DOCSLIB.ORG

Teacher's Manual | Volume 1

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Teacher's Manual | Volume 1 SAMPLE LESSON Teacher’s Manual | Volume 1 CCC Collaborative Literacy GRADE K Being a Reader™ Sample Whole-class Lesson, Grade K Explore the new digital resources! © Center for the Collaborative Classroom Start a trial at ccclearninghub.org. Week 4 OVERVIEW Whole-class Instruction Shared Reading ........................................................................... 97 This week the students listen to and discuss the book I Went Walking. They discuss what it means to listen carefully during Shared Reading lessons, and they review and practice the procedure for choral reading. They learn five new high-frequency words, read them, and identify them in the week’s text. They also review previously learned high-frequency words. Independent Work ...................................................................... 105 This week the students do independent reading, writing, and word work every day. The focus is on reviewing and using all of the work habits on the “Ways We Work on Our Own” chart in preparation for next week when they start working in the reading, writing, and word work areas around the room. Throughout the week, you continue to stand aside and observe the students to encourage greater independence. Handwriting .............................................................................. 125 This week the students learn and practice the pincer and pencil grip to prepare for the letter-formation instruction that begins in Week 7. Small-group Reading Instruction and Independent Work Rotations This week the whole-class instruction continues to set the foundation for your students to work independently so that you may begin small-group reading instruction in Week 7. We suggest that you begin assessing your students for Small-group Reading this week. For more information, see “Placement Assessments” in the Assessment Overview of the Assessment Resource Book. The following are materials you might incorporate into independent work areas this week: Reading: • Charted “The Itsy Bitsy Spider” song (see “Independent Work Connection” on page 70) Word Work: • High-frequency word cards from Week 3 of Shared Reading (see “Foundational Skills Practice” on page 70) Being a Reader™ Sample Lesson, Grade K © Center for the Collaborative Classroom collaborativeclassroom.org Week 4 RESOuRCES Read-aloud • I Went Walking Extension • “Create a Class Pattern Book” Assessment Resource Book • Week 4 assessment Online Resources Visit the CCC Learning Hub (ccclearninghub.org) to find your online resources for this week. Assessment Form • “Class Assessment Record” sheet (CA1) 94 Being a Reader™ Teacher’s Manual, Grade K Being a Reader™ Sample Lesson, Grade K © Center for the Collaborative Classroom collaborativeclassroom.org DO AHEAD Shared Reading ✓ Prior to Day 2, collect two high-frequency word cards for I, see, and a. ✓ Prior to Day 2, collect highlighter tape to mark the high-frequency words in the book during the lesson. Also, decide how you will select volunteers to find and highlight the words in the book on Days 2 and 3. ✓ Prior to Day 3, collect two high-frequency word cards each for you and me. Prepare highlighter tape to mark the words in the book during the lesson. ✓ Prior to Day 3, locate the high-frequency word card review deck from Week 3 to review with the students. Independent Work ✓ Prior to Day 1, be sure that each reading bin contains at least 25–35 books so that each student at a table group can choose five books. Consider adding a few new titles at this time. ✓ Prior to Day 1, obtain a folder for each student’s word work and label it with the student’s name. ✓ Prior to Day 2, collect a few nonfiction books with interesting pictures and simple text features for modeling during independent writing. ✓ Prior to Day 3, set up your classroom library or other location to use as the reading area. Remove the books from the reading bins and place them in this area. For more information about setting up your reading area, see Appendix B, “Independent Work Resources.” ✓ Prior to Day 3, prepare a bin for returning books in the reading area, and label it Return. Prepare to introduce any procedures for how you would like the students to return books to the reading area (see Step 2). For example, decide in advance whether or not the students can take newly returned books directly from the “Return” bin. ✓ Prior to Day 4, exchange any word work materials that are not holding the students’ attention with new materials that focus on letter and word formation. For more information about materials for the word work bins, see Appendix B, “Independent Work Resources.” (continues) Week 4 95 Being a Reader™ Sample Lesson, Grade K © Center for the Collaborative Classroom collaborativeclassroom.org DO AHEAD (continued) ✓ Prior to Day 5, visit the CCC Learning Hub (ccclearninghub.org) to access and print the “Class Assessment Record” sheet (CA1); see pages 8–9 of the Assessment Resource Book. ✓ Prior to Day 5, prepare to introduce a procedure for managing the writing that has been accumulating in the students’ writing folders (see Step 6). We suggest having the students take home or turn in any work they have finished or no longer want to work on. ✓ Prior to Day 5, prepare to introduce a procedure for managing the word work that has been accumulating in the students’ word work folders (see Step 8). We suggest having the students take home or turn in any work they have finished or no longer want to work on. SUGGESTED WEEKLY SCHEDULE Monday Tuesday Wednesday Thursday Friday Handwriting (20) Shared Reading (20) Handwriting (20) Shared Reading (20) Independent Work: Independent Work: Independent Work: Independent Work: Independent Work: Setting the Foundation Setting the Foundation Setting the Foundation Setting the Foundation Setting the Foundation (45) (45) (45–55) (50–60) (50–60) 65 minutes 65 minutes 45–55 minutes 70–80 minutes 70–80 minutes 96 Being a Reader™ Teacher’s Manual, Grade K Being a Reader™ Sample Lesson, Grade K © Center for the Collaborative Classroom collaborativeclassroom.org Shared Reading OVERVIEW I Went Walking* by Sue Williams, illustrated by Julie Vivas In this rhyming text, a young boy goes for a walk and tells what he sees. *This is a big book. Academic Focus Social Development Focus • Students listen to, discuss, and chorally read • Students participate responsibly. a story. • Students listen carefully. • Students learn and practice reading high- frequency words. ELL SUPPORT Preview the Text • Preview this week’s book, I Went Walking, with your students before you read it to the whole class. You might turn the pages of the book and tell the students the name of each animal the boy meets. Provide Language Support • Write the questions What animal in the story do you like? Why? where your students can see them (see Day 1, Step 3 on page 98). Model answering the question using simple answers such as “I like the dog because it licks the boy” or “I like the pig because it looks happy.” Then have your students practice answering the question. As the students respond, turn to the illustration in the book that corresponds with their answer. Week 4 O Shared Reading 97 Being a Reader™ Sample Lesson, Grade K © Center for the Collaborative Classroom collaborativeclassroom.org Shared Reading Day 1 I Went Walking Materials In this lesson, the students: • • I Went Walking (big book) Listen to and discuss a story • Big book stand • Listen carefully 1 Gather and Discuss Listening Gather the class with partners sitting together, facing you. Review that last week, the students sang and chorally read a song. Tell them that today they will listen to a story in a book and discuss it with their partners. Remind the students that it is important to be good listeners when listening to the story and talking with their partners. Ask and briefly discuss: Teacher Note Q What is one way to show you are listening today? If the students struggle to answer the question, offer some examples like those Students might say: in the “Students might say” note. “ I will look at my partner when she is talking.” “ I will look at the book when you read it.” “ I will wait until it’s my turn to talk.” Explain that you would like the students to keep these things in mind during the lesson today. 2 Read I Went Walking Aloud Place I Went Walking on the big book stand, and show the front and back covers of the book. Read aloud the title and the names of the author and the illustrator. Review that an author is the person who writes a story and an illustrator is the person who draws the pictures. Explain that in this story, a boy goes on a walk and tells what he sees. Read the story aloud slowly and clearly. As you read, use your finger to point to the illustration of each animal mentioned in this text. 3 Briefly Discuss the Story E ELL Note You might provide the prompt “I like At the end of the book, ask and briefly discuss: the because ” Q What animal in the story do you like? Why? Turn to your partner. for your English Language Learners to help them verbalize their answers to Have a few volunteers share their ideas with the class. the question. 4 Reread the Story Explain that now you will read the book aloud again. Review that in Shared Reading, reading a story more than once helps the students 98 Being a Reader™ Teacher’s Manual, Grade K Being a Reader™ Sample Lesson, Grade K © Center for the Collaborative Classroom collaborativeclassroom.org remember it better so they can talk about it with the class. It also helps them learn the words of the story so they can read it aloud with you when they are ready.
Load more

Recommended publications
  • Part I 1755-1905
    Part I and debating societies became very popular. Borrowers paid a yearly fee for the circulation of books, pamphlets and newspapers. 1755-1905 Harper’s Weekly Wilmington’s first known reading room was opened in 1808 by William Hasell, Private Collections owner of the Wilmington Gazette. In 1833, Thomas Loring, editor of the give to my Dear wife Blomes History People’s Press & Wilmington Advertiser, boasted “Iof the Bible in folio...and all the of having 150 newspapers from 20 states in Books of Physick.” So willed attorney his reading room, which stayed open until 19th century Edward Moseley at his death in 1749. 9:00 pm. reading room Moseley housed a collection of In 1836, William C. Jackson advertised that he would 400+ volumes between libraries at his rent volumes from his bookshop for 6¼ cents per week. residence in Rocky Point and his office in Brunswick Town. Literary Groups Moseley and other book collectors ith the completion of the railroad in 1840 and From the library of such as William Hooper, Wilmington Wimproved access to the port, residents arrived Edward Moseley Revolutionary statesman and signer of from all parts of the United States as well as from other the Declaration of Independence, maintained libraries for countries. private use. Debating societies, also known as lyceums and Volumes from both their collections are housed in chatauquas, were in vogue. The groups provided a forum the rare book collection at the New for their members to read, speak, Hanover County Public Library. write and debate about the scientific, Church Collections moral, religious and political issues of the day.
    [Show full text]
  • The Book. the Center for the Book Viewpoint Series No. 1. INSTITUTION Library of Congress, Washington, D.C
    DOCUMENT RESUME ED 260 430 CS 209 218 AUTHOR Tuchman, Barbara W. TITLE The Book. The Center for the Book Viewpoint Series No. 1. INSTITUTION Library of Congress, Washington, D.C. REPORT NO ISBN-0-8444-0322-9 PUB DATE 80 NOTE 28p.; Lecture. sponsored by the Center for the Book in the Library of Congress and the Authors League of America (Washington, DC., October 17, 1979). PUB TYPE Information AnaXyseS (070)-- Viewpoints (120) -- Speeches /Conference Papers (150) EDRS PRICE 141701/PCO2 Plus Postage. DESCRIPTORS *Books; History; Humanities; Information Dissemination; *Literary History; *Literature; Novels; Popular Culture; *Publications; *Publishing Industry; World Literature ABSTRACT The first publication in the Viewpoint Series of the Center for the Book, this booklet contains the first lecture commemorating Luise Sillcox. The booklet includesa preface by John Y. Cole, Executive Director of the Center for the Book, andan introduction by John Hersey, President of the AuthorsLeague of America. The lecture presented in the booklet, given byBarbara Tuchman, focuses on the history of the book from its beginningson clay tablets and papyrus written by scribes and priests; follows its development up to the present time; mentions some of the greatest books written in the Western world, as well as some of its greatest authors; and discusses early libraries, the pleasure gained from reading books, popular books and authors from different historical periods, the changing public taste, books with great political influence, paperback books, and the advent of television. (EL) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** THE,00K! 7.; O A LECTURE SPONSORED BY THE CENTER FORTHE BOOK IN THE LIBRARY OF CONGRESS AND THE AUTHORS LEAGUE OF AMERICA PRESENTED AT THE LIBRARY OF CONGRESS OCTOBER 17, 1979 by Barbara W Tuchman with an introduction by John Hersey U.S.
    [Show full text]
  • APPENDIX C – Focus Group Report Thomas Memorial Library Cape Elizabeth, Maine
    APPENDIX C – Focus Group Report Thomas Memorial Library Cape Elizabeth, Maine A total of 103 residents and eight staff members participated in one of ten focus group discussions held the week of August 4 th . Themes that emerged across multiple sessions were: • People like and use Minerva. • The entryway is cramped and unwelcoming. • People want to be greeted when they enter the library; often that doesn’t happen. • Lack of handicapped access to multiple levels is a hindrance to library use; perhaps it keeps people with mobility challenges from coming to the library at all. • There are limited places in the library to sit and read—in both the adult and children’s areas. • People like/love the Thomas Memorial Library, but many don’t spend much time there. • Study spaces are needed. • Restrooms are needed in the children’s area. • Adult, children’s, and teen areas are cramped. • The current meeting room space is cramped and unattractive. • A larger, more inviting, technologically equipped meeting room is needed. • Having the library, Historical Society, and Arts Council in the same facility is good, but all three need more space. • The Historical Society and Arts Council need display space for 3 dimensional art/artifacts as well as “flat” art. • Friends need a larger, improved book sale space. • People think the current location is good. • Any new, remodeled facility should retain the look and feel of the Town Center; it should blend in. • Any new, remodeled facility should be green, or largely so. • Participants were mixed in their opinions about making the school libraries and public library into one facility.
    [Show full text]
  • The Hide-And-Seek of a Bible
    1 Confusion about Tyndale1 The Stuttgart Copy of the 1526 New Testament in English By Eberhard Zwink, Stuttgart To an English speaking Audience The book I have to talk about is rare, very rare: William Tyndale’s first impression of his New Testament. Its title leaf is unique, as we discovered last year. Do not fear that I want to hold a lecture on German history. Let me point out only that the territorial situ- ation of our country was quite different from that of the national states France and England: the Empire was a patchwork of larger or smaller principalities, partly ecclesiastical (in violet), partly secular, as well as free imperial towns (in red). The emperor was mostly absent, far away and weak. When in Electoral Saxony under the rule of Friedrich der Weise (= Fred- erick the Wise) a certain monk named Martin Luther proclaimed a harsh critique of the Church and the Pope, and when he ventured to translate the Bible out of the original tongues ignoring the traditional Vul- gate, under Friedrich’s protection, he and his ideas could not only survive but could spread.This also es- pecially owed to the freedom in the imperial towns as Nuremberg, Augsburg, Strasbourg, Basle and Worms. In England, however, as you know better than I do, the political and ecclesiastical powers were centralized. The history of Tyndale is well known. His first attempt to publish his remarkable translation in Cologne in 1525 failed. Johannes Cochlaeus be- trayed him to the City Council. So the first English Bible impression was not more than a fragment.
    [Show full text]
  • Artists3 Books
    ARTISTS3BOOKS: news and reviews REFERENCE BOOKS The Guests Go In to Supper, a compilation of texts, scores, and ideas of seven American composers who use words as an Kunstierbucher, Artists' Books, Book as Art. Ausstellungen, integral part of their compositions. The composers featured Dokumentationen, Kataloge, Kritiken, Eine Analyse von are John Cage, Robert Ashley, Yoko Ono, Laurie Anderson, Artur Bra11 (Frankfurt, Verlag Kretschmer & Grossmann, Charles Amirkhanian, Michael Peppe, and K. Atchley, a11 1986, DM 32) is a welcome addition to the growing critical currentiy living in the U.S., composing music, and perfor- literature on bookworks. ming their own works. Each artist is interviewed (Cage is Here, a leading German art critic analyzes the growth and interviewed twice), and then the scores and texts, at times development of this medium, showing how Documents 6 complete, that embody the artists' avantgarde creativity changed the way of bookworks, giving them a role to play allow one to know his or her ideas on music, daily life, con- in the growing intermedia world. He then discusses a limbo sciousness, the future, and possibilities. between art and literature, then showing the development Burning Books is actually Melody and Michael Sumner, in Europe and then in America with the title of that who heard Robert Ashley on the radio, and that served as a chapter thus: Gruppenausstellungen in Amerika: Ah, ta hell catalyst to do such a book. With the help of John Cage, with all these sub-sub-categories. Yoko Ono said yes, and then things fell into place. These The illustrations are largely of European bookworks, but text-sound compositions have in common the use of words as that is fine.
    [Show full text]
  • The Effects of Leveled Book Room Resources on the Attainment of Reading Standards
    St. Catherine University SOPHIA Masters of Arts in Education Action Research Papers Education 12-2013 The Effects of Leveled Book Room Resources on the Attainment of Reading Standards Deanna Krueger St. Catherine University Follow this and additional works at: https://sophia.stkate.edu/maed Part of the Curriculum and Instruction Commons Recommended Citation Krueger, Deanna. (2013). The Effects of Leveled Book Room Resources on the Attainment of Reading Standards. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/18 This Action Research Project is brought to you for free and open access by the Education at SOPHIA. It has been accepted for inclusion in Masters of Arts in Education Action Research Papers by an authorized administrator of SOPHIA. For more information, please contact [email protected]. The Effects of Leveled Book Room Resources on the Attainment of Reading Standards An Action Research Report By Deanna Krueger The Effects of Leveled Book Room Resources on the Attainment of Reading Standards By Deanna Krueger Submitted on October 30, 2013 in fulfillment of final requirements for the MAED degree St. Catherine University St. Paul, Minnesota Advisor________________________________ Date____________________ Abstract The objective of the research was to establish if a well-stocked, leveled book room and the resources contained within it could affect the acquisition of rigorous Common Core State Standards (CCSS) (Common Core State Standards Initiative, 2010). The research was conducted in a second grade classroom in a public elementary school in the upper Midwest. The five data sources utilized in the study included a reading leveling system, a student survey, district-developed baseline assessments, teacher-developed formative assessments, and teacher observations.
    [Show full text]
  • Using a Flashcam to Become Part of an Interactive Book for Connected
    Session: Supporting Art & Literature February 11-15, 2012, Seattle, WA, USA People in Books: Using a FlashCam to Become Part of an Interactive Book for Connected Reading Sean Follmer1, Rafael Ballagas2, Hayes Raffle3, Mirjana Spasojevic2, Hiroshi Ishii1 1Tangible Media Group 2Nokia Research Center 3Google MIT Media Lab 955 Page Mill Road #200 1600 Amphitheatre Parkway 77 Massachusetts Ave. Palo Alto, CA 94304 Mountain View, CA 94043 Cambridge, MA 02139, USA {tico.ballagas, mirjana.spasojevic} [email protected] {sean, ishii}@media.mit.edu @nokia.com ABSTRACT We introduce People in Books with FlashCam technology, INTRODUCTION Today’s families are increasingly diasporic, and are turning a system that supports children and long-distance family to the Internet to help bridge distances and maintain ties members to act as characters in children’s storybooks while [15]. Cheap long distance phone calls and free video they read stories together over a distance. By segmenting conferencing have made it easier for adults to keep in the video chat streams of the child and remote family contact with other adult family members. However, member from their background surroundings, we create the communication with children remains quite difficult both illusion that the child and adult reader are immersed among over phone and over videoconference for a number of the storybook illustrations. The illusion of inhabiting a reasons [2]. shared story environment helps remote family members feel a sense of togetherness and encourages active reading One problem the community has identified in engaging behaviors for children ages three to five. People In Books is children in teleconferencing or phone calls, especially those designed to fit into families’ traditional reading practices, under the age of five, is the implicit assumption that the such as reading ebooks on couches or in bed via netbook or best way to support relationships is through conversation.
    [Show full text]
  • Part II the Toronto Publishing Scene During World W3iar P' George
    Distributors, Agents, and Publishers: Part II The Toronto Publishing Scene During World W3iar P' George Parker" The war seems to have u~ncovered a new Canadianreading public just as much as ithas broulght new writers to birth, and with the improved machinery ofpublishing there never waEsa more appropriatemovement [sic]for a new Canadian literature. - J.M. Gibbon "Whiere is Canadian Literature?" (1918)3 Between 1914 and 1918 the country changed dramatically, although its population of nine million hardly grew. Of the 628,000 Canadians who enlisted in the military, about 425,ooo went overseas. In the famous battles of Ypres, Passchendaele, and Vimy Ridge, the Canadians were gassed, shelled, frozen, and panic-stricken in their mud-filled trenches. We~can read of these events in first-hand accounts by professional and amateur writers: in Robert Service's Rhymes ofa Red-Cross Man (I916), which describes the poet's experiences as an ambulance driver, or in the responses of Bernard Trotter, who was killed in action before the publication of his volume, A Canadian Twilight, and Other Poems ofWar and ofPl~eace (I917), or in I9-year-old Edgar McInnis's poetry pamphlets, or in Frank Prewitt's modernist volume, P)oems (192I). The middle-aged Charles G.D. Roberts and Charles Gordon made it to the front lines but, like Gilbert Parker, they were soon recruited for publicity and propaganda work. In Gordon's novels and in Beckles Willson's 1924 novel Redemption, the SThis paper is Part II of an excerpt from a longer version that will be a chapter in my work in progress on the Toronto publishing industry in the twentieth century.
    [Show full text]
  • The-Book-Collector-Example-2018-04.Pdf
    641 blackwell’s blackwell’s rare books rare48-51 Broad books Street, 48-51 Broad Street, 48-51Oxford, Broad OX1 Street, 3BQ Oxford, OX1 3BQ CataloguesOxford, OX1 on 3BQrequest Catalogues on request CataloguesGeneral and subject on catalogues request issued GeneralRecent and subject subject catalogues catalogues include issued General and subject catalogues issued blackwellRecentModernisms, subject catalogues Sciences, include ’s Recent subject catalogues include blackwellandModernisms, Greek & Latin Sciences, Classics ’s rareandModernisms, Greek &books Latin Sciences, Classics rareand Greek &books Latin Classics 48-51 Broad Street, 48-51Oxford, Broad OX1 Street, 3BQ Oxford, OX1 3BQ Catalogues on request Catalogues on request General and subject catalogues issued GeneralRecent and subject subject catalogues catalogues include issued RecentModernisms, subject catalogues Sciences, include andModernisms, Greek & Latin Sciences, Classics and Greek & Latin Classics 641 APPRAISERS APPRAISERS CONSULTANTS CONSULTANTS 642 Luis de Lucena, Repetición de amores, y Arte de ajedres, first edition of the earliest extant manual of modern chess, Salamanca, circa 1496-97. Sold March 2018 for $68,750. Accepting Consignments for Autumn 2018 Auctions Early Printing • Medicine & Science • Travel & Exploration • Art & Architecture 19th & 20th Century Literature • Private Press & Illustrated Americana & African Americana • Autographs • Maps & Atlases [email protected] 104 East 25th Street New York, NY 10010 212 254 4710 SWANNGALLERIES.COM 643 Heribert Tenschert
    [Show full text]
  • Book / the Books of William Morris: Described with Some Account Of
    AKM4HMS43K # The Books of William Morris: Described with Some Account of His, Doings... // eBook Th e Books of W illiam Morris: Described with Some A ccount of His, Doings in Literature and in th e A llied Crafts (Classic Reprint) By H Buxton Forman Forgotten Books, United States, 2015. Paperback. Book Condition: New. 229 x 152 mm. Language: English Brand New Book ***** Print on Demand *****.Excerpt from The Books of William Morris: Described With Some Account of His, Doings in Literature and in the Allied Crafts Dear Son, - In this poor gift there s fitness; For when into the world you came, You got - and let this leaf bear witness - A twice associated name. Our well-belov d friend Bucke s prenomen We gave you - and the letters show it: Still, we d an eye upon the omen That that same name described a poet. Tis naught but simple truth I m telling - Two sponsors names in one we found, With some slight difference in the spelling And none whatever in the sound. While yet a lad you loved to walk about The book-room mingling lore with chaff; And well you knew some tomes I talk about In this my biobibliograph. Later, the midnight lamp has seen us In that same book-room all alone; But since the Atlantic heaved between us Those Morris rows have grown and grown; And still with every teeming year That made the listening world... READ ONLINE [ 7.99 MB ] Reviews A brand new e book with an all new standpoint. it was actually writtern very properly and beneficial.
    [Show full text]
  • WESLEY's Frinters and BOOKSELLERS
    P1tOCJtltDlNGS A note to Green 166 says that " The sever.al numbers of th~ Jqpt'na,I w.ere not often reprinted separately." Fuller knowledge of the various editions shows, however, that one (Green 203) was reprinted five times, while the first six Joun,al extracts all ran to four or five editions each. The next eleven averaged three each, including one (Green 318) which was apparently never reprinted separately, while the last three extracts were issued only twice each. When one considers the widespread dissemination of Method­ ist literature that these facts imply, and realises that in many poor homes the total library consisted of one or two :Methodist pamphlets and a copy of Primitive Phy1ick, it is not surprising that an awakening of England spread through the lower classes_ to the upper classes ; nor is it surprising that the Methodist people are · still what Wesley called them, "a reading people." FRANK BAKER. WESLEY'S fRINTERS AND BOOKSELLERS. I. INTRODUCTION. It is obvious to .anyone who has studied Wesley's amazing publishing record that much of his time (and patience!) was taken up with printers and booksellers. As far as possible he used Methodist labour, although it was often unsatisfactory. He frequently complained about William Pine's slipshod printing; fo~ instance, when preparing Young's Night Thoughts for public­ at1on, he wrote to Charles Wesley, December 17, 1768, "I shall run the hazard of printing it at Bristol." Nor, in many cases, w~re. the ~ethodists who were supposed to superintend the prmtmg, or to correct the proofs, much better.
    [Show full text]
  • Room: a Novel by Emma Donoghue [PDF]
    Room: A Novel by Emma Donoghue Ebook Room: A Novel currently available for review only, if you need complete ebook Room: A Novel please fill out registration form to access in our databases Download here >> Paperback: 352 pages Publisher: Back Bay Books; Media Tie In edition (September 8, 2015) Language: English ISBN-10: 9780316391344 ISBN-13: 978-0316391344 ASIN: 0316391344 Product Dimensions:5.5 x 1 x 8.2 inches ISBN10 9780316391344 ISBN13 978-0316391 Download here >> Description: Held captive for years in a small shed, a woman and her precocious young son finally gain their freedom, and the boy experiences the outside world for the first time. I went into this book knowing absolutely nothing about it, which is how I would recommended others to do when considering reading this book.This story is heavy, intense, and remarkable. It tells the story of 5 year old Jack and his Ma, who are trapped inside of an 11x11 ft room. It is told in Jacks point of view, and how he is learning about the world outside, which he doesnt believe is real.There is so much more detail that I could go into for a summary of this amazing novel, but I dont want to give anything away. I read ROOM over a course of two days, staying up very late at night to finish the last couple of pages. ROOM is now my favorite book of all time, and if you are wanting to read an emotional rollercoaster of a novel that deals with a heavy topic, ROOM is definitely the one for youWARNINGS: This book deals with kidnapping, sexual assault, and depression.
    [Show full text]