Download Free Time For School Book in PDF and EPUB Free Download. You can read online Time For School and write the review.

Ride along to school with the #1 New York Times bestselling Little Blue Truck and meet Blue's new friend: a bright yellow school bus. Beep-beep! Little Blue Truck and his good friend Toad are excited to meet a bright yellow school bus on the road. They see all the little animals lined up in the school bus’s many windows, and Blue wishes he could be a school bus too. What a fun job—but much too big for a little pickup like Blue. Or is it? When somebody misses the bus, it’s up to Blue to get his friend to school on time. Beep! Beep! Vroom! Also enjoy Blue’s bedtime ride in Good Night, Little Blue Truck and his trip to the city in Little Blue Truck Leads the Way!
From New York Times­–bestselling author and illustrator Brian Biggs comes the second picture book in the collectible Tinyville Town series. In this next book in the preschool series, Time for School! shows how the whole community comes together for the first day of class. Mr. Meyer picks out his nicest sweater, Dylan ties his favorite shoes—and Mrs. Martinez, the crossing guard, has been waiting for this day all summer long. She joins the bus driver, the school principal, the lunchroom and playground staff, and, of course, all of the teachers, as they welcome the children of Tinyville Town Elementary back to school. And when a new girl shows up, everyone knows just what to do to make her feel right at home. Brian Biggs’ read-aloud Tinyville Town series launched in 2016 with three books: the world-establishing picture book Gets to Work! and two board books, I’m a Veterinarian and I’m a Firefighter. In addition to Time for School!, the series has grown to include two additional board books, I’m a Librarian and I’m a Police Officer. With a nod to the busy world of Richard Scarry and the neighborhood feel of Sesame Street, the Tinyville Town series has become a favorite read for preschoolers. Using bold, comic-influenced art to illustrate a growing, thriving, diverse city full of interesting people, these books are ideal for story time and class discussions about occupations and community helpers.
Ideal for early years to KS1 children who are learning at home. Daisy Upton has two little kids. She loves them - but they drive her mad. So, to try and keep her sanity she started to come up with quick, easy games using stuff from around the house. And @FiveMinuteMum was born. In her first book, she has collected 150+ games that take 5 minutes to set up & 5 minutes to tidy up. From pasta posting to alphabet knock down, it's a recipe book for guilt free parenting! And as Daisy was a teaching assistant, your little ones will be learning while they play! What could be better? GIVE ME FIVE is the perfect companion for anyone who wants five minutes peace. Also available: Five Minute Mum: Time For School Five Minute Mum: On the Go "I love Five Minute Mum. She's managed to come up with a huge array of activities for kids that are fun and educational yet don't require an Art degree or Diploma in Patience to execute."Sarah Turner, aka Unmumsy Mum
Join Mouse from If You Give a Mouse a Cookie as he hunts for his homework in a comic getting-ready-for-school adventure. Mouse searches high and low for his homework, finding lots of other things in the process. Time for School, Mouse! teaches kids new words while celebrating the fun of going to school! This lap edition is 10 1/2 x 10 1/2 inches, perfect for sharing with preschoolers, who will enjoy the simple introduction to school.
A small blue truck finds his way out of a jam, with a little help from his friends.
Is Stinky Face ready for school? This imaginative little boy is not at ALL sure about going to school, and he has a whole bunch of questions for his mom. What it the school bus gets a flat tire? What if a spaceship lands next to the jungle gym at recess? And what if all the desks start flying around the classroom?With some reassuring answers from his quick-thinking mama, the little boy soon realizes that going to school might be more fun than he ever thought possible. Stinky Faces everywhere will adore this magical new book by Lisa McCourt and Cyd Moore.
Perfectly on-brand for Todd Parr, this full-color activity book includes themes of family, inclusivity, and humor and encourages creativity while reinforcing early-learning skills. Includes a sheet of stickers. Most traditional activity books are organized by skill with an alphabet section followed by a number section, etc. To keep this in the spirit of Todd's brand, this book begins with "all about me" and family, and then moves outward to community, and then even further outward to the world. The skills will be scattered throughout and there will be plenty of room for kids to free draw and be creative. Features: Letters Handwriting Numbers Shapes Colors Emotions All About Me Community
This book was first published in 1984. The role of time in school learning has long been a topic of interest to educationalists. So much so that in the United States, Carnegie Units (purely time based entities) are used to certify high school graduates and credit hours are the basic unit of college certification. In this book, contributors explore the role of time in school learning. In particular, American research has demonstrated that learning is a function of two time variables; the time actually spent learning, and the time needed to learn. The book presents an integrated synthesis of the developments in the understanding of time in school learning and shows how this can have a dramatic impact on the process of schooling.
A power cut and a series of mini disasters means friends, Jess, Nadia, Tomma and Ash barely make it to the station to catch their train to school. What they find is a far cry from the usual packed commuter train they’re expecting… When they arrive at Hickley School, the children are surprised to find some of the buildings missing and they don’t recognise any of the other pupils, who are all dressed in a different style of uniform. The only person who takes the time to help them is Martha, despite being preoccupied by her own worries about her family being hungry and not hearing from brother, Henry whom she says is away fIghting. The children soon realise this is no normal day and it’s not until they return home that they’re able to figure out what happened. What they don’t know is whether it was a one-off day, or if they will get to see Martha and the other pupils again. Jess hopes so. She has something she needs to tell Martha. Not knowing how or why, she feels a connection and an obligation to this girl she can’t explain.
This work represents a publishing event in education research. Genuinely groundbreaking, it is the result of longitudinal research from five nations over five years. The authors set themselves an unprecedented task: to analyze how it is that successful school principals sustain positive outcomes over a significant period of time. To find out, they initiated the International Successful School Principal Project (ISSPP) assembling 30 multinational case histories and numerous comparative analyses. In doing so, they recorded fresh perspectives on the influence school principals can have on their schools, the quality of teaching in their classrooms, and student outcomes. Revisiting the subject schools in 2007, they found many principals still in place, having steered their organizations through various minefields of political, governance and educational reform. As the most penetrating longitudinal investigation of the subject, this research has unearthed fascinating new insights into school leadership that add real substance to the sum of our knowledge. It incorporates data from educational systems in Australia, Denmark, Norway, Sweden, England and the USA. One key finding is that while all principals delegate a range of leadership tasks, successful ones distribute responsibility on a case-by-case basis founded on personal assessments of their staff as well as on organizational and policy contexts. The research also demonstrates that successful principals maintain close communication with their staff and the wider school environment, and that they are adaptive, maximizing the opportunities presented by new political contexts and expectations, yet without losing sight of their school’s core moral and ethical principles. The volume’s international thematic analysis has allowed comparative conclusions to be drawn on what the principals do to sustain and foster pedagogical and institutional success.