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Each school year, the Mimi sailed from New England to the Gulf of Mexico and back, stopping at pre-arranged ports of call to meet with students in grades 4 through 7, and their teachers. At each port, "Mimifests" were held, which included various activities and presentations about marine life, seamanship, and navigation. [ 11 ]
Fun With Dick and Jane. Dick and Jane are the two protagonists created by Zerna Sharp for a series of basal readers written by William S. Gray to teach children to read. The characters first appeared in the Elson-Gray Readers in 1930 and continued in a subsequent series of books through the final version in 1965.
The New England Primer was first published between 1687 and 1690 by printer Benjamin Harris, who had come to Boston in 1686 to escape the brief Catholic ascendancy under James II. It was based largely upon The Protestant Tutor , which he had published in England, [ 1 ] and was the first reading primer designed for the American Colonies.
Nearly all the books were written by Mabel O'Donnell, who also wrote an Anglicisation of the series, named Janet and John. [4] O'Donnell was a teacher, supervisor and curriculum coordinator for elementary schools in East Aurora Public School District 131. Most of the books were illustrated by Florence and Margaret Hoopes.
Janet and Mark were a series of basic reading books from Harper and Row first published in 1966. They were not unlike the early Dick and Jane series. In 1969, California adopted the line of textbooks for use throughout the state for children four to eight years old.
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Inside picture books. New Haven: Yale University Press. ISBN 9780300084764. Thwaite, Mary F. (1972). From primer to pleasure in reading : an introduction to the history of children's books in England from the invention of printing to 1914 with an outline of some developments in other countries (1st American ed.). Boston: The Horn book.
The fourth Reader was written for the highest levels of ability on the grammar school level. [5] McGuffey's Readers were among the first textbooks in the United States designed to be increasingly challenging with each volume. They used word repetition in the text as a learning tool, developing reading skills by challenging students using the books.
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