new life in post-war England. From Sydney to London, New York, and Stockholm, and from the 1950s to the 1980s, the two sisters experience seduction and abandonment, marriage and widowhood, love and betrayal. With exquisite, breathtaking prose, Australian novelist Shirley Hazzard tells the story of the displacements and absurdities of modern life. The result is at once an intricately plotted Greek tragedy, a sweeping family saga, and a desperate love story.

Reading groups have grown rapidly in popularity and continue to be a significant cultural phenomenon. Reading groups in public libraries, linked to the learning and social inclusion agenda, have expanded to include a wide range of groups within society, including people with visual impairments (VIPs). This under-researched area is the focus of this book. Library-based VIP reading groups are interesting on many levels. Given that these groups predominantly use audio versions of the text (rather than print), this links to debates about the changing nature of reading in a multi-modal age. This book discusses whether contemporary society still defines reading as a visual activity or whether technological developments have led to a broadening of the definition of reading. The author goes on to discuss how policy is translated into practice within the library context and whether the wide range of reading groups linked to libraries suggests that libraries understand and are taking the social inclusion agenda seriously. She also explores how effectively libraries are using reading groups as a tool for delivering on the agenda for learning and how this sits within wider priorities for post-compulsory education and lifelong learning. Finally the book suggests ideas for future development for these groups, outlining ways in which their potential could be maximised for the benefit of both the library and the reading group members. The book will be of great interest to professional librarians as well as students and scholars of librarianship. It will also be of interest to those working on the emerging field of reading groups in literary studies. Those interested in the role of reading in education, as well as disability scholars, will also find the book useful.