Soccer Book Personalized Book

Product Spotlight

Title: Soccer Book Personalized Book
Description: In this personalized soccer adventure, it's your child's skill and quickness that puts his/her team in first place!
Manufacturer: Create-A-Book
Seller: Personalized Story Books by MadLuck Books
Price: $13.50

A Lifietime Keepsake:

• Wipe-clean hard cover
• Personalized Dedication
• Professionally Printed
• Quality Craftmanship
• Full-color Illustrations Throughout

Full text of book with sample illustration pages:

In this book, there are two full color pages followed by two pages of text. With every turn of the page you have a full color picture on one side and a page with text on the other.

Your personalized data replaces words in red.
But will NOT be in red in the book.

Title Page

Sammy Smith

becomes a

Soccer Star


Pages 1 and 2- illustration pages

Page 3

This book was created especially for

Sammy Smith

With love from

Mom and Dad

December 25, 2005

Page 4

Sammy Smith lay asleep in his bed, dreaming about tomorrow's game. The next afternoon would be one of the most important games he had ever played. A Scout from America's national team would be in Warrenton watching the game and perhaps select players to represent America in the "8 and under" world championships.

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Pages 5 & 6 - illustration pages

Page 7

In his office, the scout was busy assessing the strengths and weaknesses of each player. In fact, the team he had already picked was so strong that he didn't think anyone from tomorrow's game would have a chance to make the team.

Page 8

The next day Sammy was awesome. He dribbled the ball as if it were attached to his feet. His passes were right on the mark and he scored a beautiful goal to help his team tie the best team in the league. Sammy had noticed the scout watching him, but the scout was stone-faced and Sammy didn't know what he was thinking.

Pages 9 & 10-illustration pages

Page 11

Two days later, the scout telephoned him. "Sammy, would you be interested in playing for America in the "8 and under" world championships?" he asked. "We have a series of practices starting next week and then the games begin."

"Yes!" Sammy said excitedly, nearly dropping the telephone. I'll be there."

Page 12

At practice the next week, Sammy met his coach and was introduced to all the other players. Sammy proudly put on the American uniform. He could hardly wait for the championships to begin.

"Imagine," he thought to himself, "I'm playing for America."

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Pages 13 & 14 - illustration pages

Page 15

After a week of tough practices, the day of the first match finally arrived. In the locker room the coach was going over the game plan and giving the players their final instructions. Sammy sat very still and quiet. He was so nervous.

Page 16

When the American team ran onto the field, the roar of the crowd was deafening. Sammy had never been in front of a crowd this large before. Sammy became even more nervous when he remembered that he would be seen on television for the first time. He wondered if Tim, Lisa and John would be watching as he was introduced to the crowd.

Page 17 & 18 - illustration pages

Page 19

Soon the big game was ready to begin. Sammy joined several other players on the bench. Unfortunately, the first half started badly for America as the opposition took the lead early in the game. America was still losing by a goal at half time.

Page 20

In the American dressing room you could hear a pin drop. Sammy and the rest of the players were dejected. The silence was finally broken when the coach came into the room. He suggested that a number of players should be playing better. He then went over the game plan for the second half and tried to "pump-up" his troops.

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Page 21 & 22 - illustration pages

Page 23

The American team played much better in the second half, but could not get the goal they needed to catch up. The game was very physical and several players were knocked to the ground with hard tackles. America's star goal scorer fell painfully to the ground after a tackle and was unable to continue.

The coach called Sammy over. "Get in there and try to score a goal," he instructed him.

Page 24

Sammy was not used to competing against such good players. The pace was incredibly quick. As usual, he played hard, and sweat poured down his brow. The sounds of the crowd rang in his ear. Sammy knew that friends like Tim, Lisa and John were cheering every move that he made and he did not want to disappoint them.

Pages 25 & 26 - illustration pages

Page 27

The first time Sammy got the ball, he managed to side-step a defender and loft the ball into the penalty area. One of his teammates leaped above the other defenders and headed the ball into the corner net. The crowd erupted into cheers. The game was tied.

Page 28

With only three minutes of time remaining to play, it seemed that the game was certain to go into extra time. Both teams were desperate to find a way to score that winning goal. As time slipped away, the ball came to Sammy near mid-field. He ran up the field with defenders all around him.

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Page 29 & 30 - illustration pages

Page 31

Sammy faked as if he were going to kick to the right and then using all the skill he had been taught, he drilled the ball toward the upper left corner of the goal. The crowd was silent and time seemed to stand still. Then, suddenly, the ball was in the net. As the crowd realized that Sammy had just scored the goal that had won the game, they went wild with excitement. Sammy ran with joy, waving his hands high.

Page 32

All the American Players ran to Sammy, excitedly jumping and shouting. The crowd was cheering loudly: "Sammy!, Sammy!, Sammy!, Sammy!," just as time ran out and the referee blew the final whistle. The American team had won.

Pages 33 & 34 - illustration pages

Page 35

That night Sammy could hardly sleep. All he could think about was "The Big Game" and the sounds of the fans cheering. Next week, they would play again. Although it was a long shot. America, with Sammy's help, had a chance to be world champions. That night Sammy had a dream. He imagined winning the world championship and holding the cup high above his head while the crowd cheered wildly. One time he woke up holding his pillow as if it were a trophy. It wasn't quite the trophy he wanted, but Sammy knew he wasn't far from making his dream come true.

Page 36
Sammy

Hope you enjoy this book from
Mom and Dad

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A good book...

Quote of the week -June 26:

A good book is the precious lifeblood of a master spirit, embalmed and treasured up on purpose to a life beyond life.

- John Milton

Silver Swan Personalized Book

Product Spotlight

Title: Silver Swan Personalized Book
Manufacturer: Create-A-Book
Seller: Personalized story Books by MadLuck Books
Price: $12.95

A Lifetime Keepsake:

• Wipe-clean hard cover
• Personalized Dedication
• Professionally Printed
• Quality Craftmanship
• Full-color Illustrations Throughout

Full text of book with sample illustration pages:

In this book, there are two full color pages followed by two pages of text. With every turn of the page you have a full color picture on one side and a page with text on the other.

Your personalized data replaces words in red.
But will NOT be in red in the book.

Title Page

Jessica Smith

and the

Silver Swan

Pages 1 and 2 - illustration pages

Page 3

This book was created
especially for
Jessica Ann Smith
at the age of 6

With love from
Mommy and Daddy
June 12, 2006

Page 4

Jessica Smith, age 6, washed her face, brushed her teeth, slipped into her soft pajamas and climbed into bed. She couldn’t wait to finish looking through the curious book she had found in the old wooden chest in her closet. The book was covered with dust. It must have been a hundred years old!

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Pages 5 and 6 - illustration pages

Page 7

Jessica opened the worn leather cover. Inside were pictures of a beautiful princess who lived in an enchanted forest. The princess loved and cared for the many animals who lived there.

Page 8

In the forest was a lake where a silver swan lived. The swan could sing and talk and fly high in the sky. There was also a cute little elf who lived by the lake. The swan often carried the princess and the elf to faraway places. The swan, the princess and the elf were the best of friends.

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Pages 9 and 10 - illustration pages

Page 11

As Jessica turned the last page of the book, a puff of shimmering gold dust filled the air. Jessica blinked. There, in the middle of her room, stood the princess. At her side was the shining, silver swan. The swan sang:

"Strawberry, blueberry, and raspberry pie,
Come fly with us through the
Magical Sky."

Page 12

"Don’t be afraid, Jessica," said the princess. "We have come to ask for your help." "You see," added the swan, "our friend, Twinkle the Elf, is missing. He went out to play in the clouds this afternoon, and he is not yet home. Could you bring along Amy and Jack and help us search for Twinkle?"

"Of course!" Jessica exclaimed. "Please wait while I ask for permission."

Pages 13 and 14 - illustration pages

Page 15

Jessica was back in a flash. "Are you ready?" asked the silver swan. "Oh yes!" she replied. The silver swan lowered her long, graceful neck and unfolded her wings so that Jessica and the princess could climb onto her back. With a whoosh of her wings, the swan flew out the window and into the evening sky.

Page 16

As Jessica looked at Warrenton, Virginia below, the cool wind tickled her face. "Look," she laughed. "There’s my home! And there’s the park!" Before she could say "raspberry pie," they had picked up Amy and Jack on their way to the clouds.

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Pages 17 and 18 - illustration pages

Page 19

As the magical swan soared up into the sky, everyone sang:

"Strawberry, blueberry, and raspberry pie,
On our swan’s silver wings
Up, up we fly!"

"The Moon looks soooo big!" exclaimed Jessica. "Look at that shooting star," said the princess. "Let’s all make a wish."

Page 20

Jessica made her wish. She wanted the princess and the silver swan to find their friend, Twinkle the Elf. They all sang:

"Strawberry, blueberry, and raspberry pie,
We’re sure to find Twinkle,
If we all try."

Pages 21 and 22 - illustration pages

Page 23

"We are getting close to Twinkle, the Elf’s, favorite play area," announced the princess. "The clouds here are shaped like animals. Twinkle loves to play on them."

Amy and Jack gazed in amazement as Jessica pointed at the cottony wonderland before them. No wonder Twinkle loved to play here!

Page 24

The silver swan flew gracefully around the clouds while everyone looked for the little elf. "I think I see Twinkle," said Jessica excitedly. "Where?" asked the silver swan and the princess. "He’s right there on that dinosaur cloud!" cried Jessica. The little elf was waving at them.

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Pages 25 and 26 - illustration pages

Page 27

Twinkle bounced up and down with glee as the swan landed beside him. "I’m so glad you’re here!" he exclaimed. Jessica was glad they had found Twinkle. Her wish had come true.

Page 28

"May we play with Twinkle on the clouds?" Jessica asked. "Of course you may," replied the silver swan.

Jumping on the clouds was just like bouncing on a trampoline. They did cartwheels, handstands, somersaults, back flips and front flips. After a while the princess reminded them that it was time to go home.

Pages 29 and 30 - illustration pages

Page 31

The silver swan made sure that her passengers were warm and cozy in her soft feathers before lifting off the dinosaur cloud. She softly sang them a lullaby as they returned home.

"Strawberry, blueberry, and raspberry pie,
Sleep softly, little friends,
morning is nigh,
Up, up we fly!"

Page 32

Jessica woke up as they landed in her room. She slid off the swan’s back and climbed into her bed. She knew that this was one adventure she would never forget!

Pages 33 and 34 - illustration pages

Page 35

"Good night, Silver Swan," whispered Jessica, "and thank you for taking us with you."

"Good night, Jessica," whispered the swan. "I’m glad you came. Sweet dreams."

Page 36

Jessica Smith

We hope you enjoy this gift.

Mommy and Daddy

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Personalized Story Books Home

"When power leads...

Quote of the Week:

When power leads man toward arrogance, poetry reminds him of his limitations. When power narrows the areas of man's concern, poetry reminds him of the richness and diversity of his existence. When power corrupts, poetry cleanses, for art establishes the basic human truths which must serve as the touchstone of our judgement


- John Fitzgerald Kennedy

Mother Goose Personalized Book

Product Spotlight

Title: Mother Goose Personalized Book
Manufacturer: Create-A-Book
Seller: MadLuck Books


A Lifetime Keepsake:

• Wipe-clean hard cover
• Personalized Dedication
• Professionally Printed
• Quality Craftsmanship
• full-color illustrations throughout

Story in Mother Goose Personalized Book

In the following story, all the information colored RED is provided by the person who orders this book.

If the order form indicates that the information required is OPTIONAL, the story can be printed without that information. Each book will read appropriately with the information that you provide.

Pages 1 & 2 - illustration pages.



Page 3
The rain fell against the house on 445 Belmont Street. "We can't play outside, it's just too wet," sighed Madeleine. "It's too wet and gray for Kelly, Erin and Tommy to come over." A rhyme came to mind. This gave Madeleine an idea for a new game.

Rain, rain go away, come again some other day. For Madeleine, Kelly, Erin, and Tommy, it's just too wet to play today.

"This is fun!" Madeleine said. She quickly tried another rhyme.

Hey diddle, diddle! Madeleine played the fiddle, Kelly jumped over the moon. Madeleine laughed to see such a sport, and Kelly ran away with the spoon.



Page 4
"That was pretty good, Madeleine said. "Here's another one..."

Pat-a-cake, pat-a-cake, baker's man. Bake Madeleine a cake and a gingerbread man. Put it in the oven, so fluffy and light, then serve it to Madeleine and Kelly tonight.

Pages 5 & 6 - illustration pages

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Page 7
Madeleine laughed out loud when she thought of this one...

Madeleine saw an old woman who lived in a shoe. She had so many children she didn't know what to do. She gave Madeleine some broth and some cinnamon bread, and kissed her and hugged her and put her to bed.


Page 8
Madeleine wondered what she could do with "Jack be nimble." Madeleine be nimble, Madeleine be quick, Madeleine jumped over the candlestick. Madeleine jumped so high she touched the sky...and didn't get back 'til the Fourth of July.

Pages 9 & 10 - illustration pages

Page 11
Madeleine remembered she had heard this one in school one day...

Little Bo Peep had lost her sheep and doesn't know where to find them. "Leave them alone," Madeleine said on the phone, "And I'll travel close behind them."


Page 12
Jack and Jill went up the hill to fetch a pail of water. Jack fell down and broke his crown, and Jill came tumbling after. Up jack got and off did trot, careful not to stray. But there sat Jill so sad and still, so then Madeleine said, "Let's play!"


Pages 13 & 14 - illustration pages.


Page 15
What are little girls made of? Sugar and spice and everything nice. That's what little girls are made of.

Madeleine giggled when she thought of this one.

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Page 16
What are little boys made of? Snakes and snails and puppy dog tails. That's what little boys are made of.

Madeleine really giggled when she thought of this one.


Pages 17 & 18 - illustration pages


Page 19
Thirty days have September, April, June and November, All the rest have thirty-one, excepting February alone, Madeleine sees twenty-eight days there, and Madeleine sees twenty-nine each leap year.

"This is getting too easy," said Madeleine. "I'll try a harder one."


Page 20
Little Miss Muffet sat on a tuffet eating her curds and whey. Before a big spider could sit down beside her, Madeleine stood bold with a big stick to hold, and frightened the spider away.


Pages 21 & 22 - illustration pages.


Page 24
It only took a moment for Madeleine to come up with a new rhyme.

Humpty Dumpty sat on a wall. Humpty Dumpty had a great fall. All the king's horses and all the king's men, couldn't put Humpty together again. Then along came Madeleine with her tape and her glue and put back the pieces as good as new.


Page 25
Hickory, dickory dock, the mouse ran up the clock. The clock struck one, the mouse ran down, and followed Madeleine into town.
Hickory, dickory dock.


Pages 26 & 27 - illustration pages


Page 28
Madeleine had trouble with the next rhyme. "Try adding your name to this one, " Madeleine said.

Peter Piper picked a peck of pickled peppers. A peck of pickled peppers Peter Piper picked. If Peter Piper picked a peck of picked peppers, where's the peck of pickled peppers Peter Piper picked?

Oh well.... Madeleine doesn't like to eat pickled peppers anyway.


Pages 29 & 30 - illustration pages.


Page 31
Madeleine thought of this clever rhyme for "Three men in a tub."

Rub-a-dub, Rub-a-dub, three men in a tub. Who do you think they could be? The barber, the baker, the candlestick maker, all floating in the sea. Tommy couldn't believe all the fish they caught, until Madeleine
pulled out three.


Page 32
Twinkle, twinkle little star, how Madeleine wonders where you are. Up above Madeleine's world so high, like a diamond in the sky. Your bright and shining little spark, makes Madeleine happy as a lark. Glowing brightly near and far, Twinkle, twinkle little star.


Pages 33 & 34 - illustration pages

Dedication Page
Mother Goose
was created especially for

Madeleine Jane Simpson
at the age of 7

With love from
Mommy and Daddy
Decempber 25, 2006

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Personalized Books Homepage

"Books, the children...

Quote of the Week (June 12, 2006):

Books, the children of the brain.


- Jonathan Swift

Crucial Areas In Reading Instruction

By Pamela Beers

The most crucial areas in reading today are parental involvement and the home environment in a child's literacy development. I can look at the importance of the home environment from the standpoint of both a parent and an educator. As a single parent, I can relate to the time constraints, financial responsibilities, and stress that raising three children can place on a person. It was often frustrating not being informed of my children's progress in school until a problem arose. The problem could have been averted had I been notified far enough in advance.

Communication is essential in curtailing areas of misconception that may become major problems at a later date. As an educator I would like to offer direction to help parents become involved in assisting their children to succeed through open communication so that perceptual differences do not become major problems.

I am very concerned because I hear many teachers complain that parents don't care. At the same time, parents expect the school system to solve the social and behavioral problems for which they should be responsible. It seems that teachers blame parents and parents blame teachers for what appears to be a lack of standards, accountability, and responsibility for todays children. Instead of pointing the finger at one another, it is time that both educators and parents become sincerely involved as a team to encourage and support early childhood literacy development. Many parents want to be actively involved in their child's literacy efforts, but they feel intimidated by the frightening monolith; called the school system. In many economically deprived families the power of knowledge in others makes them feel inadequate, while negative appraisals of their children by teachers, becomes a negative comment about their lives.

I had the opportunity to work with an urban male high school student. His mother refused to come to school for the parent teacher conference because she said that she felt uncomfortable. When I asked her why she felt uncomfortable she said school was "too big". She was reticent to discuss the issue further. I explained to her that I am a single parent and realized how stressful it can be at times. She related to the fact that we were both single parents, at which point she seemed open to suggestions as to how we could work together to help her son. She still did not want to come to school, but became comfortable having telephone discussions with me as to how we could improve her son's literacy. She said that no one ever asked for her input when it came to her son's education. I think an early childhood literacy program would have helped the family significantly because the mother sincerely cared about her son's education.

Some parents do not feel competent to deal with school work. This phenomenon may reflect parents insecurity in the school setting or fears about participation in their children's learning.

Some teachers have negative attitudes about parents and parent participation, sometimes claiming that parents are apathetic and come to school only to criticize. Teachers should not assume that parents are not willing to help with their children's education. Many parents are willing to help with their children's education but may have few ideas about how to provide this help.

There are several things parents can do at home to help in their child's literacy development. One of the areas where parents can help children to become literate, I call survival reading. For example, there are many situations at home to provide practice for interpreting product information. Learning to read labels and interpreting the information is a necessity. If there is a tube of preparation H and a tube of Crest toothpaste on the bathroom sink, it is obviously important to know the difference. It is equally important to note warnings on labels as well as being able to read nutritional information on cans and boxes of food. Children can help make out grocery lists, balance checkbooks, write messages on greeting cards, and read recipes.

We all need to be more positive in our communication with one another. Teachers need to talk with parents, and parents need to talk with teachers in a nonthreatening, nonconfrontational manner. Communication is the key to building a better understanding and support of literacy programs. I feel very strongly that a sound educational system needs parents, teachers, and community. Helping parents understand how children become readers and writers is one of the teachers and the school administrators most important missions.

Some parents are illiterate or low-literate. These parents can guide their children at home with skills such as cooking, critically watching television, going to the library and getting books on tape. If teachers have ascertained that these activities exist in the homes of some of their children, they could point out to the parents the value of increased attention to the print embedded in these activities.

Emergent literacy opportunities have nothing to do with socioeconomic status. It is family literacy practices mentioned above which determine young childrens experiences with print in the home. Parents need to be viewed as participants in their childrens learning, then teachers need to implement initiatives that bring schools and communities closer together.

I am currently working with a fourth grade student on an individual basis. One of the things that I am doing is providing three way communication with his home experiences, his regular classroom work and the work we do individually. Communication with the parents and allowing them to assess their childs growth and development has been both encouraging and beneficial to all parties. We all have a working partnership that is helping the student take responsibility for his own learning.

Copyright © 2006 by Pamela Beers. All rights reserved.

Pamela Beers has a master level degree in literacy and works with students K-12 and adults, either individually or in small groups. Pam's website provides writing opportunities for children and young adult writers who were previously afraid of writing anything. Pam's students have since become turned on by the writing process because of positive guidance in a nurturing environment.

Seeing their work in print and having it read globally inspires students to read more and write better. Pam's main objective is to get them comfortable during the writing portion of the N.Y. State ELA exam and to just have fun during their writing journey.

Visit http://www.pamelabeers.com (Youth Page), and check out the cool stories some of the students have written.

Article Source: http://EzineArticles.com/?expert=Pamela_Beers

Let's Read!

Let's Read! The Benefits of Reading to Your Children

By Nicole Niemiec

Parents, when you help your children learn to read, you help them open the door to a big, exciting world. As a parent, you can begin an endless learning chain like this: You read to your children, they develop a love of stories and poems, they want to read on their own, they practice reading, and finally, they read for their own information or pleasure. When children become readers, their world is forever wider and richer.

Studies have shown that children that are read to on a consistent basis begin to develop both communication and thinking skills at a much younger age than children that aren’t read to on a consistent basis. In addition, those skills continue to progress and develop much more rapidly in children that are read to consistently. This progression of skills will continue as long as you spend quality time reading with them.

Children appreciate the quality time you spend with them reading books and enjoy good stories as well!

Here are some things you can do to make sure you get your daily readings with your children:

• Read aloud to your children: books, newspaper and magazine articles, the back of the cereal box, labels on cans, or directions – anything with appropriate printed material on it is fine.
  

• Read poems aloud together to learn about rhythm and repeated sounds in language.
  

• Point to the words on the page when you read. Move your finger from left to right.
  

• Listen to your children read homework or favorite stories to you every day.
  

• Go to the library together and check out books. Be sure to ask the librarian for good books or to help you find what you need.
  

• Have books, magazines, and papers around the house, and let your child see that you like to read, too.
  

• Encourage older children to read to younger children.
  

• Help experienced readers talk and write about what they read.
  

• Develop a quality nighttime ritual of reading a few books with your children.
  

Remember, giving your children a head start in life requires spending time with them – and part of that time should be spent with a good book!

(some information for this article provided by FDA Consumer Magazine)

About The Author

Nicole Niemiec is founder of http://www.hatful-of-seuss.com - one of the largest collections of Dr. Seuss merchandise for sale on the internet.

Article Source: http://EzineArticles.com/?expert=Nicole_Niemiec
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"Some books are to be tasted...

Some books are to be tasted, others to be swallowed, and some few to be chewed and digested.

- Francis Bacon



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Using Children's Literature

Using Children's Literature to Entertain and Educate Your Kids

By Stephen Rhodes

What are Children's Books?

Not only are children's books a great way to keep kids occupied,
but they help them to learn as well. Good children's books are proven to appeal to kids and keep them engaged and interested. In general, children's books are books that were written specifically for children. However, there are several books that were originally written for adults and are today considered children's books. Mark Twain's Huckleberry Finn is one notable example.

Educational Value of Children's Books

Children's books are fantastic educational tools for kids. Studies have shown that children who read frequently have better writing and reading skills than those who do not, and kids who have children's books at home tend to learn to read earlier. Children who were read to from a young age have been shown to have better reading skills, vocabulary and a better understanding of the material being read than their counterparts who were not read to. Many families make the bedtime story a ritual that both kids and parents look forward to daily. Even when the child is old enough to read, the parents continue to read more complex books to the child.

Following the exploits of characters in children's books can help children learn to deal with situations they might encounter in their own lives. For example, seeing how a character in a book solves a disagreement with another character can give the child ideas for resolving conflicts with his own friends. Children's books can help a child to learn in a way that is dynamic and exciting. How much more interesting to read a realistic tale about a child who lived through the Revolutionary War than to read a dry account of the war in a history book!

Categories of Children's Books

Children's books are usually divided into categories corresponding to the age and reading skills of the child.
Board books are durable books meant for babies and toddlers aged 0-3.
Pre-readers are picture books aimed at kids in the 3-5 age group.
Early readers are for kids aged 6-8 who are learning to read.
Chapter books are designed for children in the 9-12 age group who are ready to tackle more complex stories.
Young adult books are aimed at teens.

Choosing Children's Books

Choosing children's books can be a challenging task. Although there are many spectacular books out there, it can be difficult to select books that your child will enjoy reading again and again. Here are a few tips for picking children's books that your kids will love.

Ask a professional for help. Librarians and teachers know which books are well-written and popular and can steer you towards the best choices.

Think about the things that interest your child, such as sports or music, and try to find stories about those topics.

Go with the classics. Give your child books that have been entertaining generations of young readers.

Look for books featuring your child's favorite television characters.

About the author:
WANT TO KNOW MORE CHILDRENS BOOKS TIPS ? Visit our one-stop-shop for children's books. If educating and entertaining children is important to you, visit our site now!!!
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