When a woodcutter finds a pot that magically duplicates anything that is placed inside it, he and his wife are delighted until the wife accidentally falls in.
Part of the Ladybird "First Favourite Tales" series, this book contains lots of funny rhythm and rhyme to delight young children. It is suitable for 2-4 year olds.
"Good evening my dear boys and girls, as well as their parents and grandparents.There are many different and interesting stories out there in the world, and I amabout to tell you yet another one. Whether this really happened, I am not sure, nor am I sure, where I heard it. It could have all been a dream. However this happened, I will begin my story..."
Editors' Choice: Books for Youth 1993, Booklist 100 Picture Books Everyone Should Know, The New York Public Library 1995-1996 Utah Children's Picture Book Award 1997-1998 Young Hoosier Book Award List (Indiana) Kaleidoscope, A Multicultural Booklist for Grades K-8, NCTE 1997 When old Mr. Haktak digs up a curious brass pot in his garden, he has no idea what use it can be. On his way home, Mr. Haktak decides to carry his coin purse in the mysterious pot. But when Mrs. Haktak's hairpin accidentally slips into the pot and she reaches in to retrieve it, the magic of the pot is revealed. Not only are there two hairpins inside, but there are also two purses!
This book comprises a collection of popular folk stories from Guyana and other countries of the Caribbean region. The starring character in all of them is Nansi whose exploits form part of the folklore of these countries. Nansi, the starring character in all the stories, is also popularly known as Anansi. But in Guyana and some other Caribbean countries, Nansi, the shortened form of this name, is usually preferred. Nansi, who is a spiderbut who sometimes takes the qualities or form of a man, or even half-man and half-spideris originally the chief trickster among the Ashanti and Akan peoples of West Africa. When some of these peoples were forcibly brought to the Caribbean and the American continent as slaves from the sixteenth to the nineteenth centuries, they also brought with them the tales of the exploits of Nansi, who was, and still is, variably regarded as a folk hero, a cunning trickster and also sometimes as a fool. The stories in this book are no different to the ones told in West Africa or other parts of the Caribbean and the south-east United States, even though the plots and the characters involved may vary slightly. They certainly provide tangible evidence that much of the oral traditions of people of African origin in the Americas remain intact, despite the historical trauma caused by centuries of slavery. Nansi is always outwitting the forest creatures, humans, his own family, the community in which he lives, and sometimes even deities. His character assumes various patterns. In some cases he is regarded as wise, but he can be greedy, cunning, gluttonous, stupid and dishonest. Despite these varying characteristics, Nansi is generally admired for the manner in which he outwits others. In Guyana and other countries of the English-speaking Caribbean, particularly in rural areas, the exploits of Nansi are related by older people as a form of entertainment at wakes and other community gatherings. The stories are now no longer exclusive to people of West African ancestry, since people of all ethnic origins in the these countries regard Nansi as their folk hero as well. Interestingly, all stories told at these informal community gatherings are regarded as Nansi stories even though Nansi may not be a character in any of them. The tales of Nansi are very imaginative and they are so embedded in the minds of people of Guyana and the Caribbean that sometimes any story that is far-fetched and hard to believe is dismissed as a Nansi story.
For use in schools and libraries only. Short, simple sentences full of word repetition, plus humorous stories and attractive illustrations. A must for your younger readers.
Make every student fluent in the language of learning. The Common Core and ELD standards provide pathways to academic success through academic language. Using an integrated Curricular Framework, districts, schools and professional learning communities can: Design and implement thematic units for learning Draw from content and language standards to set targets for all students Examine standards-centered materials for academic language Collaborate in planning instruction and assessment within and across lessons Consider linguistic and cultural resources of the students Create differentiated content and language objectives Delve deeply into instructional strategies involving academic language Reflect on teaching and learning