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Book Bands: conversion of Cliff Moon

Discussion in 'Book club' started by fraser63, May 2, 2009.


  1. Hi
    I have taken over the levelling and recording of our reading scheme books. Previously they were levelled using Cliff Moon but I have discovered this levelling tool was stopped in 2007.
    I have tried comparing Cliff Moon books to the Book Band levels shown on publishers websites for books we already have but these seem to vary greatly.
    Does anyone have a simple conversion chart to move from Cliff Moon to the Book Bands now commonly being used by publishers.
    <font face="Times New Roman" size="3"> </font>
     

  2. Hi
    I have taken over the levelling and recording of our reading scheme books. Previously they were levelled using Cliff Moon but I have discovered this levelling tool was stopped in 2007.
    I have tried comparing Cliff Moon books to the Book Band levels shown on publishers websites for books we already have but these seem to vary greatly.
    Does anyone have a simple conversion chart to move from Cliff Moon to the Book Bands now commonly being used by publishers.
    <font face="Times New Roman" size="3"> </font>
     
  3. giraffe

    giraffe New commenter



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    <h1>National Curriculum Criteria for Assessing Reading</h1>

    <table cellspacing="0" cellpadding="0" class="MsoNormalTable" style="border:medium none;border-collapse:collapse;">

    <tr>
    <td style="border:1pt solid windowtext;padding:0cm 5.4pt;width:40.85pt;">
    NC Level

    </td>
    <td style="border-style:solid solid solid none;border-color:windowtext windowtext windowtext -moz-use-text-color;border-width:1pt 1pt 1pt medium;padding:0cm 5.4pt;width:6cm;">
    Fluency

    </td>
    <td style="border-style:solid solid solid none;border-color:windowtext windowtext windowtext -moz-use-text-color;border-width:1pt 1pt 1pt medium;padding:0cm 5.4pt;width:209.45pt;">
    Comprehension & response (fiction, poetry,
    playscripts, non-fiction)

    </td>
    <td style="border-style:solid solid solid none;border-color:windowtext windowtext windowtext -moz-use-text-color;border-width:1pt 1pt 1pt medium;padding:0cm 5.4pt;width:130.75pt;">
    Key Texts for Key Stage 1:

    Reading Recovery Book Bands, Cliff Moon

    </td>
    <td style="border-style:solid solid solid none;border-color:windowtext windowtext windowtext -moz-use-text-color;border-width:1pt 1pt 1pt medium;padding:0cm 5.4pt;width:7cm;">
    Research/reference

    </td>
    </tr>

    <tr>
    <td style="border-style:none solid solid;border-color:-moz-use-text-color windowtext windowtext;border-width:medium 1pt 1pt;padding:0cm 5.4pt;width:40.85pt;">
    W

    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:6cm;">
    Displays reading-like behaviour (i.e. holding book and
    turning the pages appropriately looking at words at pictures) ;

    Understanding that
    print carries meaning

    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:209.45pt;">
    Relates listening to books to own experiences.

    Retell a story using pictures.

    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:130.75pt;">
    Book Bands Pink & Red

    Cliff Moon Stages 0 - 6

    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:7cm;">
    .

    </td>
    </tr>
    <tr>
    <td style="border-style:none solid solid;border-color:-moz-use-text-color windowtext windowtext;border-width:medium 1pt 1pt;padding:0cm 5.4pt;width:40.85pt;">
    1c

    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:6cm;">
    Pupils can recognise familiar words, signs or symbols in
    simple texts.

    They identify initial sounds in unfamiliar words. Pupils
    can establish meaning when reading aloud simple sentences, sometimes with
    prompting.

    .

    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:209.45pt;">
    They express their response to familiar texts by
    identifying aspects which they like and dislike

    Supported by
    teacher&rsquo;s questions


    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:130.75pt;">
    Book Bands Yellow

    Cliff Moon Stage 7

    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:7cm;">
    Read and discuss
    non-fiction texts based on personal experience and using language patterns
    close to speech.


    </td>
    </tr>
    <tr>
    <td style="border-style:none solid solid;border-color:-moz-use-text-color windowtext windowtext;border-width:medium 1pt 1pt;padding:0cm 5.4pt;width:40.85pt;">
    1b

    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:6cm;">
    Pupils can read a range of familiar words, signs or
    symbols and identify initial and final sounds in unfamiliar words. With
    support, they use their knowledge of letters, sounds and words to establish
    meaning when reading aloud.

    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:209.45pt;">
    Pupils respond to events or ideas in stories poems and
    non-fiction.

    Supported by
    teacher&rsquo;s questions


    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:130.75pt;">
    Book Bands Blue

    Cliff Moon Stage 7

    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:7cm;">
    Read and discuss
    simple information from non-fiction texts which contain some more impersonal
    language.


    Use illustrations to
    extract information.


    </td>
    </tr>
    <tr>
    <td style="border-style:none solid solid;border-color:-moz-use-text-color windowtext windowtext;border-width:medium 1pt 1pt;padding:0cm 5.4pt;width:40.85pt;">
    1a

    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:6cm;">
    Pupils use their knowledge of letters, sounds and words to
    read simple texts with meaning.

    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:209.45pt;">
    Pupils comment on events or ideas in stories, poems and
    non-fiction.

    Supported by
    teacher&rsquo;s questions


    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:130.75pt;">
    Book Bands Green

    Cliff Moon Stage 7

    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:7cm;">
    Read and discuss
    information from simple non-fiction texts with some reference to the detail
    of the text.


    </td>
    </tr>
    <tr>
    <td style="border-style:none solid solid;border-color:-moz-use-text-color windowtext windowtext;border-width:medium 1pt 1pt;padding:0cm 5.4pt;width:40.85pt;">
    2c

    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:6cm;">
    Pupils read most (approx 90%) of a simple unfamiliar
    text independently and use different strategies (phonic, grammatical and
    contextual) in reading unfamiliar words.

    They read from word to word, or sign to sign, or symbol to
    symbol and may need support to establish meaning.

    Use of strategies
    not always appropriate e.g. attempting to sound out a familiar sight word


    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:209.45pt;">
    Pupils show understanding of texts, recount the main events
    or facts with support and comment on obvious features of the text e.g.
    good/bad characters.

    Re-telling of the
    story may be rather short or too long and rely heavily on the illustrations.


    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:130.75pt;">
    Book Bands Orange,
    Turquoise & Purple

    Cliff Moon Stage 8

    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:7cm;">
    Extract literal
    information from simple non-fiction texts using text, illustrations and
    diagrams.


    Use non-fiction
    texts to answer questions requiring literal information where several
    alternative answers are suggested (multiple choice)


    </td>
    </tr>
    <tr>
    <td style="border-style:none solid solid;border-color:-moz-use-text-color windowtext windowtext;border-width:medium 1pt 1pt;padding:0cm 5.4pt;width:40.85pt;">
    2b

    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:6cm;">
    Pupils&rsquo; reading of simple unfamiliar texts is almost
    entirely accurate and well paced, taking some account of punctuation.

    When reading unfamiliar words or symbols they combine a
    range of strategies (phonic, graphic, grammatical and contextual) to
    establish meaning. Pupil is able to
    read ahead and sometimes notices when reading does not make sense by self
    correcting or attempting to resolve the problem.


    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:209.45pt;">
    Pupils show understanding of texts by commenting on
    features such as plot, setting, characters and how information is presented.

    Response to the book
    may include some reference to features of presentation.


    Retelling of the
    story refers to most of the main events and characters.


    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:130.75pt;">
    Book Bands Gold

    Cliff Moon Stage 9

    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:7cm;">
    Extract information
    from simple non-fiction texts without reference to illustrations.


    Scan text and locate
    relevant parts


    </td>
    </tr>
    <tr>
    <td style="border-style:none solid solid;border-color:-moz-use-text-color windowtext windowtext;border-width:medium 1pt 1pt;padding:0cm 5.4pt;width:40.85pt;">
    2a

    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:6cm;">
    Pupils read simple unfamiliar texts accurately.

    Their independent reading shows they can read ahead and
    make use of expression and intonation to enhance meaning.

    Pupils tackle
    unfamiliar words with encouragement only.


    Pupils notice when
    the reading does not make sense and take appropriate action by for example,
    self-correcting, looking back/forward or asking for meaning.


    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:209.45pt;">
    In responding to stories pupils identify and comment on
    the main characters and how they relate to one another.

    They express opinions about events and actions and comment
    on some of the ways in which the text is written or presented.

    Pupils can respond
    when questioned about extensions or alternatives to events and actions. They can respond to questions about
    feelings created by the story.


    Pupils&rsquo; retellings
    are balanced and clear.


    In talking about the
    book they comment on some of the ways in which it was presented or written.


    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:130.75pt;">
    Book Bands White

    Cliff Moon Stage 10

    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:7cm;">
    Extract information
    from non-fiction text where information is embedded within
    sentences/paragraphs.


    Scan text and locate
    relevant words/phrases


    e.g. &lsquo;The bee sucks
    nectar with its mouth which is shaped like a tube.


    Q: What does it say
    a bee&rsquo;s mouth is shaped like?


    </td>
    </tr>
    </table>








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    3

    </td>
    <td style="border-style:solid solid solid none;border-color:windowtext windowtext windowtext -moz-use-text-color;border-width:1pt 1pt 1pt medium;padding:0cm 5.4pt;width:176.55pt;">
    Pupils read a range of texts fluently and accurately.

    They read independently, using strategies appropriately to
    establish meaning.

    Generally
    chooses appropriately.


    </td>
    <td style="border-style:solid solid solid none;border-color:windowtext windowtext windowtext -moz-use-text-color;border-width:1pt 1pt 1pt medium;padding:0cm 5.4pt;width:219.7pt;">
    In responding to fiction and non-fiction they show
    understanding of the main points and express preferences.

    &middot;
    Pupils
    can refer to the impact of text layout and organisation


    &middot;
    Pupils
    give reasons to back up their views and can refer to detail from the text
    though not necessarily specific words or phrases.


    &middot;
    Pupils
    show some awareness of the point of view of the author e.g. .responding to
    &lsquo;Why do you think the author tells the story in two parts?'


    &middot;
    Pupils
    begin to infer from text especially about characters (why? and what if? questions e.g. &lsquo;Why do you
    think Carla and Grandad shared their secrets?&rsquo; - 1998 KS2 SAT)


    &middot;
    Their
    responses express simple understanding of the ideas inferred




    </td>
    <td style="border-style:solid solid solid none;border-color:windowtext windowtext windowtext -moz-use-text-color;border-width:1pt 1pt 1pt medium;padding:0cm 5.4pt;width:130.75pt;">
    Cliff Moon Stages 11 & 12

    </td>
    <td style="border-style:solid solid solid none;border-color:windowtext windowtext windowtext -moz-use-text-color;border-width:1pt 1pt 1pt medium;padding:0cm 5.4pt;width:188.2pt;">
    Pupils use their knowledge of the alphabet to locate books
    and find information.

    Pupils can
    compare/contrast more than one source.


    Is beginning
    to read in different ways for different purposes e.g. skimming to establish
    overall meaning.


    Is beginning
    to be able to sustain investigative reading: devise questions and key words,
    research using several sources, take notes and draft and record findings.


    </td>
    </tr>
    <tr>
    <td style="border-style:none solid solid;border-color:-moz-use-text-color windowtext windowtext;border-width:medium 1pt 1pt;padding:0cm 5.4pt;width:34.4pt;">
    4

    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:176.55pt;">
    Reads a range of
    quite demanding texts independently


    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:219.7pt;">
    In responding to a range of texts, pupils show
    understanding of significant ideas, themes, events and characters, beginning
    to use inference and deduction e.g. Do
    you think Carla would feel better about school if she read Grandad&rsquo;s letter?


    They refer to texts when explaining their views.

    &middot;
    Pupils
    can identify specific words or phrases and identify detail from the text.


    &middot;
    Pupils
    can explain the impact of word choice and interpret imagery e.g. to
    explain:&lsquo;&hellip;the night/Thins&hellip;&rsquo; by suggesting
    it was getting light slowly.


    &middot;
    Pupils
    can summarise or generalise when responding to text.


    &middot;
    Pupils
    can refer to the impact of structure and organisation of texts e.g. stanzas
    in a poem, paragraphs etc.


    &middot;
    Pupils
    can identify the purpose of a text.


    &middot;
    Pupils
    can identify the theme(s) of a text and relate this to evidence.


    &middot;
    Pupils
    show awareness of authorial intention.


    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:130.75pt;">
    Cliff Moon Beyond Stage 12

    </td>
    <td style="border-style:none solid solid none;border-color:-moz-use-text-color windowtext windowtext -moz-use-text-color;border-width:medium 1pt 1pt medium;padding:0cm 5.4pt;width:188.2pt;">
    Pupils locate and use ideas and information from a range of sources including
    organisational devices such as tables, diagrams, charts, glossaries


    Beginning to
    be able to select a text&rsquo;s key points and summarise them in succinct notes.


    Beginning to
    be able to manage their own research projects.


    </td>
    </tr>
    </table>








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    5

    </td>
    <td style="border-style:solid solid solid none;border-color:windowtext windowtext windowtext -moz-use-text-color;border-width:1pt 1pt 1pt medium;padding:0cm 5.4pt;width:177.2pt;">


    </td>
    <td style="border-style:solid solid solid none;border-color:windowtext windowtext windowtext -moz-use-text-color;border-width:1pt 1pt 1pt medium;padding:0cm 5.4pt;width:269.35pt;">
    Pupils show understanding of a range of texts, selecting
    essential points and using inference and deduction where appropriate.

    In their responses, they identify key features, themes and
    characters and select sentences, phrases and relevant information to support
    their views.

    Pupils can explain
    and elaborate the author&rsquo;s intention
    when discussing choice of words or phrases e.g. imagery and refer to the
    impact of this choice in the context of the whole text e.g. to explain &ldquo;&hellip;the
    night /Thins&rdquo;


    [Example
    response:&hellip;means that it is no longer pure black-it&rsquo;s like dropping water into
    black paint; it gets thinner and less dark.
    I think the poet chose the word &lsquo;thins&rsquo; because it is a good way to
    show that it was a gradual return to sunlight in the next verse.]




    </td>
    <td style="border-style:solid solid solid none;border-color:windowtext windowtext windowtext -moz-use-text-color;border-width:1pt 1pt 1pt medium;padding:0cm 5.4pt;width:269.3pt;">
    Pupils retrieve and collate information from a range of
    sources

    giving detailed
    examples from more than one source


    e.g. in response to
    the question &lsquo;Some people do not like spiders. Explain why they might change their mind if
    they read this booklet&rsquo;, children can identify reasons from two or more
    texts: for instance, &lsquo;it says that
    spiders balance the insects and in the poem it says their webs are beautiful.
    In the last part it shows them cartoons so they might see the funny
    side.&rsquo;(1999 KS2 reading mark scheme)


    Pupils are
    able to apply research skills effectively to interpret and use information in
    a variety of forms including ICT.


    Pupils can
    produce a succinct summary of key points, or clearly argued response.


    </td>
    </tr>
    </table>
     
  4. giraffe

    giraffe New commenter

  5. giraffe

    giraffe New commenter



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    Key Texts for Key Stage 1:

    Reading Recovery Book Bands, Cliff Moon

    </td>
    </tr>

    <tr>
    <td style="border-style:none solid solid;border-color:-moz-use-text-color windowtext windowtext;border-width:medium 1pt 1pt;padding:0cm 5.4pt;width:130.75pt;">
    Book Bands Pink & Red

    Cliff Moon Stages 0 - 6

    </td>
    </tr>
    <tr>
    <td style="border-style:none solid solid;border-color:-moz-use-text-color windowtext windowtext;border-width:medium 1pt 1pt;padding:0cm 5.4pt;width:130.75pt;">
    Book Bands Yellow

    Cliff Moon Stage 7

    </td>
    </tr>
    <tr>
    <td style="border-style:none solid solid;border-color:-moz-use-text-color windowtext windowtext;border-width:medium 1pt 1pt;padding:0cm 5.4pt;width:130.75pt;">
    Book Bands Blue

    Cliff Moon Stage 7

    </td>
    </tr>
    <tr>
    <td style="border-style:none solid solid;border-color:-moz-use-text-color windowtext windowtext;border-width:medium 1pt 1pt;padding:0cm 5.4pt;width:130.75pt;">
    Book Bands Green

    Cliff Moon Stage 7

    </td>
    </tr>
    <tr>
    <td style="border-style:none solid solid;border-color:-moz-use-text-color windowtext windowtext;border-width:medium 1pt 1pt;padding:0cm 5.4pt;width:130.75pt;">
    Book Bands Orange,
    Turquoise & Purple

    Cliff Moon Stage 8

    </td>
    </tr>
    <tr>
    <td style="border-style:none solid solid;border-color:-moz-use-text-color windowtext windowtext;border-width:medium 1pt 1pt;padding:0cm 5.4pt;width:130.75pt;">
    Book Bands Gold

    Cliff Moon Stage 9

    </td>
    </tr>
    <tr>
    <td style="border-style:none solid solid;border-color:-moz-use-text-color windowtext windowtext;border-width:medium 1pt 1pt;padding:0cm 5.4pt;width:130.75pt;">
    Book Bands White

    Cliff Moon Stage 10

    </td>
    </tr>
    </table>
     

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