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The Magical Adventure of Luna the Cat

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  Once upon a time in a quiet little village, there lived a curious cat named Luna. Luna wasn't an ordinary cat; she had a special power. When the moon was full and bright, Luna could talk to the animals in the forest. One evening, as Luna gazed out of the window, she noticed the moon glowing like a giant lantern in the night sky. She knew it was time for her magical adventure. Luna slipped out of the house and ventured into the deep, mysterious forest. As Luna walked deeper into the woods, she heard the soft rustling of leaves and the gentle hooting of an owl. It was Owly, the wise old owl. Luna greeted Owly and told him about her adventure. Owly said, "Tonight, Luna, the forest animals have a problem. The river has dried up, and we're all thirsty. Can you help us find water?" Luna nodded and said, "I'll do my best, Owly." With Owly perched on her back, Luna started her journey through the forest. Along the way, they met a squirrel named Sammy, a rabbit
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MR. TICKLE

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 It was a warm, sunny morning. In his small house at the other side of thewood Mr Tickle was asleep. You didn't know that there was such a thingas a Tickle, did you? Well,there is! Tickles are small and round and they havearms that stretch and stretch and stretch. Extraordinary long arms! Mr Tickle was fast asleep. He was having adream, it must have been a very funny dreambecause it made him laugh out loud,and thatwoke him up. He sat up in bed, stretched his extraordinarylong arms, and yawned an enormous yawn. Mr Tickle felt hungry, so do you know what he did? He reached out one of his extraordinary long arms, opened the bedroom door, reached down the stairs, opened the kitchen door, reached into the kitchen cupboard, opened the biscuit tin, took out a biscuit, brought it back upstairs, in through the bedroom door and back to Mr Tickle in bed. As you can see, it's very useful indeed having arms as long as Mr Tickle's. Mr Tickle munched his biscuit. He looked out of the wind
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The Tortoise and the Hare

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Once upon a time, there lived a tortoise and a hare. The hare, who was very fast, always teased the slow tortoise. "Ha, ha, ha! Even a snail is faster than you!" he said. The tortoise did not like the teasing one bit. Finally, he decided to do something about it. "Let's have a race, " he said. The hare fell down laughing. "OK, but you know I will win," he said. "We will see," said the tortoise. On the day of the big race, all of the animals came to watch. "On your mark, get set, go!" said the fox. The hare hopped. Fast, fast, fast. The tortoise walked. Slow, slow, slow. The hare hopped. Fast, fast, fast. The tortoise walked. Slow, slow, slow. Soon the hare was way ahead of the tortoise. "Ha, ha, ha! I can take a nap and still wake up in time to beat the tortoise," said the hare. So he did. Snore, snore, snore. But as the hare napped, the tortoise walked Slow, slow, slow. And guess what? By and by, the tortoise passed the h
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Crabs - Jolly Phonics Level 2 Readers

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  In the river, hidden under a rock, sits a crab. He is looking out for some food. He sees a floating scrap of fish, and nip! He grabs it. The fish floats up, with the crab hanging on to it. Up, up, up floats the crab with the scrap of fish. Then, suddenly, the crab is not in the river at all. He is not floating. He is dangling from some string. "Get him, get him!" the children shout. "Do not let him drop back into the river." The crab is dropped, not into the river but into a net. From the net he can see a bucket, with lots of crabs clambering about in it. The crab is added to the bucket. "We did it!" yell the children. "We are the winners!"' "We were the quickest to catch a hundred crabs!" they shout, jumping about. Then the children empty the bucket of crabs. The crabs all scatter and run along the muddy river bank. Back in the river, hidden under a rock, sits the crab. He is looking out for some food. https://drive.google.com/fi
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Phonics Workbook for the phonics screening check

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 Phonics in the Foundation Stage (Ages 3 to 5) Phonics is the relationship between sounds (phonemes) and letters or groups of letters (graphemes). Learning phonics involves listening to sounds, recognising sounds and discriminating between sounds as well as learning how sounds are represented by letters. When first learning phonics, children should have many opportunities to enjoy listening to and reading stories, poems, songs and rhymes, as well as information books about topics that interest them. How this book is organised Letters of the alphabet (p. 6-13) introduces upper- and lower-case letters, in order, by name. You could use these terms with your child or capital letters' and "lower-case letters' (as there is no other simple term for "lower-case'*). The letters are introduced in a way that helps children learn letter formation as well as position in the alphabet. There are further activities on the letters of the alphabet at later stages of the book (p. 28
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