EVERYDAY I MAKE DECISIONS. Kate Robison Tasha McQuitty
|
|
|
- Maximillian McCarthy
- 10 years ago
- Views:
Transcription
1 EVERYDAY I MAKE DECISIONS Kate Robison Tasha McQuitty
2 When I wake up I decide to brush my teeth to keep fresh breath and healthy teeth and gums. Me despierto. Decido cepillarse los dientes para mantener aliento fresco y dientes y las gomas sanos.
3 I decide to take a bath to stay clean and keep germs away! I wash my hair and I scrub between my toes. Decido bañarse permanecer limpio y mantener microbios lejos! Me lavo la cabeza y yo restriego entre los dedos.
4 I decide to drink milk with my breakfast to keep my bones strong. Decido beber leche con mi desayuno para mantener los huesos fuertes.
5 I decide to wear my coat to school because it is cold outside. I make sure to button each button carefully with my fingers. Decido llevar mi abrigo para educar porque hace frío afuera. Abotono cada botón con cuidado con mis dedos.
6 I decide to ride my bike to school. I use my legs to pedal and to help keep my muscles and heart strong. Decido cabalgar mi bicicleta para educar. Utilizo las piernas para dar a los pedales y para ayudar a mantener los músculos y el corazón fuertes.
7 I decide to read a book at school to help strengthen my brain and imagination. Decido leer un libro para ayudar al colegio a reforzar el cerebro y la imaginación.
8 It's lunchtime! I decide to wash my hands before I eat to keep me from getting sick. Es tiempo para almorzar! Decido lavar las manos antes que coma mantenerme de enfermarse.
9 I decide to eat a green apple at lunch because I know it is healthy and I love the sour taste! Decido comer una manzana verde en la comida porque sé que son sanos y adoro el sabor agrio!
10 I decide to play basketball at recess with my friends. I use my hands to pass and dribble the ball down the court. Decido jugar baloncesto en recreo con mis amigos. Utilizo las manos para pasar y gotear la pelota
11 I decide to do my math homework right when I get home so I can play with my sister later! Decido hacer mi matemáticas cuando llego a casa tan yo puedo jugar con mi hermana luego!
12 My sister and I decide to play tag with the children in our neighborhood instead of playing video games. Mi hermana y yo deciden jugar etiqueta con los niños en nuestro vecindario en vez de jugando videojuegos.
13 At dinner with my family, I decide to eat the green beans my mom made because I know vegetables are important for my health! En la cena con mi familia yo decido comer los ejotes que mi mamá hizo, sé que verduras son importantes para mi salud!
14 Time for bed! I decide to brush my teeth to clean away the germs and change into my favorite pajamas. El tiempo para la cama! Decido cepillarse los dientes para limpiar lejos los microbios del día y el cambio en mi pijama predilecto.
15 Lights out! My mom and dad tuck me into bed and kiss my forehead goodnight, I know I can sleep well knowing I made many healthy decisions today! Las luces fuera! Mi mamá y el padre me ponen en cama y besan la frente buenas noches, yo sé que puedo dormir sabiendo bien que hice tales decisiones sanas hoy!
16 NATIONAL HEALTH EDUCATION STANDARDS "! Students will demonstrate the ability to use decisionmaking skills to enhance health. "! Performance Indicators: 1) Identify situations when a health-related decision is needed 2) Differentiate between situations when a health related decision can be individually or when assistance is needed. "! Information for National Health Education Standards:
17 PHOTO SOURCES "! brushing_teeth.htm slide 2 "! slide 3 "! slide 4 "! slide 5 "! AAAAAAAAAy4/QlqnBIX_jUU/s1600/DSCN1704%5B1%5D slide 6 "! eco-books-for-kids/ slide 7 on left. "! slide 7 on right "! slide 8 on left
18 "! slide 8 on right "! maincat=1&subcat=1&expandedcategory=2&categoryclicke d=1 slide 9 on left "! slide 9 on right "! slide 10 "! slide 11 on left "! slide 11 on right
19 "! slide 12 "! slide 13 on left "! healthy_schools_campaign/rochelle_davis/ slide 13 on right "! slide 14 on left "! slide 14 on right "! slide 15 "! Translations made possible by Miami University third year students Chelsea Lynn Arnold and Lauren Elizabeth Hensley. October 2010
Table of Contents. Lesson 2: The Daily Path To Good Oral Health... 9 Identifies the number of teeth for their age and how to take good care of them.
Third Edition Table of Contents Pre-Test...v Lesson 1: The Daily Path To Good Health... 1 Some of the main behaviors for good health involve eating three healthy meals, eating healthy snacks, getting exercise
Spanish Reflexive Verbs and Daily Routines
English- Spanish Helpful Handouts For English Speakers Who Want To Learn Spanish Page 1 of 5 Spanish Reflexive Verbs and Daily Routines Reflexive constructions consist of a reflexive pronoun and a verb.
Copyright 2016-123TeachMe.com 4ea67 1
Sentence Match Quiz for Category: hacer_make_do_1 1) Nosotros hacemos todo lo posible para proporcionar un buen servicio. - A: We do our best to provide good service. - B: These chores are done each time.
Ask your child what he or she is learning to say in Spanish at school. Encourage your child to act as if he or she is your teacher.
Welcome to Descubre el español con Santillana! This year, your child will be learning Spanish by exploring the culture of eight Spanish-speaking countries. Please join us as we travel through each of the
Pretest/Posttest Teacher Version. Spanish Version
Pretest/Posttest Teacher Version Spanish Version Table of Contents Directions for Test dministration... iii Domain: Listening... Domain: Speaking... 6 Domain: Reading... 9 Domain: Writing... nswer Key...
Ask your child what he or she is learning to say in Spanish at school. Encourage your child to act as if he or she is your teacher.
Welcome to Descubre el español con Santillana! This year, your child will be learning Spanish by exploring the culture of eight Spanish-speaking countries. Please join us as we travel through each of the
Spanish 8695/S Paper 3 Speaking Test Teacher s Booklet Time allowed Instructions one not not Information exactly as they are printed not 8695/S
AQA Level 1/2 Certificate June 2014 Spanish 8695/S Paper 3 Speaking Test Teacher s Booklet To be conducted by the teacher-examiner between 24 April and 15 May 2014 Time allowed: 11 minutes (including 2
FOR TEACHERS ONLY The University of the State of New York
FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION S COMPREHENSIVE EXAMINATION IN SPANISH Wednesday, January 24, 2007 9:15 a.m. to 12:15 p.m., only SCORING KEY Updated
Be courteous and respectful. - treat others the way you would like to be treated.
Sra. Morales Be courteous and respectful - treat others the way you would like to be treated. Be prepared and on time - not only in class but with your assignments as well. Be a team player - help those
Duval County Public Schools District Curriculum Guide
Course: Spanish I Big Idea/Supporting Idea: My Lifestyle Topic VIII: Staying Healthy (Integrated Culture: Mealtimes and Siesta) Duval County Public Schools District Curriculum Guide Grades 912 Pacing 7
Chapter 10 Physical Development from One to Three
Chapter 10 Chapter 10 Physical Development from One to Three Physical Development from One to Three Contents Section 10.1 Growth and Development from One to Three Section 10.2 Caring for Children from
REGULAR INFORMAL COMMANDS (TÚ)
UNIDAD 3 ETAPA 2 WS#1 Positive TÚ commands: REGULAR INFORMAL COMMANDS (TÚ) 1. Drop the ending (ar, er, or ir). 2. Add the appropriate third person singular in the present indicative. AR a ER e IR e 3.
Exemplar for Internal Achievement Standard. Spanish Level 1
Exemplar for Internal Achievement Standard Spanish Level 1 This exemplar supports assessment against: Achievement Standard 90910 Interact using spoken Spanish to communicate personal information, ideas
Frog Street Pre-K Curriculum/Themes at a Glance Curriculum Frog Street de Pre-K/Temas a un año de vistazo
Frog Street Pre-K Curriculum/Themes at a Glance Curriculum Frog Street de Pre-K/Temas a un año de vistazo Theme Tema 1 My School and Me This Way to PreK! Physical Me My Senses I Think, I feel Mi escuela
Students comprehend the question, Cómo te llamas tú? Students answer the question using the phrase, Me llamo.
1 Students tell what their names are. Students comprehend the question, Cómo te llamas tú? Students answer the question using the phrase, Me llamo. Cómo te llamas tú? Me llamo. What is your name? My name
Up! Wake. unit. Monday 13 May. Listen, look and say. Play a game. Listen, find and say. 4 Unit 1 vocabulary (routines)
unit 1 Wake 1:02 1 Up! Listen, look and say. th Monday 13 May 2 eat bre ak fast 1 wake up 3 get dressed 7 play football 6 go to the park 8 do my homework 4 go to school 9 play video games 10 watch TV 5
Copyright 2016-123TeachMe.com fece0 1
Sentence Match Quiz for Category: plural_pronouns_1 1) Vosotros estáis en el aeropuerto. - A: You guys are at the airport. - B: You guys are nice too. - D: They hear a drum. 2) Nosotros salimos al gimnasio.
Language B Spanish. Grade 6. Grade/Phase/ Unit 6th Grade Phase 1-2 Unit 1. Time Frame
Language B Spanish Language B Aims and Objectives Gr. 6-10 (See MYP Guide) Assessment Criteria (See MYP Guide) PHASE 1-2 PHASE 2-4 PHASE 4-5 Grade 6 Grade/Phase/ Unit 6th Grade Unit 1 6th Grade Unit 2
BSD Spanish 1 Scope and Sequence August 2011
BSD Spanish 1 Scope and Sequence August 2011 Greetings & Introductions What happens in the school day Numbers Time Naming parts of the body How do I greet and take leave of people? How do I introduce others
An Inventory of My Traits
Module The Basics and Beyond: An Introduction to Heredity An Inventory of My Traits Abstract Students take an inventory of their own easilyobservable genetic traits. Working in small groups, they observe
Sentence Match Quiz for Category: preterite_vs_imperfect_1 Mark the sentence that matches each item below.
Sentence Match Quiz for Category: preterite_vs_imperfect_1 1) Llegó un poco tarde. - A: He arrived a little late. - B: Last week was wonderful. - D: There were at least 120 people in the street. 2) En
Communication Cards. Spanish/English. Version 3: 2011 4up
/English Communication Cards Version 3: 2011 4up This information was compiled by the Centre for Cultural Diversity in Ageing 2011. This publication was funded by the Australian Government Department of
8.4 Comparisons and superlatives
ANTE TODO Spanish and English use comparisons to indicate which of two people or things has a lesser, equal, or greater degree of a quality. Both languages also use superlatives to express the highest
Leave house 1st class starts. Listen and draw the hands of the clocks. What time is it now? Write the time now in two different ways.
Unit four Lesson two He gets up at 6:30 Social practices: Giving and obtaining factual information of a personal and non-personal kind. In this lesson you will learn: A different way to tell the time.
Stages of Family Recovery
Stages of Family Recovery FACILITATOR S GUIDE To the Facilitator Before showing either the DVD or the video, take time to review this guide, which provides background information on the topic of families
Telling and asking for the time.
Lesson: : telling and asking for the time General: : Objectives: Structures: Target Vocab: 40 mins - 1 hour Telling and asking for the time. " Qué hora es?" "Por favor Podrías decirme la hora?" "Es la
Best Bones Forever!
www.bestbonesforever.gov U.S. Department of Health and Human Services Office on Women s Health Best Bones Forever! BodyWorks Using your journal Professional athletes, dancers, and girls just like you
Feast for Ten. Lesson Plan. Goal. Objectives for Parents. Objectives for Children
Feast for Ten Lesson Plan Goal To promote nutrition education, counting, physical activity, and literacy with young children. Objectives for Children The child will state the names of the people that they
Overview of the Spanish 1 Course
Syllabus: Español 1 Mr. / Sr. Rogina HAIS Houston Academy for International Studies Textbook: Realidades 1 (Prentice Hall) Materials: textbook, pen/pencil, notebook Overview of the Spanish 1 Course During
Copyright 2015-123TeachMe.com 55877 1
Sentence Match Quiz for Category: cuanto_mucho_poco_1 1) Cuántas personas son? - A: How many are you? - B: How much is a ticket to Buenos Aires? - C: How many oranges do you want? 2) Cuánto tiempo dura
Table of Contents. Teacher Created Materials #13108 (i4695) Families 3
Table of Contents Introduction........................... 4 Introduction.......................... 4 Research and Rationale............... 6 Best Practices: Learning to Read....... 8 Best Practices: The
Here are some examples of gustar in action:
Gustar If you're a beginner, chances are most of the Spanish sentences you've been using as examples are ones that follow roughly the same word order as we use in English, with the verb following the subject.
How To Implement Scholastic Big Day For Prek
Scholastic Big Day for PreK English/Spanish: Ensure Kindergarten Readiness by Building a Foundation for Success www.scholastic.com/bigday To order, contact Karen Stahlman at 1-800-221-3312 or [email protected]
Eugenia Vomvoridi-Ivanović University of South Florida
Eugenia Vomvoridi-Ivanović University of South Florida Question to ponder What kinds of experiences would allow bilingual Latina/o pre-service teachers To build on the unique strengths they bring into
Sales Management Main Features
Sales Management Main Features Optional Subject (4 th Businesss Administration) Second Semester 4,5 ECTS Language: English Professor: Noelia Sánchez Casado e-mail: [email protected] Objectives Description
SPANISH 1 FACEBOOK PROFILE PROJECT
NOMBRE: FECHA: PERIODO: SPANISH 1 FROM THIS POINT FORWARD, WE ARE GOING TO BE DOING PROJECTS IN SPANISH. THESE PROJECTS WILL BE DESIGNED TO ALLOW YOU TO USE CREATIVITY TO APPLY YOUR KNOWLEDGE OF SPANISH
Tema 7 GOING TO. Subject+ to be + ( going to ) + (verb) + (object )+ ( place ) + ( time ) Pronoun
Tema 7 GOING TO Going to se usa para expresar planes a futuro. La fórmula para construir oraciones afirmativas usando going to en forma afirmativa es como sigue: Subject+ to be + ( going to ) + (verb)
Open-Ended Responses. Parent Survey for schools. Question 1. What do you like best about our school? Response. Survey Open-Ended Responses.
Survey Open-Ended s Open-Ended s Parent Survey for schools Question 1. What do you like best about our school? s. The learning enviroment and the individual care for each child needs IB program the good
Unit 2. This is my job
Unit 2. This is my job Exercise 1 a. Look at the photos and match them with the correct words from the box: An architect - an artist - a bank clerk - a dentist - a doctor - an electrician an engineer -
Pacing Schedule for Spanish 1 Realidades series, Prentice Hall
Pacing Schedule for Spanish 1 Realidades series, Prentice Hall QUARTER 1: Para empezar, capítulos 1A, 1B y 2A A. Listening and speaking: students will be able to engage in 1-2 minute 1. Greet people at
Presente Continuo con idea de futuro
Tema 10 Presente Continuo con idea de futuro Usaremos el presente continuo con valor de futuro para planes que ya se han organizado o planes fijos. Esto es muy importante para que puedas distinguirlo del
SPECIMEN MATERIAL GCSE SPANISH 8698/WF+WH F+H. Paper 4 Writing (Foundation and Higher) Specimen mark scheme. June 2018. v0.1
SPECIMEN MATERIAL GCSE SPANISH 8698/WF+WH Paper 4 Writing (Foundation and Higher) F+H Specimen mark scheme June 2018 v0.1 Mark schemes are prepared by the Lead Assessment Writer and considered, together
Past Tense Activities - Lesson 1
Lesson: General: Time: Objectives: Structures: Target Vocab: 40 mins - 1 hour Talking about yesterday using past tense verbs " Que hiciste ayer?" "Ayer,..." ayer, hoy, mañana, fantástico, gran, jugué con
demonstrates competence in
AP SPANISH LANGUAGE 2012 INTERPERSONAL WRITING SCORING GUIDELINES SCORE DESCRIPTION TASK COMPLETION/TOPIC DEVELOPMENT LANGUAGE USE 5 excellence 4 command 3 competence 2 Suggests lack of competence 1 lack
SPANISH Monday, June 21, 1999 9:15 a.m.
The University of the State of New York SECOND LANGUAGE PROFICIENCY EXAMINATION SPANISH Monday, June 21, 1999 9:15 a.m. This booklet contains Parts 2 through 4 of the examination. Part 1, Speaking, has
FOR TEACHERS ONLY The University of the State of New York
FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION S COMPREHENSIVE EXAMINATION IN SPANISH Wednesday, January 26, 2011 9:15 a.m. to 12:15 p.m., only SCORING KEY Updated
The Mighty Echar One verb, how many meanings?!
The Mighty Echar One verb, how many meanings?! www.notesinspanish.com Ben Curtis and Marina Diez 1 www.notesinspanish.com Somewhere south of the Retiro Park, Madrid Hola! Just how many things can one verb
ser = to be tener = to have necesitar = to need ir = to go hacer = to do, to make
Verbapalozza 2014 ser = to be tener = to have necesitar = to need ir = to go hacer = to do, to make estar = to be tener que = to have to querer = to want ir + a = to go to poder = to be able to Here come
Contents. Introduction... 5. Chapter 1 Articles... 9. Chapter 2 Nouns... 12. Chapter 3 Adjectives... 15. Chapter 4 Prepositions and Conjunctions...
Contents Introduction........................ 5 Chapter 1 Articles.................... 9 Chapter 2 Nouns..................... 12 Chapter 3 Adjectives................... 15 Chapter 4 Prepositions and Conjunctions........
The Eastern Suffolk BOCES English as a New Language Programs HB WARD TECHNICAL CENTER RIVERHEAD, NY ISLIP CAREER CENTER OAKDALE, NY
The Eastern Suffolk BOCES English as a New Language Programs HB WARD TECHNICAL CENTER RIVERHEAD, NY ISLIP CAREER CENTER OAKDALE, NY Participating Districts: HB Ward Riverhead Westhampton Beach Southold
Project AGUA Survey Results
Project AGUA Survey Results Project AGUA (Arid Garden Underground Aquifer) This survey was conducted after the AGUA Presentation on August 6, 2015 at the Santa Ana Public Library to analyze the public
Español Mundial Chapter 5 REVISION NOTES
Español Mundial Chapter 5 REVISION NOTES 1. Position Words Delante de In front of Dentro de Inside Detrás de Behind Fuera de Outside Encima de On top of Cerca de Near to Debajo de Underneath Lejos de Far
FOR TEACHERS ONLY The University of the State of New York
FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION S COMPREHENSIVE EXAMINATION IN SPANISH Wednesday, January 28, 2009 9:15 a.m. to 12:15 p.m., only SCORING KEY Updated
AP SPANISH LANGUAGE 2011 PRESENTATIONAL WRITING SCORING GUIDELINES
AP SPANISH LANGUAGE 2011 PRESENTATIONAL WRITING SCORING GUIDELINES SCORE DESCRIPTION TASK COMPLETION TOPIC DEVELOPMENT LANGUAGE USE 5 Demonstrates excellence 4 Demonstrates command 3 Demonstrates competence
Electroconvulsive Therapy ECT and Your Mental Health
Electroconvulsive Therapy ECT and Your Mental Health Mental Health and Addictions Program St. Joseph s Healthcare Hamilton Charlton Campus 50 Charlton Avenue East Hamilton, Ontario 905-522-1155 ext. 33684
Copyright 2016-123TeachMe.com 53aa3 1
Sentence Match Quiz for Category: colors_1 1) Mi casa tiene el tejado rojo. - A: She has a violet dress. - C: Yes, a little more green. - D: My house has a red roof. 2) Mi color favorito es el rosa. -
Biliteracy From the Start: Así se dice. Literacy Squared TUSD July 2014
Biliteracy From the Start: Así se dice Literacy Squared TUSD July 2014 Así se dice PARADIGM SHIFTS Strict separation of languages Strategic use of language Adapted from Escamilla, 2004 * Bilingual Preaching
ACTIVITY # Dear Parent, Carta a los Padres. pbskids.org
Dear Parent, Today was the 100th Day of School, and what better way to celebrate than with activities all about the number 100? With the help of Peg and Cat the problem-solving, math-loving duo from PBS
Q E U S E T S I T ON O S N
Dear Parents: For this quarter in FLES class, we will cover the theme of Sports and Hobbies (los deportes y pasatiempos). Your child will learn about: (1) names of sports, (2) name of hobbies, (3) and
Complementos Directos (Direct Objects)
Complementos Directos (Direct Objects) Complementos Directos explanation of direct object pronouns in English direct object pronouns in English and Spanish placement of direct object pronouns in Spanish
Your summer goal: To practice what you have been learning in Spanish and learn more about the Spanish language and Spanish-speaking cultures.
Bienvenidos a la clase de Español Honores! THS 2013-2014 Your summer goal: To practice what you have been learning in Spanish and learn more about the Spanish language and Spanish-speaking cultures. REQUIRED
WyFLES Teachers Materials SALSA Episode 129
WyFLES Teachers Materials SALSA Episode 129 Table of Contents: SALSA Episode 129 I. Recommended pacing for Episode 129. II. III. IV. III. IV. A list of the focus vocabulary words for this episode. A list
THE DLM EARLY CHILDHOOD EXPRESS 2011
THE DLM EARLY CHILDHOOD EXPRESS 2011 Contact your local McGraw-Hill Education Sales Representative to purchase materials 1 of 6 Professional Development Training Phase Audience Timeline Description Year
GENERAL OVERVIEW STATEMENT OF THE PROBLEM LITERATURE REVIEW METHODOLOGY FINDINGS RESEARCH AND PEDAGOGICAL IMPLICATIONS LIMITATIONS CONCLUSIONS
GENERAL OVERVIEW STATEMENT OF THE PROBLEM 1 LITERATURE REVIEW 2 METHODOLOGY 3 FINDINGS 4 RESEARCH AND PEDAGOGICAL IMPLICATIONS 5 LIMITATIONS 6 CONCLUSIONS 7 STATEMENT OF THE PROBLEM United Nations Development
Kelly Anne Stahl Backward Design Lesson Plan
Kelly Anne Stahl Backward Design Lesson Plan Stage 1: Desired Results - Established Goals o What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design
Homework Help Heart Disease & Stroke
Preventing Heart Disease & Stroke What causes heart disease and stroke? high blood pressure high cholesterol diabetes smoking stress drinking too much alcohol not being physically active being overweight
How To Speak Spain
LECCIÓN 4: LA SALUD Y EL BIENESTAR E S PA Ñ O L I I I TERMINO DE LA UNIDAD: 10 DE ABRIL PRÁCTICA Explicación de los mandatos. Por and para are both translated as for, but they are not interchangeable.
Subject: Ms. Brandee Calendar: Trimeframe: 1st Semester Level/Grade: Spanish I O'Mary Year 2008 2009 School 1st 6 weeks Secondary Exprésate!
Subject: Ms. Brandee Calendar: Trimeframe: 1st Semester Level/Grade: Spanish I O'Mary Year 2008 2009 School 1st 6 weeks Secondary Chapeter 2 A conocernos Vocabulario Chapter 1 Empecemos! Vocabulario *
Chapter 1: Chapter 2: Chapter 3: Chapter 4: Chapter 6:
Spanish for Children Cantos Chapter 1: Hablar (to speak) Present-Tense Forms 1 st person hablo: I speak hablamos: we speak 2 nd person hablas: you speak habláis: you all speak 1 3 rd person habla: he/she/it
Rental/Occupant Agreement for Texas Week - March 10 through March 18, 2012
Rental/Occupant Agreement for Texas Week - March 10 through March 18, 2012 Homeowners, Here is the rental agreement, as recommended at the 2010 Annual Meeting, which should be used by Falcon House Homeowners
Spanish 3 Unit 2, Lesson 8 Patterns Study Sheet
Page 1 of 5 Introduction You want a banana! Which one? This one or that one? Demonstrative adjectives and demonstrative pronouns help to clarify which one. In English, demonstrative adjectives and pronouns
DAILY TIGER ANNOUNCEMENTS. Finals Schedule. 4th Period Final 8:00-9:30. Break 9:30-9:45. TEAM/Study Hall/book return 9:45-10:23
DAILY TIGER ANNOUNCEMENTS Junction City High School 1135 W. 6th Ave * Junction City * OR * 97448 Main office: 541-998-2343 * Attendance: 541-998-8617 Counseling Center: 541-998-5955 * Athletics: 541-998-3521
LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE
TITLE: Environmental Health Advisory Procedures ROUTING All Schools and Offices NUMBER: ISSUER: Robert Laughton, Director Office of Environmental Health and Safety DATE: March 30, 2015 Thelma Meléndez,
WIC Nutrition Education Classes- September 2015 Clases de Nutricion
WIC Nutrition Education Classes- September 2015 Clases de Nutricion EAST AUSTIN COMMUNITY CARE 211 COMAL AUSTIN TX 78702 Tuesday 8:00-7:00PM CLOSED 12:00-1:00PM TUESDAY,SEPTEMBER 1 ST,2015 1:15 CHILD SPANISH
Weaning. Breastfeeding. and 1-800-445-6175. Arkansas WIC Breastfeeding Helpline. (WIC de Arkansas Línea de Ayuda para la Lactancia)
Arkansas WIC Breastfeeding Helpline (WIC de Arkansas Línea de Ayuda para la Lactancia) 1-800-445-6175 Breastfeeding and Weaning The WIC program is an equal opportunity provider and employer. (El programa
Qq Rr. KkLl Mm Nn Oo. Qq Rr Ss. HIL (Head Into Lite. Component Kits. Component K. Written Expression Kit Print and Book Awareness
Vinny KkLl Mm Nn Oo areness ad Aloud Motivation Pp Qq Rr Ss Tt Partial Kits Shown Print and Book Awareness Read Aloud Motivation HIL (Head Into Literacy Component Kits t ess t Kit s Kit Partial Kits Shown
Verbs + INFINITIVE (to + verb) Verb + noun/pronoun + Infinitive
Verbs + INFINITIVE (to + verb) I. Advise Beg Encourage Invite Persuade Remind Volunteer Afford Care Expect Learn Plan See Wait Agree Choose Fail Manage Prepare Struggle Want Appear Claim Help Mean Pretend
Early Childhood Education
Early Childhood Education It s where imaginations take flight This photograph and the slogan belong to Los Angeles Universal Preschool. www.fundacionaztecaamerica.org @FAztecAm, Fundacion Azteca America
Your Own Teeth and Gums
Your Own Teeth and Gums CHAPTER1 Next time you look in a mirror, look at your teeth and the skin (gums) around them. Look in your children s mouths, too. Look at both gums and teeth, because the health
Tedi Bear s Insurance Activity Book
Tedi Bear s Insurance Activity Book Brought to you by the Texas Department of Insurance The Texas Department of Insurance is a state agency. We do not sell insurance. Say hello to Tedi Bear! Tedi Bear
Regional and State Declamation Contests. Poster Contest Information (Regional World Language Declamation Contest Only)
Regional and State Declamation Contests The ASAA sanctioned annual regional and state Declamation Contests are held in February at East High. High school students have the opportunity to compete in the
A Note to Parents. 1. As you study the list, vary the order of the words.
A Note to Parents This Wordbook contains all the sight words we will be studying throughout the year plus some additional enrichment words. Your child should spend some time each week studying this Wordbook
What are we hungry for?
What are we hungry for? Healthy Food Community Survey Results Tuesday, December 3, 2013 Augustus F. Hawkins High School - Responsible Indigenous Social Entrepreneurship (RISE School) Los Angeles Food Policy
DIAGNOSTIC EVALUATION
Servicio de Inspección Educativa Hezkuntzako Ikuskapen Zerbitzua 2 0 1 1 / 1 2 DIAGNOSTIC EVALUATION 4th YEAR of PRIMARY EDUCATION ENGLISH LITERACY Name / surname(s):... School:... Group:... City / Town:.
Potty Time. Two Little Hands Productions For more great potty training resources, visit www.pottytime.com
Potty Time Listen to your body When it s time to go potty Every day you re growing And all the signs are showing It s Potty time You can do it Just stick to it You re gonna get through it just fine Come
Sustainability Stories
Sustainability Stories Program Type: Classroom program Audience Type: Grades 6 12 Description: Students write and share stories about how they are making more sustainable choices. Topics: Sustainability,
REPUBLICA BOLIVARIANA DE VENEZUELA INSTITUTO AGUSTINIANO CASA HOGAR DR GUALDRON 5TH GRADE 2014-2015
REPUBLICA BOLIVARIANA DE VENEZUELA INSTITUTO AGUSTINIANO CASA HOGAR DR GUALDRON 5TH GRADE 2014-2015 C O N T E N I D O 1. Oraciones con los Pronombres personales, Pronombres demostrativos y Verbo to be
General Certificate of Secondary Education. Spanish Paper 2 Speaking Tests Role-playing Situations (Foundation and Higher Tiers) [G9102] [G9106]
![General Certificate of Secondary Education. Spanish Paper 2 Speaking Tests Role-playing Situations (Foundation and Higher Tiers) [G9102] [G9106]](/thumbs/39/19107536.jpg "General Certificate of Secondary Education. Spanish Paper 2 Speaking Tests Role-playing Situations (Foundation and Higher Tiers) [G9102] [G9106]")
General Certificate of Secondary Education 2006 Spanish Paper 2 Speaking Tests Role-playing Situations (Foundation and Higher Tiers) [G9102] [G9106] G9102G9106EB TEACHER S BOOKLET, ALL SESSIONS TEACHER
90 HOURS PROGRAMME LEVEL A1
90 HOURS PROGRAMME LEVEL A1 GENERAL AIMS On completing this course, students should be able to: be familiar with the Spanish alphabet letters and signs and relate them to the corresponding sounds. recognise
Chapter 12 Intellectual Development from One One to Three to Three
Chapter 12 Chapter 12 Intellectual Development from One One to Three to Three Contents Section 12.1 Brain Development from One to Three Section 12.2 Encouraging Learning from One to Three 1 Section 12.1