Three unforgettable classics—Harriet the Spy, The Phantom Tollbooth, and Where the Red Fern Grows—come together in this collection that’s perfect for reading this summer no matter where you are. Exciting adventures await inside this three-book collection that will take you to the streets of New York City, an extraordinary fantasy world, and back in time to the rural Midwest. Titles featured include: · Harriet the Spy: Harriet is a spy who writes down everything she knows about everyone. But will she find a way to put her life and friendships back together when her notebook ends up in the wrong hands and the things she’s written come out? · The Phantom Tollbooth: Escape the summer doldrums and journey with Milo to the Lands Beyond when a mysterious tollbooth appears in his room. · Where the Red Fern Grows: Billy is ecstatic when he’s finally able to save up enough money for two pups to call his own—Old Dan and Little Ann. It doesn’t matter that times are tough; together they’ll roam the hills of the Ozarks and become the finest hunting team in the valley. Whether you’re looking to brush up on the classics while away from the classroom or to revisit past favorites, this three-book collection makes for ideal summer reading.

Three Newbery Medal winners—Christopher Paul Curtis’s Bud, Not Buddy, Clare Vanderpool’s Moon Over Manifest, and Rebecca Stead’s When You Reach Me—come together in this collection that’s perfect for catching up on old favorites and discovering new ones. Whether you’re looking for an escape or eager to catch up on some summer reading, the three award-winning titles in this collection will stay with you. Titles featured include: · Bud, Not Buddy: It’s 1936, in Flint, Michigan, and a motherless boy named Bud decides to hit the road to find his father in this Newbery Medal and Coretta Scott King Award-winning classic from Christopher Paul Curtis, author of The Watsons Go To Birmingham—1963. · Moon Over Manifest: Armed only with a few possessions, Abilene Tucker jumps off the train in Manifest, Kansas, aiming to learn about the boy her father once was. What she discovers sends her and some new friends on an honest-to-goodness spy hunt. · When You Reach Me: Shortly after a fall-out with her best friend, sixth grader Miranda starts receiving mysterious notes that seem to predict the future. If that's the case, then Miranda has a big problem—because the notes tell her that someone is going to die, and she might be too late to stop it. Turn to this three-book collection for the classics you remember and the stories you’ll never forget.

"Alice Pearse thought she would live happily ever after...then she realized she was in the wrong story...[and] realizes the question is not whether it's possible to have it all, but what does she--Alice Pearse--really want?"--

Junkyard, Einstein, Wheels, Pencil, Spider, Hollywood, Spitball, Clips, and Google-Eyes team up to try to outwit their teacher Miss Breakbone.

Family Reading Night offers clear and practical guidelines to help engage families in student success. It shows you how to conduct a successful Family Reading Night at your school.

Greatest Classic Collection: Collection of Apsley Cherry-Garrard; Caroline Alexander; Antoine De Saint-Exupéry; Louisa May Alcott. This Combo Collection (Set of 3 Books) includes All-time Bestseller Books. This anthology contains: The Worst Journey in the World (is a 1922 memoir by Apsley Cherry-Garrard) The Little Prince Little Men

Focusing on significant and cutting-edge preoccupations within children’s literature scholarship, The Routledge Companion to Children’s Literature and Culture presents a comprehensive overview of print, digital, and electronic texts for children aged zero to thirteen as forms of world literature participating in a panoply of identity formations. Offering five distinct sections, this volume: Familiarizes students and beginning scholars with key concepts and methodological resources guiding contemporary inquiry into children’s literature Describes the major media formats and genres for texts expressly addressing children Considers the production, distribution, and valuing of children’s books from an assortment of historical and contemporary perspectives, highlighting context as a driver of content Maps how children’s texts have historically presumed and prescribed certain identities on the part of their readers, sometimes addressing readers who share some part of the author’s identity, sometimes seeking to educate the reader about a presumed “other,” and in recent decades increasingly foregrounding identities once lacking visibility and voice Explores the historical evolutions and trans-regional contacts and (inter)connections in the long process of the formation of global children’s literature, highlighting issues such as retranslation, transnationalism, transculturality, and new digital formats for considering cultural crossings and renegotiations in the production of children’s literature Methodically presented and contextualized, this volume is an engaging introduction to this expanding and multifaceted field.

Includes the Report of the public library for 1918-

In the author's words: "This book is an honest attempt to understand what it means to be educated in today's world." His argument is this: No matter how important science and technology seem to industry or government or indeed to the daily life of people, as a society we believe that those educated in literature, history, and other humanities are in some way better informed, more knowing, and somehow more worthy of the descriptor "well educated." This 19th-century conception of the educated mind weighs heavily on our notions on how we educate our young. When we focus on intellectual and scholarly issues in high school as opposed to issues, such as communications, basic psychology, or child raising, we are continuing to rely on outdated notions of the educated mind that come from elitist notions of who is to be educated and what that means. To accommodate the realities of today's world it is necessary to change these elitist notions. We need to rethink what it means to be educated and begin to focus on a new conception of the very idea of education. Students need to learn how to think, not how to accomplish tasks, such as passing standardized tests and reciting rote facts. In this engaging book, Roger C. Schank sets forth the premises of his argument, cites its foundations in the Great Books themselves, and illustrates it with examples from an experimental curriculum that has been used in graduate schools and with K-12 students. Making Minds Less Well Educated Than Our Own is essential reading for scholars and students in the learning sciences, instructional design, curriculum theory and planning, educational policy, school reform, philosophy of education, higher education, and anyone interested in what it means to be educated in today's world.

Developing Library Collections for Today’s Young Adults features policies that deal expressly with materials that respect the intellectual freedom of young library patrons. It emphasizes the importance of everything from needs assessment to collection development, encouraging librarians to consider informational, recreational, and curricular needs and interests as the library staff select material on behalf of young adults. With detailed guidelines for developing and evaluating collections of print and electronic material, Amy S. Pattee devotes chapters to materials selection, acquisition, and assessment, describing fiction and nonfiction genres, graphic forms, and multimedia and electronic materials, including networked resources, e-books, and computer games. Developing Library Collections for Today’s Young Adults may be consulted by librarians charged with the development and maintenance of public library collections for young adults and may be employed in library science courses related to young adult literature and library services and collection development.