Three simple stories which provide a transition from picture book to fiction for children who are learning to read. The author won the Kate Greenaway Medal for The Wind Blew. She also wrote Rosie's Walk, The Surprise Party and Titch.

Trixie and Tracky are disappointed when the wooden train set they join is full of bossy trains and snoring train tracks.

Bring back playtime, all the time with these 150+ screen-free activities kids will love! Dive into a Bubbling Swamp World. Drum on an Outdoor Sound Wall. Explore the gooeyness of Glowing Slime. With the one-of-a-kind projects in 150+ Screen-Free Activities for Kids, your family will rediscover the spirit of imaginative play! These fun activities help develop your child's creativity and skills--all without a screen in sight. Featuring step-by-step instructions and beautiful photographs, each budget-friendly project will keep your child entertained, engaged, and learning all day long. Best of all, no one will complain about turning off the TV or computer with such entertaining activities as: –Natural Dye Fingerpaints –Taste-Safe, Gluten-Free Playdough –Erupting Volcano Dinosaur World –Fizzy Rainbow Slush –Taste-Safe Glow Water Complete with dozens of exercises for babies, toddlers, and school-aged children, 150+ Screen-Free Activities for Kids will help your family step away from your devices and step into endless afternoons of playtime fun!

Learn the model-making process from start to finish, including the best ways to choose scale, wheels, motors, and track layout. Get advice for building steam engines, locomotives, and passenger cars, and discover fresh ideas and inspiration for your own LEGO train designs. Inside you'll find: -A historical tour of LEGO trains -Step-by-step building instructions for models of the German Inter-City Express (ICE), the Swiss “Crocodile,” and a vintage passenger car -Tips for controlling your trains with transformers, receivers, and motors -Advice on advanced building tech­niques like SNOT (studs not on top), micro­striping, creating textures, and making offset connections -Case studies of the design process -Ways to use older LEGO pieces in modern designs For ages 10+

This New York Times bestselling book is filled with hundreds of fun, deceptively simple, budget-friendly ideas for sprucing up your home. With two home renovations under their (tool) belts and millions of hits per month on their blog YoungHouseLove.com, Sherry and John Petersik are home-improvement enthusiasts primed to pass on a slew of projects, tricks, and techniques to do-it-yourselfers of all levels. Packed with 243 tips and ideas—both classic and unexpected—and more than 400 photographs and illustrations, this is a book that readers will return to again and again for the creative projects and easy-to-follow instructions in the relatable voice the Petersiks are known for. Learn to trick out a thrift-store mirror, spice up plain old roller shades, "hack" your Ikea table to create three distinct looks, and so much more.

This challenging visual puzzle will appeal to lovers of logic and deduction brain teasers. How To Play: A map grid shows two towns, typically A and B. The objective of the puzzle is to lay down tracks to connect the two towns. Numbers around the outside of the grid tell you how many pieces of track are to be placed in each row and column. You can only use straight (horizontal and vertical) and curved (right and left) rails and the track cannot cross over itself. There is something very satisfying in the laying down of tracks. The puzzles are arranged with varying levels of difficulty, where difficulty is largely dependent on the size of the map grid (from 6x6 to 10x10). Puzzles included cover three levels of difficulty: 70 Easy, 70 Moderate, and 60 Difficult.

Mooser's Train has inspired and challenged folders for nearly five decades. For the first five years after its creation the only existing documentation was a hand-written crease map with no instructions whatsoever. Later, in 1967, hand-written notes were added by Raymond McLain but it was still left up to the reader to decipher a folding sequence on their own. It was not until 25 years later that the notes became widely available and far more readable when Dr. Robert Lang reproduced clarified versions in his book "Origami Design Secrets" in its excellent chapter on box pleating. It was not until late 2012 when my friend Hank Simon generously arranged to have diagrams produced and made available for everyone. These pages make the model fun and approachable for folders of all ages!

Now in its 41st year, Lionel Trains Pocket Price Guide 1901-2021 has been the go-to reference guide for toy train collectors and operators for accurate pricing information on prewar, postwar, and modern Lionel trains. This handy 400+ page guide features: Current pricing information. Identification and evaluation tips. O gauge train listings. An easy-to-read format with space for notes.

ABOUT THIS READING BOOK SERIES These cumulative, decodable phonics ebooks provide an effective and enjoyable 'stand-alone' approach to teach beginning reading. They are also designed to complement No Nonsense Phonics Skills (Pupil Books 1 to 8) and the Phonics International programme - a FREE online programme (Units 1 to 6 of 12 Units). The books can be used to complement and supplement other early reading programmes and reading instruction. The series is colour-coded for ease of organisation and management. The back covers indicate the code featured cumulatively in each book. Purpose – these books are designed for children: 1. to practise the technical skill of decoding new printed words by sounding out and blending (‘lifting the words off the page’) using their knowledge of letter/s-sound correspondences (the alphabetic code) 2. to learn the meaning of new words, enriching their vocabulary, in the context of events in the storylines 3. to practise reading aloud with increasing confidence and fluency – learning how to use expression when re-reading The books are challenging: The books are structured to be ‘cumulative’ and ‘decodable’ and they are also challenging. They include shorter and longer words from the outset and some words that are likely to be new to children’s spoken language. Generally, there are many words on most pages to provide plenty of accurate decoding practice. After the children have decoded any new words they do not automatically recognise, the supporting adult can discuss the storylines, including with reference to the illustrations, to explain new words. There is ‘Vocabulary Support’ in the back of the books. Capital letters are code for the same sounds as their lower case letters. Children should attempt to decode the words, sentences or pages by themselves at first with the adult encouraging, supporting, re-reading words, sentences and pages as required. Some beginners may only manage one page in any one reading session until they have perfected the phonics skill of sounding out in response to letters and letter groups, and blending the sounds (synthesising) to decode new words. Children learn at different rates and have different needs: Debbie’s approach includes incidental phonics teaching and support as well as systematic provision. Some children may need reminding of letter/s-sound correspondences that are not yet embedded in memory. Some children will self-teach as they learn more about the alphabetic code, and some children will recognise words they’ve previously read more easily than others. Some children may be able to ‘discern’ (detect) a word they’ve sounded out because they know the word in their spoken language, but struggle to ‘discern’ a new printed word that is not in their spoken language. This will improve over time as children decode and learn new words from the literature they read not just the words they hear and speak. Using the books in the school and at home advisedly: In school, teachers may decide to use these books lagging behind the introduction of the various letter/s-sound correspondences for additional reading practice. Both the No Nonsense Phonics and the Phonics International programmes already provide plain ‘matched texts’ for children’s reading, writing, spelling and language comprehension. These reading books are additional and complementary to the phonics programmes. Teachers may decide to cascade these books to children for home-reading starting with the children who are the quickest and most adept at sounding out and blending to decode new words. Teachers may decide to use these books in school for supported practice in school before sending them home for re-reading in the home. Again, this may depend on the children themselves and how teachers decide the books will be most beneficial – particularly when children are beginners. Teachers may use later books differently according to children’s changing needs over time. Children can be introduced to letter/s-sound correspondences ‘incidentally’ and this will add to their code knowledge and capacity to self-teach over time. Illustrations: The pictures in children’s books enhance the storylines and often tell a story beyond the words on the pages. It is important that the ‘back and forth’ discussions between adults and children always take place with these phonics reading books no less than with storybooks. In addition, ‘homophones’ are so common in the English language that it is helpful, as adults, to point out that the same words can have various meanings in different contexts – and to engage children fully with this notion. About the ‘sounds’ and the alphabetic code: Parents and carers can ‘hear’ the sounds via an audio Alphabetic Code Chart at alphabeticcodecharts.com . There are also free printable alphabetic code charts at this site. Tweaking or modifying pronunciation: It is very common that a spoken word’s final pronunciation needs to be ‘tweaked’ or ‘modified’ after sounding out and blending. Early examples of this are words such as ‘is’, ‘his’, ‘as, ‘has’. In reality, these words are pronounced ‘iz’, ‘hiz’, ‘az’, ‘haz’ with a /z/ sound at the end, not a /s/ sound, but most children who are decoding these words will automatically sound them out and then say them with their correct pronunciation even without thinking about it. The sooner adults and children alike understand this constant process of slight modification of pronunciation (as required), the sooner a wider range of words can be included for beginners.