2y ago
2.95 MB
38 Pages
Last View : 13d ago
Last Download : 6m ago
Upload by : Rosa Marty

ApostolicBriefings andCommunicationsSisters, Servants of the Immaculate Heart of MaryVilla Maria House of StudiesImmaculata, Pennsylvania 19345-0200

IN THIS ISSUEWinter , 2012CoverSister Monica Therese Sicilia, IHMIHM Best PracticesSister Margaret Rose Adams, IHMFor Teachers:Sister Adrienne Saybolt, IHM“Helping K-2 Students Struggling with Reading and Writing”LovePrime TimesSister Elaine deChantal Brookes, IHMSister Diane Richner, IHMSister Sarah Ellen McGuire, IHMSister Mary Elizabeth Gailey, IHMGood Writer’s ClubGood Writer’s Club CertificatesSister Theresa Duffy, IHMIHM Math ContestSister Elaine deChantal Brookes, IHMTechnology:“The Flipped Classroom”Sister Jo-Ann Abate, IHMReligious Education SectionSister Helene Thomas, IHMSister Mary Anne Sweeney, IHMSister Barbara Anne Browne, IHMSister Jeanne Baker, IHMSister Kathleen Marie Metz, IHMSister Patricia M. McCormack, IHMCreative HopeFidelityLoveCreative HopeFidelityLoveCreative HopeFidelity

IHM Best Practices IHM Best Practices IHM Best Practices IHM Best Practices IHM Best Practices IHM Best PracticesHow Catholic is your school? How Catholic is your classroom?What makes a Catholic School Catholic? Stop and reflect on this question that has beenasked for many years now. At one point in the history of Catholic education, theoverwhelming presence of religious sisters identified the Catholic School. With thedecline of sisters in schools, what is it that makes a Catholic School? Catholic Identity isintegral to who we are. Speaking recently to a group of dedicated Catholic Schoolteachers, they responded that they thought their school was Catholic until they went tovisit another Catholic School. What is it that they saw in this school? If they visitedyour school, your classroom, what mark would they give you for Catholicity? Here are some questions totest the religious presence in your classroom:YesNoQuestions to ask about your classroom.Do you have a crucifix in good condition prominently placed in your classroom?Do you have a Blessed Mother Statue in good condition in your classroom?Do you have a religious bulletin board?If you have a religious bulletin board, do you change it for the liturgical seasons?Do you have a prayer corner?Is the Bible enthroned in your room?Do you pray in the morning, before and after lunch, at the end of the day?Are your students reverent during prayer times?Do you allow time for private prayer?Do your children interact as Christians with each other?If you hear a siren, do you have the children stop and pray for those in need?Do you ever visit the parish church during exposition times or 40 hours?If you have a mass scheduled when students could attend, do you take them?Do you ever ask the parish priest to come and give a lesson or talk to the children?Do you know the required prayers for your grade and do you say them?Do you have and use the IHM Essential Learnings in Religion?Do you talk about the Sunday mass readings either on Friday or Monday?Do you ever pray a decade of the rosary with your children?Do you talk about the saints?Do you have your students journal about religious issues?Do your give religion homework?Do you celebrate the liturgical year?Do you promote vocations to the priesthood or religious life?Do you have an outreach project just for your classroom apart from the whole school?Do you collect money for the missions?Take a look at the columns. Your yes column gives a good idea how Catholic your room is. Challengeyourself in the next two months to change an item from the no to the yes column. Do you have somethingabout your faith in the room that is not listed here? Congratulations to you!IHM Best Practices IHM Best Practices IHM Best Practices IHM Best Practices IHM Best Practices IHM Best Practices

IHM Best Practices IHM Best Practices IHM Best Practices IHM Best Practices IHM Best Practices IHM Best PracticesLife-Long LearningDedicated, committed teachers value life-long learning. The students who sitbefore you today will have four to twenty jobs in a lifetime that mayencompass three to four career changes. Teachers who model an enthusiasmand energy for education provide a great service to the students who will needto continue learning in this technology rich world. Take a look at thefollowing terms and see if you know what they are:Anchor ChartsClose ReadingBell to Bell TeachingTurn and TalkPair ShareInside-OutsideHow to charts or informational postersReading more deeplyTeaching from the beginning straight through to the end of the dayStudents share with each other what they just learnedTwo students talk about their learningTwo circles with students facing each other sharing what they learnedIn your pursuit of life-long learning, taking time to learn the Common Core State Standards (CCSS) willbe something that will help your students. The Standards are here to stay and shortly all standardizedtesting will be standards based. If you have not already done it, unpacking the standards will be much ofthe professional development offered in the next few years. Get ahead of the group by reading thestandards. Pearson has many webinars that will help you learn more about topics such as text complexity.Treat yourself and take some time to explore the site: http://www.commoncore.pearsoned.comGoalsSMART GoalsS - SpecificM - MeasurableA - AttainableR - RealisticT - Time-boundIn the fall issue of the ABC Notes, there was a page about creatingSMART goals for the school year. This is a good time to get those goals outand evaluate your progress. Did you remember what your goals were?Have you accomplished any of them?What actions steps do you need to do?Do you have them posted somewhere to remind you of the goals?Have you sat down with anyone to discuss your goals for the year?Making your goals practical will help you grow professionally. The majority of the school year is stillahead of us. Work on your goals and see how they improve both you and your students academic life.One Final NoteRepetition remains the mother of learning. Get out those flashcards and drill those addition, subtraction, multiplication, and divisionfacts. In the older grades, insist that children have an immediate responseto percentages, decimals, and fractions. You will be giving them skillsthey will use throughout their lifetime.For additional information regarding the IHM Best Practices contact Sister Margaret Rose Adams, IHM at Best Practices IHM Best Practices IHM Best Practices IHM Best Practices IHM Best Practices IHM Best Practices

HELPING K-2 STUDENTS STRUGGLING WITH READING AND WRITINGSister Adrienne Saybolt, I.H.M. asaybolt@msn.comReading: The ear develops before the eye. Therefore, children learn language first byhearing, not by sight. Remembering that phonemic awareness happens first, let us beginwith reading by offering some hearing tips.Children learn language and speaking patterns through conversation that includes goodgrammar and proper syntax. Always avoid any pattern that hints of “baby talk”!Children do not acquire good patterns by playing computer games (educational thoughthey may be), or by texting as they grow older. That is why experts tell us to disciplineourselves not to talk down to little ones. Rather never hesitate to elevate the vocabularylevel and use complex sentences as the year progresses. This is not counterproductive forstruggling learners! Another helpful technique is self-talk. The teacher thinks out loud ina stage whisper about how to construct a sentence or solve a problem e.g. “I think I needto read that again because it didn’t make sense to me”. When a child perceives theteacher as struggling through a passage or needing to practice, it eases the pressure ofthinking he/she has to be perfect the first time.As an alternate to your own voice or that of an aide when reading aloud, explore thewebsite This is a free web done by the Screen Actors Guildwhere you will find famous celebrities reading children’s literature. Many of ourstudents don’t have the advantage of an adult reading to them, so this is a wonderfulresource.As alphabetical awareness grows, children will be able to apply their growing fluency ina more rapid manner. Beware though: speed is not the goal. Comprehension is the goal.As teachers we have so much to accomplish in a day that we can begrudge “wastingtime” having students reread a passage for fluency and expression. Don’t punish yourselfthat way, because the time is certainly not wasted.Do you ever feel as if you need an inexpensive gimmick to help students with their lettersounds and combinations? Here are two which I learned from Joan Aldrich Knight(Bureau of Education and Research):1) Use a plastic set of letter and hot glue the k to the n. Paint the k white (because it’s asilent ghost). Do the same with w and r, painting the w in white for the same reason.Because they never come apart it signals the eye that they travel together and make onesound. When you are working on ending sounds, glue –ed or –ing together. After yourteaching lessons, the students can work at a center building those endings on base words.2) Save the cardboard tubes from rolls of paper towels. These become telescopes andstudents go on a scavenger hunt through a passage (e.g. the Morning Message) to find allthe sounds you have been working on (e.g. –ay).Example: Today is Monday. It is raining so we must stay inside. Do you knowany games we can play?

Writing: There are always those who have trouble finding a topic. Many times we givea sentence starter or a general idea. For these learners, try giving a very specific sentencestarter. “I know about ” “I think because so that’s why .”To cut down on interruptions while you are working with another group, post all thecorrect spellings of color words, months, days of the week on the word wall. As that wallgrows consider categories other than alphabetical order. Remember these are thestudents who have trouble reading so they might not be able to spot the word in thatorder. How about categories like family, pets, holidays? If a child doesn’t know thatgrandmother begins with g he’s lost. At least focusing on the family category, he standsa chance. Ask the student what sound is in the middle of grandMother. That way you arehelping without spoon feeding, and the student may be able to distinguish more easilybetween grandmother and grandfather – both long words. Most of us do not spell everyword for the children, but ask them to do the best they can, and that we’ll be back soon tocheck. This temporary spelling allows them to move on instead of getting stuck trying towrite, when writing is a source of frustration to begin with!To develop a story, have the children “pass the pen” (or marker, if you are recording onchart paper). You start the story. Pass the pen to the next child who adds an idea. Keeppassing the pen until each person in the group has had a turn. You may want to add awrap-up sentence yourself. Don’t worry if the result is a silly story. The point is thatthese strugglers are getting experience putting ideas on paper.The next issue of the ABCs will pursue more of these reading and writing tips for thestruggling learners. If you have an idea which you could share to help teachers in thesetwo areas, feel free to email me at the above address. I will gladly pass them on andcredit you.

HELPING K-2 STUDENTS STRUGGLING WITH READING AND WRITINGSister Adrienne Saybolt, I.H.M. asaybolt@msn.comNo quantity of skills can compensate for reading widely. Therefore, when you work withstruggling students consider the types of reading they could pursue: 1) read to self; 2)read to someone else; 3) listen to reading; 4) word work; 5) work on writing. Thesecould be stations or centers to which you return in a timed pattern, lingering longer withslower students, checking in more quickly with the better ones. Always give a goal thatyou expect to see when you return e.g. “I’ll read your next two sentences when I comeback”. Then say, “I’ll be back to check on you”.For some strugglers, the concept of rhyming words is difficult. Here’s a variation on thetraditional word wall that might help. Post sound families like ank-er-ide-ore-urUse a simple analogy like, “If you know take, then you know bake and now you knowc .”You can also make small baggies of words according to families (e.g. –ock, -ight). Manyreading series come with these lists on their resource CD. Cut them up for the children tosort under key words such as clock, light. Bags should contain words such as might,jockey, shock, sight, dock, knight, lock etc.A familiar nursery rhyme lends itself to the same rhyming practice. Zero in on the –illand –ail sounds in the following: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.Then ask the students to highlight in one color all the words containing the –ill sound,and in another color those containing the –ail sound.The dollar store is a great resource for teachers. Before Easter purchase some bags of thecolored plastic eggs. On one side of the split, tape the letters of a word family (e.g. –ad).One the other side of the opening, tape some individual letters (h, b, D, f). The childrotates one half of the egg to line it up with a new letter to see if he/she can say the wordshad, bad, Dad, fad. (See website teacherideas for a picture.) If youdon’t write on the eggs, you can use them over and over, changing them as the yearprogresses. Remember you don’t need one for each child. This exercise can be one ofyour centers where only a few children work at a time.What to do about those high frequency words that are one of a kind, break the rules, arehard to spell and can’t be pictured? Brain research tells us that it takes 27-30 repetitionsof something before we learn it. So students need to read, read, read them and write,

write, write them multiple times. But that can be tedious. So the students can do it indifferent ways, such as:1) use a wipe off marker on plastic plates from the dollar store.2) write the words on magic slates (the kind with the plastic sheet that pulls up and erasesthe work);3) write them with a small wet sponge (Envelope sealers are perfect because they have asmall vial of water and a little sponge at the end);4) build the words using sets of magnetic letters;Again you need only a few of each because they, too, can be used at centers. As thesewords become more familiar, make special section of the word wall just for those typesof words (they, is, come, were, went, from, have etc.)By now you are getting the sense that word walls are effective in many ways. Here’s onemore. Post the color words with a block of that color beside each word. When childrenneed to spell the word they just look for the color they need and see the spelling besidethe color block. One less interruption for you while you’re trying to work with anothergroup!In the next issue, there will be more suggestions for phonological awareness andtechniques to use with struggling readers and writers.

Sisters, Servants of the Immaculate Heart of MaryImmaculata, Pennsylvania 19345November, 2012Advent CandlesFun with Christmas Songs or PoemsWeek OneOne candleShines so brightLike the blazing starOn Christmas night.Copy a Christmas song or Christmas poem that thestudents know. Have the students underline all thecommon nouns in red, and all the proper nouns ingreen. This activity can also beused at another time to findadjectives and adverbs.Week TwoTwo candlesShine so brightLike Mary and Joseph’sSmiles of delightWeek ThreeThree candlesShine so brightLike the shepherd’s facesIn the firelightWeek FourFour candlesShine so brightLike the joy around the worldAt the special sight.What’s the Question?Here’s a good thinking activity for your students! Givethem an “answer” and have them think of a questionthat fits it.For example: The answer is red.The question could be:What color is Santa’s suit?What color is Rudolph’s nose?For Math: Assign points to thenouns. If it is a person, 4 points;place, 3 points; thing, 2 points, animal, 1 point. Addthe points for both common and proper nouns andthen show the difference.Advent SongTune: “The Wheels on the Bus”An angel came from heaven, heaven, heaven.An angel came from heaven, to bring the good news.The angel’s name was Gabriel, Gabriel, Gabriel.The angel’s name was Gabriel. He went to Galilee.The Lady’s name was Mary, Mary, Mary.The Lady’s name was Mary. She would bear God’s Son.The baby’s name was Jesus, Jesus, Jesus.The baby’s name was Jesus. Born in Bethlehem.

An Advent StoryBook: A Stocking for Jesusby Suzanne Middendorf Arruda –Pauline Books and MediaA family is placing a stocking on the mantel for eachperson in the family. A little one wonders why Jesusnever gets a Christmas stocking. This inspires herfamily to offer Jesus gifts of love and kindness in honorof His birthday.An activity can be to create/design a classroomstocking or individual stockings that can be filled withgood deeds, kind acts, and loving concern for others.The classroom stocking can be placed in the prayercorner, on the bulletin board, or on the board ledge.Slips of paper can be made available to print your giftto Jesus and then place it in the stocking. If it is anindividual stocking, students can cut out a stocking,put a small sticker on the stocking each time theyperform a good deed. If it is an individual stocking, itcan be taken home and placed on their tree or nearthe manger scene as a gift for Jesus on His birthday.Calendar CreationsUse this activity in your writing center. Outdatedcalendars become picture‐perfect writing prompts! Toprepare the calendar, cover each monthly grid withcolorful construction paper. Then cut a supply ofwriting paper to fit atop the construction paper pages.Place writing paper, glue, pencils and two or moreprepared calendars at a center. A child selects acalendar picture that is opposite blank constructionpaper. He writes about the picture on writing paperand then glues his writing atop the construction paper.When all the construction paper pages of a calendarare filled, place the resulting booklet in the classroomlibrary for all to enjoy.Mitten MatchEnlarge a mitten pattern and cut out several mittens.Write addition, subtraction, multiplication, ordivision facts on the mittens. String a clothes line atthe top of the chalkboard or under the chalk ledge.Students perform mental math to get answers andthen match the mittens using clothes pins.Place Value SnowmenWrite a three‐digit number on a snowman’s hat. Writethe ones, tens, and hundreds values on small, medium,and large snowballs. Have the children build snowmenby matching the snowballs to the hats.I have a dream “Dream Mobile”517710500Great net Martin Luther King’s speech, “I Havea Dream” or explain the speech toyounger children.Using a cloud pattern, ask students to write his/herown dream for his/her community, country, and worldon the cloud. Tell students that their dream must beone that can succeed only if people care for oneanother and work together in harmony. This can be aclass project, group project or an individual project.Examples can be world peace, respect life, war,poverty, clean environment, hunger, bullying.Using a hole puncher, punch a hole in each cloud andstring them together. Hang from hangers, wall cork orboard ledges.

National Writing DayJohn Hancock, born on January 23,1737, was the first to sign theDeclaration of Independence. Hesigned his name in bold, beautifulhandwriting. National HandwritingDay is celebrated on January 23rd, the anniversary ofHancock’s birth. Give out John Hancock WritingAwards to students during this week for their workthat demonstrate the qualities of good handwriting.Mr. Groundhog’s ShadowInvite Mr. Groundhog into your classroom to givestudents a clever drill on opposites. Enlarge agroundhog pattern on black and light brownconstruction paper. Label the cutouts withantonyms. (Use white peel-offlabels for the black cutouts.)After matching each groundhogto its correct shadow, have thestudent shuffle up thegroundhogs and match themindependently. Make more groundhogs for matchingmath facts and answers, beginning sounds andpictures, upper and lowercase letters or other skills.Presidential Paper PlatesStart with a paper plate and make anunmistakable face! Provideconstruction paper, scissors, etc forstudents. Have children paste paper hats, hair, andbeards on the plates, and then draw on facial featuresto represent Abe Lincoln and George Washington.Mount the presidents in a row around the classroomand learn a poem about either Lincoln or Washington.Little Penguin SongAction Song to the tune of“I’m a Little Teapot”I’m a little penguin,Black and white.With big orange feetI’m quite a sight.I have to play outsideIn the ice and snow‘Cause I like the coldDon’t you know!SequencingRead the book “Somebody Loves You, Mr. Hatch”By Eileen SpinelliThis is a warm hearted story that examines how theeffect of love can change a drab, uninteresting life.This story is great for sequencing. Mr. Hatch doesthe same thing every day. Have the childrensequence Mr. Hatch’s daily routine from the time hegets up until he goes to bed.How does this all change once he receives a specialgift?How does he act after he returns the special gift?What happens at the end of the story?What are some of the things we can learn from thisstory?February DaysFebruary has many special days,That we can celebrate in lots of ways.It’s winter and it’s time for snow,Listen to the cold winds blow.Our heavy coats feel warm and nice,Careful now! Don’t slip on ice!Mr. Groundhog peeks from his hole,Predicting springtime is his role.If he sees his shadow, winter stays we fear.If there is no shadow, then springtime is near.Thomas Edison’s ideas were bright,We thank him for the electric light.Science was important to this man,For many inventions he had a plan.February 12 – that’s the date,Lincoln’s birthday – he was great.Abe was honest, all could see,He helped the slaves to be free.Valentine’s Day is almost here,Send a card to someone dear.Valentine parties filled with fun,A happy time for everyone.Washington’s birthday – the 22nd day,As our first president, he led the way.He and his soldiers crossed the Delaware River,Bitter cold weather really made them shiver.February has many special days,That we can celebrate in lots of ways.Mail Call

Use inexpensive valentines to make grammar practicea treat. Attach three paper mailbags to a folder orbulletin board labeled noun, verb, adjective, etc.Circle one word on eachof 20valentines. Students lookat thecircled word on eachvalentineand place it in the correctpocket.Problem SolvingPost a problem on the smart board or chalkboard.Have students circle the facts. Identify the question.Draw a box around key words. Look forclues and underline them.Example: Keisha wants to buy avalentine gift for her mom. The giftcost is 10.00. She has saved 5.00and can save .50 each week. Explain toKeisha how many weeks it will take her to haveenough money to buy the gift.(Change the name and amounts to meet your needs.)Great Books and Tally MarksOn the hundredth day of school find out how many ofthe Hundred Best Picture Books your class has read.Project the list on your smartboard, computer, or just readthe list out loud. Have yourstudents put a tally mark ontheir paper for every book theyhave read. At the end count tosee who has the most tally marks.Math Mind BuilderUse the digits to write six three‐digit numbers for eachrule:A. Show “5” in the tens placeB. Show “2” in the hundreds placeC. Show “6” in the ones place.1625Change the digits and rules to use again.Math Flip‐FlopsTake an index card and fold it in half. Open the cardand cut three slits up to the fold. This gives you fourblocks. Print an addition fact on each flap. Put theanswer under the flap. Make additional as more factsare taught.Flip the card over and you will have blank flaps. Printmore addition facts on the other side. Put the answersunder the flap. Some students may be able to maketheir own cards once you show them. The studentscan store their cards in a zip lock bag. It is easy forparents or tutors to use the cards to test the studenton their math facts. Student can test student becausethe correct answer is on the flap. You can test thestudent. You can display a chart with the names of thestudents listed and as they master their facts, they canplace a small sticker next to their name.This activity can be used for subtraction, multiplicationand division.Counting backwardGet little ones moving with this large group activity.Have a youngster (astronaut) sit in a chair in an openarea. Gather the remaining students in a circle aroundthe chair and have them point their raised armstoward the center of the circle so they resemble thenose cone of a rocket. Lead the group in countingbackward form ten. When you reach zero, have them“launch” the astronaut by dropping their arms andstanding back. Then invite the astronaut to “fly” aboutthe room.Lenten SongTune: “London Bridge”Lent’s our time to change and grow,Change and grow, change and grow.Lent’s our time to change and grow,Just like Jesus.Lent’s the time to act with love,Act with love, act with love.Lent’s the time to act with love,Just like Jesus.We will change and grow in love,Grow in love, grow in love.We will change and grow in love,Just like Jesus. is a free, is a freeinteractive website perfectfor the smart board, but alsogreat for a PC. Students fromgrades 2‐6 will LOVE exploring contentfrom simple machines and virtualsurgery to designing a cell phone! It alsoincludes PDF print out assessments andlesson plans.KidsHealth.orgis another freeinteractive website.A classroom favorite for grades 3‐6 is“How the Body Words”. This is an ageappropriate set of short animated clipsabout the different parts and systems inthe body. ALWAYS preview theselections you wish to use prior tosharing them with your students. Thesite also has parent and teen pages thatwould not be appropriate with youngerchildren, but possibly a resource toshare with parents.SUPER TIMER!A turbo chargedversion of theballoon timergreat for all sortof classroomactivities. (Times for up to 20 t‐use website for pre‐k to highschool. There are endless interactivegames, tutorials, quizzed and plans thatcover every subject. Activities areflexible and entertaining for the wholegroup, small groups or individuals.Truly, an amazing resource that you andyour students will love! site will make your students gigglewithexcitement asthey practicemath, scienceand literacyskills.Topmarks.comThis is a great resource for Pr‐K to 8.You can find countless interactive toolsto use during your lessons in everysubject area including religion. The siteis out of the UK sowill not be helpfulfor US money etc.Arcademicskillbuilders.comAcademics Arcade Fun Learning!Featuring free multiplayer learninggames, math games, language artsgames, and much more for kids in K‐8.

Grades 3 & 4JANUARYA smile is such an easy thingTo pass along the way,Like a ray of winter sunshineOn a somewhat gloomy day.FEBRUARYIt is not how much we do,but how much love we put intothat action.Mother TeresaGrade 5 &6JANUARYGod doesn’t require that yousucceed;He only requires that you try.FEBRUARYIt is not the magnitude of ouractions,but the amount of love that isput into them that matters.Mother TeresaMother TeresaGrades 7 & 8JANUARYCharacter is who you areWhen only God is watching.FEBRUARYHold tightly to God in peaceTrusting in His love for you.St. Francis de Sales

MARCHGrades 3 & 4Grades 5 &6If you are wise,You will organizeTo make sure your writingIs just the right size.Right is right,even if everyone is against it.Wrong is wrong,even if everyone is for it.William PennGrades 7 & 8The task ahead of youIs never as greatAs the power behind you.Winter, 2012

IHM Math Contest2012 - 2013February 5 or 6, 2013************IHM MATH CONTEST REGISTRATION FORMSCHOOLADDRESSZIPPRINCIPALPHONE: (School) (Cell)*E-MAIL (Principal)PARTICIPATING TEACHERSOF MATHEMATICS:*E-MAIL (Teacher)GRADES PARTICIPATING78PLEASE CIRCLE.REGISTRATION PROCESS1. Include registration fee - 15.00 per grade. (Checks payable to Sisters of IHM)2. Complete the form above, enclose fee ( 15 or 30) and mail to:IHM MATH CONTESTc/o Sister Elaine de Chantal Brookes, IHMImmaculata University1145 King RoadImmaculata, PA 193453. Deadline for registration - Friday, January 11, 2013*Please be sure to include e-mail of principal and teacher. If there are any clarifications that need tobe made, then we will be able to contact all participating schools quickly and efficiently. Thank you!

2012-2013IHM Math ContestGrades 7 and 8PRELIMINARYTESTSLate in January, each participating school will receive via e-mailan Adobe version of the 7th & 8th grade preliminary tests andaccompanying answer keys. It is strongly recommended that thetest be administered to the better than average math students. TheIHM Math Contest coordinator will make copies of the test asneeded for your school. The dates for the administration of the testare February 5 or February 6, with the results returned andpostmarked no later than February 11, 2013. Certificates of meritfor the top three students in each grade will be provided when thepreliminary list of winners is sent out.PRELIMINARYWINNERSThe list of preliminary winners (@ top 100 students per grade) willbe sent to all participating schools by March 8, 2013. Thesestudents will be invited to participate in the final competition overApril 9 and 10th.FINALSThe final c

IHM Best Practices Sister Margaret Rose Adams, IHM For Teachers: Sister Adrienne Saybolt, IHM “Helping K-2 Students Struggling with Reading and Writing” Prime Times Sister Elaine deChantal Brookes, IHM Sister

Related Documents:

IHM: introduction –conception –éléments des IHM –progr. événementielle –web –handicap –évaluation Adapter l’IHM (1) o Caractéristiques de l’utilisateur différences physiques âge handicap connaissances et expériences dans le domaine de la tâche (novice, expert, professionnel) en informatique, sur le système (usage occasionnel, quotidien)

Historical Figures in the IHM Congregational History as portrayed in the art of S. Helen David Brancato, IHM ANNUAL REPORT 2019-2020 . no celebratory Mass at the Cathedral and no face without a mask! HOWEVER, I also never dreamed I would be able to work from home; I would find that . generous support

Contiki Holidays Europe Winter 2012/13 Legendary for a reason HOLIDAYS FOR 18-35'S 2012/13 EUROPE WINTER Your travellers guide. EEurope Winter 1-84.indd 2urope Winter 1-84.indd 2 114/11/2012 12:154/11/2012 12:15. 3 Welcome to Contiki Here at Contiki, we're a bunch of passionate travellers like you, so we know all the top tips that you need .

Two-Year Calendar 7 Planning Calendars SCampus 2011-12 January 2012 May 2012 September 2012 February 2012 June 2012 October 2012 March 2012 July 2012 November 2012 April 2012 August 2012 December 2012 S M T W T F S

Grammatik A2 Nebensätze - kausal Monika spielt gut Tennis. - Warum? - Sie trainiert viel. Paul ärgert sich. Ich stimme ihm nicht zu. Paul ärgert sich, weil ich ihm nicht zustimme. Trennbare Verben stehen im Nebensatz am ENDE zusammen! Übung 1 Warum kommen die Leute nicht? Beispiel: Max hat keine Zeit.Max kommt nicht, weil er keine Zeit hat. a) Beate hat Kopfschmerzen.File Size: 980KB

Dr. Rollin McCraty. with the Institute of HeartMath (IHM) since its creation in 1991. He is IHM’s executive vice presi-dent and director of research. A psychphysiologist, Dr. McCraty’s research interests include the physiology of emotion, with a . Ph.D, 2000 Good for the. Mind

Als aber dieser da, dein Sohn, gekommen ist, der dein Vermögen mit Dirnen verprasst hat, hast du ihm das Mastkalb geschlachtet.“ Er aber sprach zu ihm: „Mein Kind, du bist allezeit bei mir, und alles, was mein ist, ist dein. Jetzt aber müssen wir feiern und uns freuen, denn dieser da, dein Bruder, war tot und lebt wieder, er war verloren .

A. General guidance for academic writing The style of writing required for LSHTM assessments may call for different skills to those you have used in your previous education or employment. If you are not entirely confident in this, remember that the more academic writing you do, the better you will become at it. Aspects that may be new or unfamiliar, such as citing and referencing, should .