Mary is always neat and organized, while Harry is horribly messy. But even Mary’s carefully planned schedule can’t help when things go wrong at her own birthday party. The party is supposed to start with the kids from Room 3B taking an exciting train ride, but when their train is delayed not one . . . not two . . . but three times, Mary’s plan is completely ruined! She thinks the only thing that can make her feel better is cup after cup of sugary Island Punch—even after her mom tells her to stop. But what Mary doesn’t know is that Harry has his own wacky ideas for saving Mary’s big day. Can the kids still have fun even when nothing’s going the way it’s supposed to, or will this be the most horrible birthday ever?

Horrible Harry says goodbye in the 30th anniversary finale of a beloved series! The last day of third grade is approaching fast, but a farewell to Room 3B isn't the only goodbye Doug has to say this year. Song Lee and Mary are busy preparing an end-of-year present for their favorite teacher, Mrs. Flaubert, but their excitement can't distract Doug from Harry's suspicious silence. When Harry finally admits that his family is moving to a whole other town, Doug can't believe his ears. How will he survive fourth grade without his best friend?! But Harry has a more pressing question: who's that moving in to the empty house across the street from him? And what could these new neighbors mean for their friendship?

Horrible Harry is at it again in a rollicking story of Field Day adventures, mishaps...and revenge! It’s one of the best days at South School: Field Day! That means bean bag tosses, relay races, and tug of war. When Mr. Deltoid announces students will pair up to compete for a mystery prize, Harry and Doug are determined to win. But at what cost? Harry's sneaky tactics leave Sid and Mary grumbling. They even claim he’s cheating. Harry insists he's playing fair and square. Doug doesn’t know what to think! He must prove his best friend is innocent before his classmates seek Field Day revenge. Can they win and play by the rules, or will the highlight of the year be a horrible disaster?

Harry loves creepy-crawly things. But there’s one creepy-crawly thing that even he can’t stand: head lice! So it’s a terrible day when Harry’s friend Doug discovers lice in his hair. To make matters worse, Mary makes fun of Doug for being dirty and convinces the rest of the kids in Room 3B that they can’t go near him. She claims that everything he touches is infested with lice—even the mac and cheese at lunchtime! Doug wants to run away to Siberia instead of facing his classmates South School. But Harry and Song Lee stand by him and declare battle on the bugs. Will Harry defeat the hated lice, or will Doug have to live with these horrible bugs forever?

"Reading well across disciplines and within varied contexts will help students to be versatile, flexible, deep readers who can better learn from their reading, transfer skills across subjects, and use strategies to meet the unique demands of reading in each content area." – Jennifer Serravallo Research-based, easy-to-use lesson structures for explicit and engaging teaching In Teaching Reading Across the Day, literacy expert Jennifer Serravallo provides nine effective, predictable, research-based lesson structures that help busy teachers save planning time and focus their teaching—and student attention—on content rather than procedures. Each of the nine lesson structures (read aloud, phonics and spelling, vocabulary, focus, shared reading, close reading, guided inquiry, reader’s theater, and conversation) has its own chapter and features a wealth of resources that let you see the lessons in action in ELA, Science, and Social Studies classes, including: An annotated teaching vignette, lesson explanation, and research notes Tips for planning, structure and timing suggestions, and ideas for responsive teaching Detailed planning templates and 22 accompanying online videos covering over 3 hours of classroom footage Jen’s reflections, key look-fors, and ideas for next steps The nine lesson structures can be used with any curriculum or core program, text, and subject, making it easier for teachers to maximize explicit and engaging teaching time across the day, and simplify planning and preparation. Jen incorporates a wide range of compelling research about how best to teach reading to every student in your class and translates the research (or the science of teaching reading) into high-leverage moves you can count on to deliver powerful lessons again and again. She also honors the art of teaching reading, helping teachers tap into their experience and hone their expertise to make quick, effective classroom decisions that take student learning to the next level.

Will the best artist win? The art teacher asks the students of Room 3B to draw posters of things they love, and one of them will get to display his or her artwork on South School's brand-new TV show. Harry doesn't care about the contest. Mary, on the other hand, is convinced that her poster is the best, and she can't wait for her television debut. But if Mary's poster doesn't get selected, then she's going to make horrible trouble for Room 3B--especially Harry!

A comprehensive guide to multicultural literature for children, this valuable resource features more than 1,600 titles—including fiction, folktales, poetry, and song books—that focus on diverse cultural groups. The selected titles, pubished between the 1970s and 1990s are suitable for use with preschoolers through sixth graders and are likely to be found on the shelves of school and public libraries. Topics are timely, with an emphasis on books that reflect the needs and interests of today's children. Each detailed entry includes bibliographic information. Use level is also included, as are cultural designation, subjects, and a summary. The invaluable Subject Access section incorporates use level culture information.

"Alex Blake, a thirty-six-year-old bachelor, had a successful private practice as a psychotherapist for years. But one day, on returning home after counseling for twelve solid hours, he by chance glanced at the glass panes in his front door - he could see a reflection of the bushes and trees behind him, but he couldn't see himself!" "Frightened, he reared back. He recently experienced some bothersome neurotic symptoms that may be attributed to occupational stress, but the feeling he might be disappearing is too much." "A nearby state institution for the mentally retarded recently offered him a job. His friend, Stanford Samuel, who is himself employed as a psychologist there, has told him some of the horror stories about the place, but also about its benefits." "Alex is undecided. Does he want to lay himself open for this? Working with the mentally retarded can be endlessly frustrating. Can he learn to cope with adult men who still mess in their diapers? Or work with victims of Hurler's syndrome? Or deal with surprise attacks from maddened, frustrated residents?" "When his long-time girlfriend, Elaine, a volunteer at the institution, urges him to do it, Alex decides to give it a try. The first day on the job, he meets a number of ... unexpected people. There's Winnie, a gorgeous-looking blonde nurse who can't seem to hold on to whatever is in her hands. There's Martha Toolan, known as "No Foolin' Toolan," the iron fist in the not-so-velvet glove. There's Stoney Stoneslifer who can't seem to finish a sentence." "There are also some residents: Mike. He's found religion. Walter. He leaves a trail in the underground tunnels. Ellie. She wants a mommy. Alex learns that while these people may be retarded, their sexual needs are as insistent as those of persons on the "outside." The only-hitch is that males are segregated with males, females with females, and homosexuality and masturbation are frowned upon ...." "As the months drift by, Alex finds out each resident is an individual with individual preferences and needs. He also realizes he must come to terms with his mother's long-term illness, his relationship with his brother, and, most importantly, his true feelings for the two women in his life." "The novel essentially is a love story played out against the background of a state-owned institution for the mentally retarded. What life is really like for persons who are "warehoused" is accurately described by Sigmund Stoler who worked as an institutional psychologist and came to realize that - more than a refuge for the developmentally disabled - an institution is a kind of "haven" for its employees, too."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved

Highlight your reading program by celebrating the birthday of one or more of 30 popular children's storybook characters.