Marc Brown S Playtime Rhymes A Treasury For Families To Learn And Play Together
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Marc Brown's Playtime Rhymes: A Treasury for Families to Learn and Play Together by Marc Brown Pdf
Fingers ready? Fingers set? Fingers play! It's time for Playtime Rhymes-a treasury of twenty favorite finger rhymes compiled and illustrated by the bestselling and beloved artist Marc Brown for the enjoyment of young and old. From the clever Whoops! Johnny and funny Do Your Ears Hang Low? to the irrepressible Itsy-Bitsy Spider and rousing Wheels on the Bus, these are rhymes to say and sing aloud, each with pictorial instructions for the correlating finger movements. An interactive experience at its very best, Playtime Rhymes will get little hands wiggling, jiggling, pointing, pounding, bending, stretching, and dancing as children animate the rhymes, pore over the vibrant pictures, and share the fun with family and friends.
Marc Brown's Playtime Rhymes by Marc Tolon Brown Pdf
A lively collection of the artist's 20 favorite read-and-play-along finger rhymes complements such entries as "The Itsy-Bitsy Spider" and "I'm a Little Teapot" with pictorial instructions for correlating finger movements.
This book serves as both a textbook and reference for faculty and students in LIS courses on storytelling and a professional guide for practicing librarians, particularly youth services librarians in public and school libraries. Storytelling: Art and Technique serves professors, students, and practitioners alike as a textbook, reference, and professional guide. It provides practical instruction and concrete examples of how to use the power of story to build literacy and presentation skills, as well as to create community in those same educational spaces. This text illustrates the value of storytelling, covers the history of storytelling in libraries, and offers valuable guidance for bringing stories to contemporary listeners, with detailed instructions on the selection, preparation, and presentation of stories. It also provides guidance around the planning and administration of a storytelling program. Topics include digital storytelling, open mics and slams, and the neuroscience of storytelling. An extensive and helpful section of resources for the storyteller is included in an expanded Part V of this edition.
Who Took the Cookies from the Cookie Jar? by Bonnie Lass,Philemon Sturges Pdf
The classic playground song where readers try to figure out who took the cookies -- available in board book edition! "Who took the cookies from the cookie jar? The jar was full! Where did they go? Mmm...Oh!...Now I know...Mouse took the cookies from the cookie jar!" In this playful adaptation of the classic playground song set in the Southwest, readers will delight in helping to solve the mystery of the missing cookies as Skunk travels the desert and asks each of his animal friends, Mouse, Raven, Squirrel, Rabbit, Turtle, Raccoon, Beaver, and Frog: "Who took the cookies from the cookie jar?!"
Story time is a popular activity in public libraries. Unfortunately, many librarians (and not just children’s librarians) are thrust into the role of providing this service have not taken a course or had the necessary experience of performing story times. Story times are so popular that they are now offered to children of many ages, not just to preschoolers. This book will help librarians who have never done story time to learn to promote, plan, and perform story times, and will be useful to experienced librarians to build on their story time repertoires. Because story times are essential components of library service to children and in such demand, in many libraries, even librarians who have never done story time before are being asked to step into that role. Story Time Success: A Practical Guide for Librarians is comprehensive handbook which can help any librarian learn to promote, plan, and perform story times even with no prior training or experience. Key elements include: Customizable planning templates Hints for choosing appropriate books and other materials Suggestions for overcoming performance anxiety Troubleshooting for common story time problems and pitfalls Evaluation rubrics for performers and supervisors Veterans and beginners alike will find many useful pointers for establishing and improving their story time skills and repertoires.
Encyclopedia of Recorded Sound in the United States by Guy A. Marco,Frank Andrews Pdf
This alphabetical reference covers the entire spectrum of the recording of sound, from Edison's experimental cylinders to contemporary high technology. The major focus is on the recorded sound industry in the US, with additional material on Canada, Europe, Australia, and New Zealand. The coverage is particularly strong on the earliest periods of recorded sound history--1877-1948, the 78 rpm era and 1949-1982, the LP era. In addition to performers and their work, entries also cover important commercial organizations, individuals who made significant technical contributions, societies and associations, sound archives and libraries, magazines, catalogs, award winners, technical topics, special and foreign terms, copyright laws, and other areas of interest. Annotation copyright by Book News, Inc., Portland, OR
Truth and Reconciliation Commission of Canada,Commission de vérité et réconciliation du Canada
Author : Truth and Reconciliation Commission of Canada,Commission de vérité et réconciliation du Canada Publisher : McGill-Queen's Press - MQUP Page : 105 pages File Size : 47,9 Mb Release : 2016 Category : History ISBN : 9780773598232
Canada's Residential Schools: The Métis Experience by Truth and Reconciliation Commission of Canada,Commission de vérité et réconciliation du Canada Pdf
Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize” Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: The Métis Experience focuses on an often-overlooked element of Canada’s residential school history. Canada’s residential school system was a partnership between the federal government and the churches. Since the churches wished to convert as many Aboriginal children as possible, they had no objection to admitting Métis children. At Saint-Paul-des-Métis in Alberta, Roman Catholic missionaries established a residential school specifically for Métis children in the early twentieth century, while the Anglicans opened hostels for Métis children in the Yukon in the 1920s and the 1950s. The federal government policy on providing schooling to Métis children was subject to constant change. It viewed the Métis as members of the ‘dangerous classes,’ whom the residential schools were intended to civilize and assimilate. This view led to the adoption of policies that allowed for the admission of Métis children at various times. However, from a jurisdictional perspective, the federal government believed that the responsibility for educating and assimilating Métis people lay with provincial and territorial governments. When this view dominated, Indian agents were often instructed to remove Métis children from residential schools. Because provincial and territorial governments were reluctant to provide services to Métis people, many Métis parents who wished to see their children educated in schools had no option but to try to have them accepted into a residential school. As provincial governments slowly began to provide increased educational services to Métis students after the Second World War, Métis children lived in residences and residential schools that were either run or funded by provincial governments. As this volume demonstrates the Métis experience of residential schooling in Canada is long and complex, involving not only the federal government and the churches, but provincial and territorial governments. Much remains to be done to identify and redress the impact that these schools had on Métis children, their families, and their community.
