Como Leer Con Nuestros Hijos As Para Familias [1]Pdfluprimero
Este documento ofrece consejos y actividades para involucrar a niños en la lectura y escritura en situaciones cotidianas de la casa. Propone usar momentos como leer cuentos, hacer recetas de cocina, ir de compras, y viajes para acercar a los niños a la lectura y escritura de una manera natural y divertida.
This document is a message congratulating Wilson and Kelly on their relationship and expressing love and affection. It refers to Wilson and Kelly as "nenes" or babies and tells Wilson that he is Rocio's life and that it is just the two of them. Rocio expresses her love for Wilson, calling him "flaquito" or skinny, and signs off with her name and Wilson and Kelly's names.
Este documento apresenta promoções de produtos da marca Natura, oferecendo descontos em itens de perfumaria, maquiagem, cuidados pessoais e outros. Os clientes podem obter descontos adicionais ao comprar em conjunto determinados produtos de diferentes linhas ou ganhar itens gratuitos ao adquirir produtos regulares. Informações sobre contato para pedidos também são fornecidas.
This document provides Spanish translations for 15 English adjectives: antiguo, raro, nuevo, único, grande, bueno, simple, viejo, pobre, mismo, puro, cierto, diferente. Each adjective is used in a short English phrase or sentence, which is then translated into Spanish underneath with the target adjective highlighted. The adjectives cover a range of types including age-related, evaluative, and distinguishing.
Como Leer Con Nuestros Hijos As Para Familias [1]Pdfluprimero
Este documento ofrece consejos y actividades para involucrar a niños en la lectura y escritura en situaciones cotidianas de la casa. Propone usar momentos como leer cuentos, hacer recetas de cocina, ir de compras, y viajes para acercar a los niños a la lectura y escritura de una manera natural y divertida.
This document is a message congratulating Wilson and Kelly on their relationship and expressing love and affection. It refers to Wilson and Kelly as "nenes" or babies and tells Wilson that he is Rocio's life and that it is just the two of them. Rocio expresses her love for Wilson, calling him "flaquito" or skinny, and signs off with her name and Wilson and Kelly's names.
Este documento apresenta promoções de produtos da marca Natura, oferecendo descontos em itens de perfumaria, maquiagem, cuidados pessoais e outros. Os clientes podem obter descontos adicionais ao comprar em conjunto determinados produtos de diferentes linhas ou ganhar itens gratuitos ao adquirir produtos regulares. Informações sobre contato para pedidos também são fornecidas.
This document provides Spanish translations for 15 English adjectives: antiguo, raro, nuevo, único, grande, bueno, simple, viejo, pobre, mismo, puro, cierto, diferente. Each adjective is used in a short English phrase or sentence, which is then translated into Spanish underneath with the target adjective highlighted. The adjectives cover a range of types including age-related, evaluative, and distinguishing.
This document provides an overview of the Teaching Proficiency through Reading and Storytelling (TPRS) method for teaching second languages. It explains that TPRS uses interactive stories to provide comprehensible input and immerse students in the target language. It outlines the stages of language acquisition and emphasizes the importance of listening comprehension before speaking. It also details strategies used in TPRS like circling, embedded readings, and personalized question-answer sessions. Finally, it lists classroom jobs students can have to help manage the class.
This document discusses standards-based grading in world language classrooms. It recommends not grading homework as practice, but rather providing feedback to support mastery over time. Feedback should be timely, within a day, and address specific standards for things like sentence structure, pronunciation, vocabulary and story retelling. Both oral and written assessments can provide immediate or slightly delayed feedback aligned to standards. A 4-point grading scale is suggested to indicate student independence levels from needing help to exceeding targets. Contact information is provided for the presenter.
Two Wind Deer, a young boy from the Shining Jaguar clan, accidentally enters the sacred temple where village leaders are discussing how to obtain cacao beans from the gods' garden. Though frightened of being punished for breaking this rule, Two Wind Deer unwittingly provides insight that gives the leaders an idea. Lost in the jungle trying to escape, Two Wind Deer is comforted by his pet monkey who transforms into Quetzalcoatl and leads the boy to a magical cacao tree. Quetzalcoatl tells Two Wind Deer to bring the cacao beans back to his village, ensuring the people will always have chocolate and that Two Wind Deer will be known as the boy who brought chocolate to
Quetzalcoatl, the feathered serpent god, heard that the people had no food so he followed a trail of ants to the Mountain of Sustenance. There, he encountered giant red ants guarding a store of colorful corn. Quetzalcoatl convinced the ants to give him kernels of each color by turning himself into an immense black ant. He then returned to the people as a feathered serpent with the corn and planted it, helping the people by sharing in their harvest.
Quetzalcoatl and Tlaloc, the rain god, quarreled over who was the mightiest god. They agreed to settle it with a game using a rubber ball. On the day of the game, they played from sunrise to sunset while crowds watched. The game was close, with Tlaloc leading by two points at the end. However, Quetzalcoatl was able to make a shot through the stone hoop, winning the game. As the winner, Tlaloc offered Quetzalcoatl the gift of corn, but Quetzalcoatl instead took jade and quetzal feathers so the people would not go hungry.
Un tour de gastronomía
Por Señora Huegerich, South Hamilton CSD
These pictures were all taken in Spain during the summer of 2012 on a student exchange trip through ISE. These are not copyrighted, but please give credit to Señora Huegerich of South Hamilton CSD if you are going to use them in any way. Gracias de antemano.
The document summarizes the agenda for a Curriculum Committee Meeting on March 23, 2013. The committee aims to [1] create an Iowa World Language curriculum that focuses on student learning outcomes, core standards, intercultural skills, and applied/performance-based language tasks. [2] The vision is for this curriculum to culminate in a K-16 language portfolio with built-in assessment to improve student learning. [3] The committee will undertake a two-year process involving discussions on goal setting, student self-assessment, performance tasks, and making goals central to the curriculum in year one, followed by active classroom inclusion and collaborative discussions to refine the curriculum in year two.
Juli is a young Spanish bullfighter who started his career at age 12. The document provides details about the different stages and roles in a bullfight, including descriptions of Juli's performances and passes with the bull. It explains the process from when the bull first enters the ring to the final kill, with explanations of the picador, banderilleros, and matador. Photos show Juli at different points during the fights, demonstrating his skill and bravery close to the bull.
The document discusses the "Flipped Classroom" model where traditional lectures are moved outside of the classroom via educational videos assigned as homework, while practice and application activities are done in the classroom. This allows for a more engaging and interactive classroom experience. Benefits seen in studies include students scoring higher on tests on average and feeling more confident to try new activities. The document provides examples and tips for implementing this model, including ways to access videos for students without internet access at home.
El documento explica las diferencias entre el pretérito y el imperfecto en español. El pretérito se usa para acciones puntuales o específicas con un inicio o fin definido, como series de eventos o cambios repentinos de sentimiento. El imperfecto se usa para descripciones físicas continuas, acciones habituales, sentimientos y estados emocionales, y para indicar la hora o el tiempo.
This document provides an overview of using the imperfect tense in Spanish. It discusses the three irregular verbs in the imperfect tense - ser, ver, and ir - and provides their conjugations. It then explains the regular endings for -ar, -er, and -ir verbs in the imperfect tense. Finally, it gives some example sentences for the learner to practice conjugating verbs in the imperfect tense.
The document discusses regular -ar verbs in Spanish. It provides the preterit endings for regular -ar verbs (-é, -aste, -ó, -amos, -asteis, -aron) and conjugates common -ar verbs like hablar (to speak), afeitar (to shave), and mostrar (to show) in the preterit tense. Examples are given to practice communicating using regular -ar verbs in the preterit.
The document summarizes Spanish verb conjugations in the preterite tense. It discusses regular verbs like -ar, -car, -gar, and -zar verbs as well as stem-changing -ir verbs. It provides examples of time expressions used with the preterite tense and conjugates common stem-changing verbs like dormir, servir, and vestir in the preterite. It includes examples to practice identifying and using the preterite tense.
The document discusses regular -er/-ir verbs in Spanish. It provides the preterit endings for these verbs (-é, -iste, -ió/-ieron) and conjugates the regular verbs comer (to eat), vivir (to live), and salir (to leave/go out) in the preterit tense. Examples are given to practice using these verbs in sentences in the preterit tense.
The document discusses Spanish verb conjugations in the preterit tense. It covers irregular verbs like "ser", "ir", "ver", and "dar" which have irregular stems and endings in the preterit. It also provides examples of how to conjugate regular verbs like "-ar", "-er", and "-ir" verbs in the preterit. Finally, it gives examples of filling in blanks with the correct conjugated verb in the preterit tense.
The document discusses Spanish regular verbs ending in -car, -gar, and -zar. It notes that only the yo form is irregular for these verbs, while all other forms follow the regular pattern. It provides examples of conjugating the verbs tocar, pagar, and comenzar in the preterit tense. It then prompts filling in blanks with the correct conjugated verb forms and encourages practicing communication using the preterit.
El documento describe la tradición del "yipao" en la cultura del Eje Cafetero colombiano. El término "yipao" proviene de la palabra "jeep" y se refiere a cargar excesivamente un vehículo Jeep Willys con productos agrícolas u otros artículos. Los yipaos se usan comúnmente para transportar plátanos, yuca, café u otras cosechas. El concurso y desfile del yipao en Calarcá mantiene viva esta tradición folclórica colombiana.
The Flippin' Classroom: A Look at Immersion Through Mastery, Flipped Classroom, and Standards-Based Grading
Presented at IWLA 2011 by Kimberly Huegerich
The document discusses a 1:1 laptop initiative across multiple schools to provide all students with equal access to learning tools and increase engagement, creativity, communication, and technology skills. It promotes using web 2.0 tools like Moodle, Ning, wikis, Google Docs, and iLife apps for communication, collaboration, and student creation of projects, videos, stories, and presentations in Spanish.
This document provides an overview of the Teaching Proficiency through Reading and Storytelling (TPRS) method for teaching second languages. It explains that TPRS uses interactive stories to provide comprehensible input and immerse students in the target language. It outlines the stages of language acquisition and emphasizes the importance of listening comprehension before speaking. It also details strategies used in TPRS like circling, embedded readings, and personalized question-answer sessions. Finally, it lists classroom jobs students can have to help manage the class.
This document discusses standards-based grading in world language classrooms. It recommends not grading homework as practice, but rather providing feedback to support mastery over time. Feedback should be timely, within a day, and address specific standards for things like sentence structure, pronunciation, vocabulary and story retelling. Both oral and written assessments can provide immediate or slightly delayed feedback aligned to standards. A 4-point grading scale is suggested to indicate student independence levels from needing help to exceeding targets. Contact information is provided for the presenter.
Two Wind Deer, a young boy from the Shining Jaguar clan, accidentally enters the sacred temple where village leaders are discussing how to obtain cacao beans from the gods' garden. Though frightened of being punished for breaking this rule, Two Wind Deer unwittingly provides insight that gives the leaders an idea. Lost in the jungle trying to escape, Two Wind Deer is comforted by his pet monkey who transforms into Quetzalcoatl and leads the boy to a magical cacao tree. Quetzalcoatl tells Two Wind Deer to bring the cacao beans back to his village, ensuring the people will always have chocolate and that Two Wind Deer will be known as the boy who brought chocolate to
Quetzalcoatl, the feathered serpent god, heard that the people had no food so he followed a trail of ants to the Mountain of Sustenance. There, he encountered giant red ants guarding a store of colorful corn. Quetzalcoatl convinced the ants to give him kernels of each color by turning himself into an immense black ant. He then returned to the people as a feathered serpent with the corn and planted it, helping the people by sharing in their harvest.
Quetzalcoatl and Tlaloc, the rain god, quarreled over who was the mightiest god. They agreed to settle it with a game using a rubber ball. On the day of the game, they played from sunrise to sunset while crowds watched. The game was close, with Tlaloc leading by two points at the end. However, Quetzalcoatl was able to make a shot through the stone hoop, winning the game. As the winner, Tlaloc offered Quetzalcoatl the gift of corn, but Quetzalcoatl instead took jade and quetzal feathers so the people would not go hungry.
Un tour de gastronomía
Por Señora Huegerich, South Hamilton CSD
These pictures were all taken in Spain during the summer of 2012 on a student exchange trip through ISE. These are not copyrighted, but please give credit to Señora Huegerich of South Hamilton CSD if you are going to use them in any way. Gracias de antemano.
The document summarizes the agenda for a Curriculum Committee Meeting on March 23, 2013. The committee aims to [1] create an Iowa World Language curriculum that focuses on student learning outcomes, core standards, intercultural skills, and applied/performance-based language tasks. [2] The vision is for this curriculum to culminate in a K-16 language portfolio with built-in assessment to improve student learning. [3] The committee will undertake a two-year process involving discussions on goal setting, student self-assessment, performance tasks, and making goals central to the curriculum in year one, followed by active classroom inclusion and collaborative discussions to refine the curriculum in year two.
Juli is a young Spanish bullfighter who started his career at age 12. The document provides details about the different stages and roles in a bullfight, including descriptions of Juli's performances and passes with the bull. It explains the process from when the bull first enters the ring to the final kill, with explanations of the picador, banderilleros, and matador. Photos show Juli at different points during the fights, demonstrating his skill and bravery close to the bull.
The document discusses the "Flipped Classroom" model where traditional lectures are moved outside of the classroom via educational videos assigned as homework, while practice and application activities are done in the classroom. This allows for a more engaging and interactive classroom experience. Benefits seen in studies include students scoring higher on tests on average and feeling more confident to try new activities. The document provides examples and tips for implementing this model, including ways to access videos for students without internet access at home.
El documento explica las diferencias entre el pretérito y el imperfecto en español. El pretérito se usa para acciones puntuales o específicas con un inicio o fin definido, como series de eventos o cambios repentinos de sentimiento. El imperfecto se usa para descripciones físicas continuas, acciones habituales, sentimientos y estados emocionales, y para indicar la hora o el tiempo.
This document provides an overview of using the imperfect tense in Spanish. It discusses the three irregular verbs in the imperfect tense - ser, ver, and ir - and provides their conjugations. It then explains the regular endings for -ar, -er, and -ir verbs in the imperfect tense. Finally, it gives some example sentences for the learner to practice conjugating verbs in the imperfect tense.
The document discusses regular -ar verbs in Spanish. It provides the preterit endings for regular -ar verbs (-é, -aste, -ó, -amos, -asteis, -aron) and conjugates common -ar verbs like hablar (to speak), afeitar (to shave), and mostrar (to show) in the preterit tense. Examples are given to practice communicating using regular -ar verbs in the preterit.
The document summarizes Spanish verb conjugations in the preterite tense. It discusses regular verbs like -ar, -car, -gar, and -zar verbs as well as stem-changing -ir verbs. It provides examples of time expressions used with the preterite tense and conjugates common stem-changing verbs like dormir, servir, and vestir in the preterite. It includes examples to practice identifying and using the preterite tense.
The document discusses regular -er/-ir verbs in Spanish. It provides the preterit endings for these verbs (-é, -iste, -ió/-ieron) and conjugates the regular verbs comer (to eat), vivir (to live), and salir (to leave/go out) in the preterit tense. Examples are given to practice using these verbs in sentences in the preterit tense.
The document discusses Spanish verb conjugations in the preterit tense. It covers irregular verbs like "ser", "ir", "ver", and "dar" which have irregular stems and endings in the preterit. It also provides examples of how to conjugate regular verbs like "-ar", "-er", and "-ir" verbs in the preterit. Finally, it gives examples of filling in blanks with the correct conjugated verb in the preterit tense.
The document discusses Spanish regular verbs ending in -car, -gar, and -zar. It notes that only the yo form is irregular for these verbs, while all other forms follow the regular pattern. It provides examples of conjugating the verbs tocar, pagar, and comenzar in the preterit tense. It then prompts filling in blanks with the correct conjugated verb forms and encourages practicing communication using the preterit.
El documento describe la tradición del "yipao" en la cultura del Eje Cafetero colombiano. El término "yipao" proviene de la palabra "jeep" y se refiere a cargar excesivamente un vehículo Jeep Willys con productos agrícolas u otros artículos. Los yipaos se usan comúnmente para transportar plátanos, yuca, café u otras cosechas. El concurso y desfile del yipao en Calarcá mantiene viva esta tradición folclórica colombiana.
The Flippin' Classroom: A Look at Immersion Through Mastery, Flipped Classroom, and Standards-Based Grading
Presented at IWLA 2011 by Kimberly Huegerich
The document discusses a 1:1 laptop initiative across multiple schools to provide all students with equal access to learning tools and increase engagement, creativity, communication, and technology skills. It promotes using web 2.0 tools like Moodle, Ning, wikis, Google Docs, and iLife apps for communication, collaboration, and student creation of projects, videos, stories, and presentations in Spanish.