By Lois Lowry
Aid! Anastasia Krupnik's mom needs to manage her chaotic lifestyles. So Anastasia, who's a really prepared individual, and her father invent the answer to Mrs. Krupnik's challenge: the Krupnik family members Nonsexist house responsibilities Schedule.
But while Mrs. Krupnik is going to California on a ten-day work trip, Anastasia unearths that the matter isn't solved in any respect. It's difficult to stay to a agenda that doesn't depart room for her little brother, Sam, who's come down with the bird pox, and her father's former female friend, who's invited herself to dinner. How is Anastasia presupposed to deal with those interruptions whilst she's making plans her first dream-date dinner for Steve Harvey?
It's a cinch. so long as she sticks to the Krupnik Romantic Dinner Week time table, what might be able to get it wrong?
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Extra info for Anastasia on Her Own (Anastasia Krupnik, book 5)
Com Bilingual Kids: English-Spanish, Beginners © 2010 Sara Jordan Publishing An swer Keys / Respuestas Pg. 13 buenas noches de nada gracias lindo día mucho gusto Pg. 38 payaso botella desayuno Pg. 14 How are you? I’m well. ¿ Cómo estás? Estoy bien. See you later! Good-bye. ¡ Hasta luego! Adiós. lluvia pollo rayo Pg. 42 1. stork / la cigüeña 2. girl / la niña 3. spider / la araña 4. boy / el niño Pg. 55 Across 2. lettuce 5. sugar 7. arroz 8. sopa Down 1. leche 3. ensalada 4. pescado 6. corn Pg. 18 DEFG HIJK OPQ Pg.
Salad (Spanish) 7. rice (Spanish) 4. pescado (English) 8. soup (Spanish) 6. com 55 CHAPTER 11 Activity 3 / Actividad 3 Color the object that does not belong. Then print this word to the side. Use your new language. Colorea el objeto que no pertenece. Luego escribe la palabra al costado. Usa tu idioma nuevo. com /////// Bilingual Kids: English-Spanish, Beginners © 2010 Sara Jordan Publishing CHAPTER 11 Activity 4 / Actividad 4 Fill in the missing vowels. Color the pictures. Completa con las vocales que faltan.
Busca en el dibujo las palabras con Ñ y coloréalas. Escribe las palabras. ” so that the children know the question in both languages. Begin showing time to the hour only. ” Continue in this way until they can confidently state the time to the hour in both languages and then follow with the half and quarter hour. A variation is to give all of the students a clock and have them show a time that is given to them in both languages. ” de modo que los estudiantes reconozcan la pregunta en los dos idiomas.