Stella the Mouse, Nico the Toad, Delilah the Spider and Bo the Parakeet all love every child at school, so they decide to do something nice for the kids. After all, showing your love to your friends can feel really good. Unfortunately, none of their ideas seem to work out.
The last week of the school year is one party after another! Stella the Mouse, Nico the Toad, Delilah the Spider and Bo the Parakeet are animal best friends who live in a school, and they LOVE parties. The four friends are so excited to take part in the fun. But then, oh no! When the students get on the bus, the teachers all wave GOODBYE! They will be gone all summer long! How will the four friends make it until they see their human friends again in the autumn?
Stella the Mouse, Nico the Toad, Delilah the Spider and Bo the Parakeet each love different subjects and different activities, so every part of the school day has something special to offer each curious creature. They are excited to greet the children in the morning and sad to see them go in the afternoon. Thankfully the animal friends all live at the school together.
Stella the Mouse, Nico the Toad, Delilah the Spider, and Bo the Parakeet are all delighted that today is the first day of school, and the children will be back--but some of the children, the new ones, seem nervous and unhappy, so the four school friends set out to find some way to make those children feel welcome.
The unique focus of this text integrates constructivist learning, diversity, and instruction-based assessment, and helps translate principles into practice. The central, underlying thesis of Teaching Language and Literacy is that children are at the center of all good language and literacy teaching. The text, with broad coverage of preschool through the elementary grades, advocates an appreciation of student diversity and an implementation of assessment strategies relating to specific learning/teaching events. The text describes how children construct their own knowledge about oral and written language by engaging in integrated, meaningful, and functional activities with other people in a variety of contexts. It then goes one step further, describing how teachers can design authentic classroom reasons for using oral and written language. In keeping with the text's theme, illustrations of how teachers can work effectively with diverse learners appear throughout the text. In addition, instructionally-linked assessment is another important topic central to the text.
Connecting a Culture sensitive Approach to Interpersonal Communication Competency