Why are we still writing our kindergarten words?

By Jonathan Hill The BBC’s Jonathan Hill, in his second year of teaching, is one of those teachers who is often asked how he makes his students understand a word.

“The first thing I do is to have them think about what it means, and then they look at it and think, ‘Oh, this is something we’ve heard before’,” he says.

“And that’s what it is.

“I have to say, the kids will find it a little bit difficult. “

I think it’s important for me to give them something to think about and not worry too much about whether they’re going to learn it.” “

I have to say, the kids will find it a little bit difficult.

I think it’s important for me to give them something to think about and not worry too much about whether they’re going to learn it.”

That may be a bit of a stretch.

“We have to have a bit more patience with it,” he says of the words that students write.

“As they get older, they’re starting to understand that we’ve got to have some understanding of it.”

So what are they actually thinking when they say it?

It’s not the first time this has been asked, with the BBC research team asking a different question when asked about a word, and the answer, it seems, is more complicated than it might seem.

One of the most widely used words in the English language is ‘kinder’, and there’s some evidence that some children think of it as an extension of ‘groom’, the word for a groom.

But it’s also a word they can hear over and again.

In a survey of kindergarteners conducted by researchers at University College London, the researchers found that a fifth of children wrote their own kindergarten words, and one in three were using some form of ‘kink’ to describe a word at least once.

“It’s kind of like a word with a couple of syllables, but it’s a lot harder to pronounce than a word,” says Professor Helen Macdonald, who led the study.

“That’s a good thing, because children tend to find that very useful for learning a word because it helps them to understand the meaning of the word.” “

The same research also found that children are often surprised to find out that the word they’re hearing is a word from the same family tree as the word that they’re learning, or even that the children are making a spelling error. “

That’s a good thing, because children tend to find that very useful for learning a word because it helps them to understand the meaning of the word.”

The same research also found that children are often surprised to find out that the word they’re hearing is a word from the same family tree as the word that they’re learning, or even that the children are making a spelling error.

“One of the reasons why there is such a strong association between the word kindergarten and kink is because there’s a strong link between kink and the word nursery,” says Ms Macdonald.

But, Professor Macdonald argues, a word may not be a word when it’s written. “

If you take a look at the nursery words, they tend to be very long, and you can often hear nursery words spoken by children, which makes it a bit difficult for the child to understand what the word is really about.”

But, Professor Macdonald argues, a word may not be a word when it’s written.

“Some of the things that kids say to one another are actually very, very different from words that are written,” she says.

“If we’re going by what they hear, Kindergarden is a really well-known word, which is probably because it’s used as a name for a preschool, which has a lot of other names that are associated with it. “

“Kids are also likely to think of Kindergarts as being something that you can use in a word search,” she adds. “

“You can say ‘Kindergarden’, you can search for ‘Kerry’s Kindergards’, you have to do it as a separate word. “

Kids are also likely to think of Kindergarts as being something that you can use in a word search,” she adds.

“You can say ‘Kindergarden’, you can search for ‘Kerry’s Kindergards’, you have to do it as a separate word.

But you can also use it as another word in a sentence, or in a paragraph.”

In some cases, children can learn to distinguish between words based on the way they sound.

The word ‘kitten’ is a common name for small, round, furry, little, fuzzy-looking animals that are sometimes called ‘baby kitties’.

It has a long history in the UK, and in fact, ‘kittie’ is the name of a character in the animated film Toy Story 3.

But Professor MacDonald thinks the word ‘Kitten’ may not have been invented until the 19th century.

“Even though there’s been some confusion about the origin of ‘Kitty’, it seems to have come from a combination of a couple words like ‘kitty’ and ‘

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