• Home

  • Documents

  • Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only...
49
Responding When Students Do (and don’t) Get It Douglas Fisher www.fisherandfrey.com

Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

  • Upload
    others

  • View
    4

  • Download
    0

Embed Size (px)

Citation preview

Page 1: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Responding When Students Do

(and don’t) Get It

Douglas Fisherwww.fisherandfrey.com

Page 2: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

“We accept learning as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning.”

—DuFour, DuFour, & Eaker, 2008

Page 3: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

How will we respond when some students already know it?

How will we respond when some students do not learn?

What is it we expect our students to learn?

How will we know when they have learned it?

Page 4: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Determining Impact

Page 5: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Impacting Student Learning

Short-term evidence of

learning

Long-term evidence of

learning

Page 6: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Learning How to Determine Effect Size for a Group

Effect size = Average (post-assessment) – Average (pre-assessment)Average standard deviation or SD*

Page 7: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

For example . . . .

On a six-week “writing for argument” unit teachers calculated their effect size (.77), above the threshold of .40.

The teachers concluded their efforts to improve students’ writing skills were successful.

Page 8: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

0.5

Reverse effects Zone of desired effects

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

Writing for argument: d = 0.77

Presenter
Presentation Notes
Standard error = 0.079 (Medium) Rank: 3/136 Number of meta-analyses: 2 Number of studies: 30 Number of participants: 3835
Page 9: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Another unit focused on improving students’ public speaking skills. Lessons included• focusing on prosody (e.g., intonation,

pauses, emphasis) • preparing and practicing speeches.

Six weeks into the unit, teachers collected data to make decisions about their impact. The effect size was only .30.

“They don’t seem to be getting much better at this.”

Page 10: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

0.5

Reverse effects Zone of desired effects

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

Public speaking skills: d = 0.30

Presenter
Presentation Notes
Standard error = 0.079 (Medium) Rank: 3/136 Number of meta-analyses: 2 Number of studies: 30 Number of participants: 3835
Page 11: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Adjustments to the Unit

• Analyzing video of effective and ineffective public speakers

• Lessons about formal speeches sounding like reading, not friendly conversations

• Written drafts of speeches that included introduction, body, and conclusion

• Anonymous peer review using computerized program

Page 12: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

When they met again six weeks later to discuss impact, the results were impressive. The average effect size had increased to .75 and all but three students had effect sizes that exceeded .40.

Page 13: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

0.5

Reverse effects Zone of desired effects

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

Public speaking skills: d = 0.75

Presenter
Presentation Notes
Standard error = 0.079 (Medium) Rank: 3/136 Number of meta-analyses: 2 Number of studies: 30 Number of participants: 3835
Page 14: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Responding When Students

“Get It”

Presenter
Presentation Notes
Three purposes for assessment in rti
Page 15: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Spiral Review Tasks

What’s your opinion? SA A D SDA patriot is heroic.

Sometimes the only thing left to do is fight for what you believe in.

Conflict and aggression should be avoided at all costs.

The American Revolutionary War could have been avoided if both sides had compromised on taxes.

Presenter
Presentation Notes
The teacher wanted to get a “general read” on the entire class--find out about their impressions of this time period in general--so she administers a short opinionnaire that contains four statements.] She assured them that there were no “right” answers.(The code in the columns is as follows: SA=Strongly Agree; A=Agree; D=Disagree; SD=Strongly Disagree.
Page 16: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Extension Tasks

Presenter
Presentation Notes
In English, students chose a worthy cause and established a Facebook page with information about it. A goal was to get at least 20 people to “Like” it. This provided great feedback to students, especially when asked for more information. Students were able to continue to refine their pages based on what others were commenting on. This assignment was the creative component for the question. Students also wrote a formal essay in response to the question. The next slides are examples from this portion of the assignment.
Page 17: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat
Page 18: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat
Page 19: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Increase Choice

Page 20: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Peer Tutoring

Page 21: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Application Tasks

Page 22: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat
Page 23: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

“As easy as learningto ride a bike”

Presenter
Presentation Notes
Guided Instruction is analogous to teaching a child to ride a bike. Scaffolds include training wheels, running alongside the bike, calling directions (“Pedal faster!”) The adult is there to handle the tricky parts, but the child begins to try out the skill or strategy
Page 24: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Robust questions

Prompts

Cues

Direct explanation

and modeling

Presenter
Presentation Notes
Robust questions to check for understanding Prompts that focus on cognitive and metacognitive processes Cues to shift attention to sources Direct explanation and modeling to re-teach
Page 25: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Robust questions

Prompts

Cues

Direct explanation

and modeling

Presenter
Presentation Notes
Robust questions to check for understanding Prompts that focus on cognitive and metacognitive processes Cues to shift attention to sources Direct explanation and modeling to re-teach
Page 26: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat
Page 27: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Teacher Poses a Question

Student responds

Page 28: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Intentionuncovering, not testing

Presenter
Presentation Notes
Focus is on uncovering, not testing Looking for anticipated misconceptions or partial understandings Feed forward to plan subsequent instruction (Fisher & Frey, 2009)
Page 29: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Teacher: What is a nocturnal animal?Student: An animal that stays awake at

night.Teacher: Good. What is a diurnal

animal?

Page 30: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Teacher: What is a nocturnal animal?Student: An animal that stays awake

at night.Teacher: Tell me more about that.

Does a nocturnal animal have special characteristics?

Student: Well, it doesn’t sleep a lot.

Page 31: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Teacher: What is a nocturnal animal?Student: An animal that stays awake

at night.Teacher: Tell me more about that.

Does a nocturnal animal have special characteristics?

Student: Well, it doesn’t sleep a lot.

Page 32: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Prompting for Cognitive andMetacognitive Thinking

Page 33: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Teacher Poses a Question

Student responds

Is the answer appropriate?Yes No

Probe to elicit more information Prompt to elicit background knowledgeFocus on cognitive/metacognitive

Page 34: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Background knowledge prompts

invite students touse what they knowto resolve problems

Presenter
Presentation Notes
Includes what has been previously taught and what has been experienced Can be built directly or indirectly (Marzano, 2004)
Page 35: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Process orProcedure Prompts

To perform a specific task

Presenter
Presentation Notes
Addresses the “what” and “how” in learning Examples: Order of operations (math), peer response (writing), completing a lab (science) Prompts can be forward chaining (starts the process) and backward chaining (leaves the last step to complete)
Page 36: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Reflective prompt

knowing about knowing

“What are we learning today?”

Presenter
Presentation Notes
Trigger metacognitive thinking “Knowing about knowing” Includes invitations to set goals, write in an interactive journal, conferencing with a student “What did you learn today?” “How did you learn it? “What do you need to learn next?”
Page 37: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Heuristic prompt

Informal andless defined

“How will you know if you’ve run out of ways to solve it?”

Presenter
Presentation Notes
Informal problem-solving dispositions and technique Often apply a “rule of thumb” “Make a graph so I can see it;” “confirm my prediction;” “keep track of the calculations so I don’t get mixed up;” “Make a list of pros and cons” These are less well-defined techniques than procedural or process knowledge ones, and draw on past experiences and “Eureka moments*
Page 38: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

How do youfind parking?

Page 39: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Teacher: What is a nocturnal animal?Student: An animal that stays awake at night.Teacher: Tell me more about that. Does a nocturnal

animal have special characteristics?Student: Well, it doesn’t sleep a lot.Teacher: I’m thinking of those pictures we saw of the

great horned owl and the slow loris in the daytime and at night. Does your answer still work?

Page 40: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Cues to Shift Attention

Page 41: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Teacher Poses a Question

Student responds

Is the answer appropriate?

No

Probe to elicit more informationPrompt to elicit background knowledge

Focus on cognitive/metacognitive

Yes

Is the answer appropriate?

Is the answer appropriate? YesYes NoNo

Pose newquestion

Pose newquestion

Cue to shiftAttention to

Information source

Page 42: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

the expert commentator sees things you don’t

cues do the same for novices

Attention grows with competence

Page 43: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

VisualPhysicalGesturalPositionalVerbalEnvironmental

Presenter
Presentation Notes
Pair for greater impact
Page 44: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Teacher responding

Context: Students are creating a Jeopardy®-style game. The teacher is building the background knowledge of a group of students. He draws their attention to a sentence in the text: “When you eat foods—such as bread, meat, and vegetables—they are not in a form that the body can use as nourishment.” He asks Mauricio to retell it is his own words...

Page 45: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Mauricio: So, I think it says that your body can’t use meat like it is meat. It has to be changed.

Jessica: But that’s what we eat to live. That’s good eating.Russell: I don’t eat any vegetables. I only like the meat and bread from this, like

a hamburger.Mr. Jackson: How does that meat change so that your body can use it? Russell?Russell: It doesn’t change. It’s meat.Mr. Jackson: So let’s think about what we know about nourishment and our

food. There’s a process that it goes through, right? [they nod in agreement] What’s the first step? You know this because you do it several times a day.

Sarah: The first thing to eat? Is that what you mean?Mr. Jackson: Yeah, the first thing.Sarah: You take a bite.Mr. Jackson: Exactly, right on. So you’ve changed the food, right?Russell: Yeah, but it’s still meat.Mr. Jackson: It sure is. But it’s changed a bit, and will change more. Remember

we talked about different kinds of changes. Physical … ChemicalRussell: So the first thing, when you bite it, it’s a physical change, right?Mr. Jackson: You know it! And then what happens?

Page 46: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Direct Explanation and Modeling

Page 47: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

QUESTIONResponds

Appropriate? No

Probe PROMPT

Yes

Pose original question again

NewquestionCUE

Direct Explanation and Modeling

Is the answer appropriate?

Appropriate? Appropriate?Yes YesNo No

Pose newquestion

Newquestion

YesNo

OFFER DIRECT EXPLANATIONAND MODELING

Page 48: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

Direct Explanation

Take care not to re-assume responsibility too quickly

Identify

Explain

Think aloud

Monitor

Presenter
Presentation Notes
Explicitly state what is being taught Tell when and how it will be used Think aloud to demonstrate reasoning Monitor application Check for understanding
Page 49: Douglas Fisher  · When you eat foods—such as bread, meat, and ... eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat

www.fisherandfrey.com


CONSUMERS AS CO-CREATORS IN ENGINEERING OF PROTEIN ... · Eat more bread, rice, pasta and other carbohydrates. Eat less bread, rice, pasta and other carbohydrates. ... Veggie burger

CONSUMERS AS CO-CREATORS IN ENGINEERING OF PROTEIN ... · Eat more bread, rice, pasta and other carbohydrates. Eat less bread, rice, pasta and other carbohydrates. ... Veggie burger

Documents
Meat Bread and Cereal - vtechworks.lib.vt.edu

Meat Bread and Cereal - vtechworks.lib.vt.edu

Documents
ea [i:] meat tea please eat read meat tea please eat read ee [i:] cheese sweet see tree sleep cheese sweet see tree sleep

ea [i:] meat tea please eat read meat tea please eat read ee [i:] cheese sweet see tree sleep cheese sweet see tree sleep

Documents
Filling in a Venn diagram 100 people are asked if they eat meat, fish, both, or neither. You are told that 55 eat meat, 52 eat fish, and 21 eat neither

Filling in a Venn diagram 100 people are asked if they eat meat, fish, both, or neither. You are told that 55 eat meat, 52 eat fish, and 21 eat neither

Documents
The effects of dissociation on willingness to eat meat are ... · The effects of dissociation on willingness to eat meat are moderated by exposure to unprocessed meat: A cross-cultural

The effects of dissociation on willingness to eat meat are ... · The effects of dissociation on willingness to eat meat are moderated by exposure to unprocessed meat: A cross-cultural

Documents
The meat we eat: from a Food Security perspective

The meat we eat: from a Food Security perspective

Documents
Web viewCut the bread into shapes. Spread jam on bread. Put another bread on top. Eat sandwich

Web viewCut the bread into shapes. Spread jam on bread. Put another bread on top. Eat sandwich

Documents
Chapter 2: Principles of Ecologyconnellysbiocorner.weebly.com/.../9-_notes-ecology.docx · Web viewCarnivores: eat meat (wolves) Omnivores: eat plants and meat (humans) Trophic Levels

Chapter 2: Principles of Ecologyconnellysbiocorner.weebly.com/.../9-_notes-ecology.docx · Web viewCarnivores: eat meat (wolves) Omnivores: eat plants and meat (humans) Trophic Levels

Documents
Would You Eat Bread Made From INSECTS

Would You Eat Bread Made From INSECTS

Documents
Chapter 15 Meat Processing · 2017-10-10 · Meat Industry Guide Page 3 | Chapter 15 – Meat Processing August 2015 15.1. Ready-to-eat products Ready-to-eat products, such as cooked

Chapter 15 Meat Processing · 2017-10-10 · Meat Industry Guide Page 3 | Chapter 15 – Meat Processing August 2015 15.1. Ready-to-eat products Ready-to-eat products, such as cooked

Documents
HP-FS-9047 Processing Guidelines for Ready to Eat Meat · 1 HP-FS-9047 January 2016 Food Safety Processing Guidelines for Ready-to-Eat Meat Products Ready-to-eat meat products include

HP-FS-9047 Processing Guidelines for Ready to Eat Meat · 1 HP-FS-9047 January 2016 Food Safety Processing Guidelines for Ready-to-Eat Meat Products Ready-to-eat meat products include

Documents
MEALTIME Some have meat and cannot eat And some can eat ... · MEALTIME 1 OF 2 2 OF 2 Some have meat and cannot eat And some can eat but lack it. But we have meat and we can eat

MEALTIME Some have meat and cannot eat And some can eat ... · MEALTIME 1 OF 2 2 OF 2 Some have meat and cannot eat And some can eat but lack it. But we have meat and we can eat

Documents
Why I Eat Meat

Why I Eat Meat

Education
REMY’S RESTAURANT. [u:] juice, soup, blue [i:] eat, meat, tea [e] bread, breakfast [о] coffee, porridge [ai] ice, ice-cream [i] milk, fish, chips, drink,pizza

REMY’S RESTAURANT. [u:] juice, soup, blue [i:] eat, meat, tea [e] bread, breakfast [о] coffee, porridge [ai] ice, ice-cream [i] milk, fish, chips, drink,pizza

Documents
Menu Exercises. CACFP Meal Patterns Breakfast – Milk – Grain/Bread – Fruit/Vegetable Snack (2 of 4) – Milk – Grain/Bread – Fruit/Vegetable – Meat/Meat

Menu Exercises. CACFP Meal Patterns Breakfast – Milk – Grain/Bread – Fruit/Vegetable Snack (2 of 4) – Milk – Grain/Bread – Fruit/Vegetable – Meat/Meat

Documents
facebook.com/SimplyFitBoard YouTube.com/SimplyFitBoard ...pSnDKL.pdf · 8 1 Do NOT Eat: • Soda • Bread • Pasta • Sweets • Alcohol • Chips • Fast Food • Red Meat

facebook.com/SimplyFitBoard YouTube.com/SimplyFitBoard ...pSnDKL.pdf · 8 1 Do NOT Eat: • Soda • Bread • Pasta • Sweets • Alcohol • Chips • Fast Food • Red Meat

Documents
Would Jesus Eat Meat Today?

Would Jesus Eat Meat Today?

Documents
LET THEM EAT MEAT - WordPress.com

LET THEM EAT MEAT - WordPress.com

Documents
Bhikkhu Dhammika to Eat or Not to Eat Meat

Bhikkhu Dhammika to Eat or Not to Eat Meat

Documents
Eat less - but Better Quality meat

Eat less - but Better Quality meat

Technology
Bread Knife Cutting Board Meat Thermometer Vegetable Peeler

Bread Knife Cutting Board Meat Thermometer Vegetable Peeler

Documents
The Mystique of the N onrational and a New Spirituality · and eating meat and bread, you take a sheet of white paper and inscribe the words wine, meat, bread on it, and then eat

The Mystique of the N onrational and a New Spirituality · and eating meat and bread, you take a sheet of white paper and inscribe the words wine, meat, bread on it, and then eat

Documents
The Meat We Eat Meats Unit Animal Science. Terminology

The Meat We Eat Meats Unit Animal Science. Terminology

Documents
For as often as we eat this bread!

For as often as we eat this bread!

Spiritual
extraa: veg Seafood Meat Cheese Side Ordera Bread …...extraa: veg Seafood Meat Cheese Side Ordera Bread Rolls and Butter Milho Frito Chakalaka Refill- Peri-Peri Refill Green Chilli

extraa: veg Seafood Meat Cheese Side Ordera Bread …...extraa: veg Seafood Meat Cheese Side Ordera Bread Rolls and Butter Milho Frito Chakalaka Refill- Peri-Peri Refill Green Chilli

Documents
Unit 3 Language in use Module 5 rice We eat these things: bread two pieces of bread some rice some bread meat two pieces of meat some meat 123

Unit 3 Language in use Module 5 rice We eat these things: bread two pieces of bread some rice some bread meat two pieces of meat some meat 123

Documents
GATESHEAD COOK ‘N’ EAT French Bread Pizza

GATESHEAD COOK ‘N’ EAT French Bread Pizza

Documents
Twentieth Sunday in Ordinary Time Lectionary for Mass #119 … · Gloria LITURGY OF THE WORD _____ Responsorial Psalm ... Eat the Bread of Thanksgiving 1074 997 83 Eat This Bread

Twentieth Sunday in Ordinary Time Lectionary for Mass #119 … · Gloria LITURGY OF THE WORD _____ Responsorial Psalm ... Eat the Bread of Thanksgiving 1074 997 83 Eat This Bread

Documents
Romans 15 v 1 - 6. To eat or not eat meat That is the question

Romans 15 v 1 - 6. To eat or not eat meat That is the question

Documents
What can I eat if I don’t eat meat??

What can I eat if I don’t eat meat??

Documents