Cloud Tea Monkeys

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understand what they read, in books they can read independently, by: predicting what might happen from details stated and implied Perfect for those looking for a scary Halloween tale that won’t leave them with more fears than they started with. Pair with Dr. Seuss’ tale of animate, empty pants. An activity with different groups doing a hot seat with different characters from Tashi, to the overseer to the lead monkey to find out their feelings and motives.

But she is too small to reach the tender shoots and the cruel Overseer sends her away empty-handed. How is the little girl's life different from yours? Why does she go to work with her mother? What does she do while her mother works? What would you have done? Do you think you would have made friends with the monkeys? Cloud Tea Monkeys (Ragged Bears, 1999), written by Elspeth Graham and Mal Peet, illustrated by Alan Marks — "based on a Chinese folktale" [8] ISBN 9781406333862 (pbk) Peet and Graham’s polished narrative is carefully shaped and the fluid, piquant language (‘’Then the women came, their white headscarves glowing in the half-dark, their clothes bright patches of scarlet, green and indigo’’) makes it a natural choice for reading aloud…” Recognising its excellence, the benevolent Royal Tea-Taster rewards Tashi, her mother is cured, and their livelihood ensured.The tale has the feel of a time-honed fable—simple, elegant, and moving—which is especially well complemented by Wijngaard’s sumptuous illustrations.” Three of Peet's books feature the fictional South American sports journalist Paul Faustino (and football). Peet's debut novel Keeper, which is primarily a world-champion goalkeeper's life story in the course of an interview. Keeper, The Penalty, and Exposure all feature Faustino and South American football players. When he won the 2009 Guardian Award for the Othello-based Exposure, he told the sponsoring newspaper he had felt that 'football books for children were "pretty much hey"'. Also, "I used to play all the time. I would play football when it was light and read when it was dark. Now I get to play football vicariously." [7]

This is a remarkable story of inspiration and dedication. It shows how you can achieve something if you truly believe you can do it. In some way or another, you will achieve it. read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear. This book combines gorgeous words and descriptions, dastardly characters, a headstrong little heroine, monkeys, and breathtaking, finely detailed illustrations that come together to form a beautiful tale of magic, strength, and wonder!A delightful story enriched by the beautiful illustration, which tells us much about how legend develops. This is a lovely book with excellent writing and beautiful illustrations. The descriptions are fantastic: "he looked like a man whose brain was on fire" was a favourite of mine! This would be a brilliant story to read aloud to children of 6-7 because although it is long for a read aloud book and uses challenging vocabulary, it is good for children to be exposed to advanced language and they will be captivated by the illustrations. Our Cloud Tea Monkeys KS2 teaching resource (made up of an editable 90-slide PowerPoint presentation with 20 accompanying worksheets) is based on the book by Mal Peet and Elspeth Graham. This 'Cloud Tea Monkeys' unit ofwork covers a variety of essential KS2 Reading and Writing skills and is both progressive and engaging. They will then read the next part of the story and will look for other effective similes used by the author. Throughout, they will learn to explain why particular similes were chosen by the author and will be encouraged to suggest their own alternatives. They will then, through writing in role as Tashi, use similes of their own to describe this part of the story. At the end of the lesson, your Year 4 class will return to the description in the book of the Overseer and will identify the metahor used. They will then see if they can develop their own metaphors to describe this character. calendar, circle, enough, fruit, medicine, regular, strength, woman/women Spelling Rules and Patterns

Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”] A story inspired by Chinese legends comes to luminous life in the hands of Carnegie Medal–winner Peet ( Tamar); his wife, Graham; and Greenaway Medalist Wijngaard ( Sir Gawain and the Loathly Lady). The authors’ richly descriptive tone sets the stage: “The sun had not yet found a way through the mountains, but it was coming; a light the color of lemons was soaking into the sky and painting out the stars.”’ Buy from our bookstore and 25% of the cover price will be given to a school of your choice to buy more books. *15% of eBooks. Home > I have always adored legends, myths, and tall tales. They add a dash of magic to the why, how, and where of the “simple” things in life. For me, the little things are what add up to make life magical!

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We love monkeys because they're full of energy, always chattering and being cheeky - which makes for lots of fun stories! The quality of the book itself is great with very detailed and picturesque scenery that would impress any primary aged child. This heart-warming tale is told with assured sensitivity by Peet and Graham and complemented by lovely illustrations. Juan Wijngaard captures the different characters and the lush beauty of the Indian mountains’” In an Author's Note, Mal and Elspeth say that they came up with this story after having read many tales involving tea from the Himalayas. They do not say that they've traveled to the region, but I've been to tea plantations in India, and I find it hard to believe that they could so beautifully describe the light, the mist, the way the day progresses without having been there. I think that the book could be used in a variety of ways within the classroom environment. It could be contained within the classroom book corner for the children to access on an independent basis but it may also be explored as a key literacy text. A cross curricular approach could be used in which children could write a daily diary entry perhaps from the perspective of Tashi with a focus on her feelings and emotions during the story. This would therefore not only be a literacy focus but would also relate to PSHE. The teacher would then be able to explore feelings and emotions with their class perhaps through a discussion initially with their peers and then through a whole class approach. For some of the learners to be extended during this activity they may be encouraged to tell the story from an additional characters perspective.