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Review of:

Calcio - Toma Lo Suficiente

Image courtesy of:
Nutrition Education Services/Oregon Dairy Council
Producer:Nutrition Education Services/Oregon Dairy Council
Date Produced:Revised 2007
  • Brochure
  • High School (13-18 yrs)
  • Young Adults (19-30 yrs)
  • Middle Adults (31-50 yrs)
  • Older Adults (51+)
  • General Consumer
  • Paraprofessionals
  • Pregnant/ Lactating Women
  • Child Care Providers
  • Low-Literacy
  • Spanish readers
  • Meal Planning
  • Eating Patterns
  • Dairy
  • Calcium Nutrition
Description:Use Calcio’s quick check to compare the amount of calcium you eat to the amount needed for good health. Helpful tips, snack ideas and a sample MyPyramid meal show that favorite foods high in calcium can fit easily into a typical day. Common calcium concerns are addressed, including lactose intolerance, calories, taste preferences, vitamin D, and understanding Nutrition Facts labels.
Ordering Info:Calcio is free for Oregon Health Professionals. Sample copy availble. Call (503) 229-5033 M-F 8:00am-5:00pm (PT) or go to www.oregondairycouncil.org and save $10 on orders of $50 or more.
Web Site:www.oregondairycouncil.org
Comments:Calcio is a National Health Information Award Winner. It is modeled after the Calcium – Are You Getting Enough brochure. Calcio is written in Spanish and has foods, tips, and concerns common to Hispanic audiences. Using the Fry Readability Formula, Calcio’s reading level is about 2nd grade. An English back-translation is available, contact the producer.


A. Use of MyPlate/MyPlate or the Dietary Guidelines for Americans
Material incorporates and uses some concepts in MyPlate or the 2010 Dietary Guidelines for Americans.
B. Scope
Scope of information appropriate for target audience and essential topics discussed in appropriate detail.
C. Purpose
Purpose of material clearly stated in title or introduction.
D. Organization
Material well-organized and major points presented clearly.
E. Accuracy
Information is accurate and recommendations current with content of MyPlate and the 2010 Dietary Guidelines for Americans.
F. Learner Background
Material assumes that reader has some background information.
G. Learning Objectives
Learning objectives identifiable and met.
H. Learning Activities, Projects, or Interactive Learning Tools
Material includes a variety of stimulating and interesting learning experiences, questions, projects, or suggestions for further action that will involve the reader.
I. Objectivity/Sponsor Bias
Subject matter presented objectively and fairly. No brand name promotion or obvious sponsor bias.
J. Inclusion of learning objectives, learner activities, instructional aids, lesson plans, evaluation component, identification of required instructional materials, web site with additional materials.
Material includes three or four of the above.
K. Recipes (if included)
Very few or no recipes are compatible with Dietary Guidelines.
L. Recipes (if included)
No recipes are included.
M. Instructional Resources
Instructor resources included with some suggestions for enhancing the teaching process.
N. Credits, References and Resources (Including dates, publisher, etc.)
Current and complete credits, references, and resources listed.
O. Summary
All major ideas summarized or reviewed to reinforce key concepts; summaries easily identified.

A. Role Models
Positive role models are provided in text and illustrations. Role models presented as having many roles, traits, and emotions.
B. Multi-cultural Representation
Material does not include any outright negative stereotypes concerning racial, religious, or ethnic groups.

Biased to a Mexican audience.
C. Different lifestyles and food patterns
Material reflects, but does not emphasize, a variety of values, practices, and/or food patterns representative of different lifestyles, cultures, and socioeconomic levels.

Print Materials
A. Writing Style
Main ideas are clear and flow smoothly.
B. Writing Approach
Writing approach is positive and personal. Active voice is used most of the time.
C. Vocabulary
Vocabulary used is appropriate for intended audience. Minimizes use of technical terms and if used, are defined.
D. Supportive Illustrations
All of the illustrations contribute to the material and are on the same page as their textual references. Tables and graphs are as simple and easy to read as possible. All information needed in graphs and tables is provided in a form requiring no further explanation.
E. Layout and Design
Color, design, and layout of material are attractive, and stimulate interest, without being too busy. There is good balance between print and blank space.
F. Visual Quality

I reviewed an electronic version.
G. Headings/Cueing Devices
Clear headings are provided for each topic area. Cueing devices (shading, boxes, arrows, etc.) are used to direct attention to key points.
H. Approximate Reading Level
Reading level is at 9th grade level or above.

Overall Comments on Resource Reviewed

A. Positive Points of the Reviewed Resource:
This was a pretty brochure with a colorful presentation.
B. Points that Could Be Improved:
The material has the following writing errors:
  1. Section Paso 3
    • Insert a coma (,) before and after aproximadamente so that the sentence reads, "Tres porciones...le aumentaran, aproximadamente,..."
    • Change the title En la Hora de Comer so the title sounds better: "En sus Comidas"
    • Erase the phrase de vez en cuando in the sentence that begins with "Pida leche...", so the sentence reads, "Pida leche o un batido..."
    • In the sentence Sirva postres- add an "s" to the word hecho because the plural form of this word is "hechos"
    • The title Agregue disimuladamente... en sus tentempies sounds better "Añada un poco de Calcio en sus Meriendas"
  2. On the section Agregue dismuladamente..., second line, last word change the word descremada for descremado. The phrase should read, "y queso crema descremado" because in Spanish, queso is a masculine word.
  3. The question on section ¿y que hay? the word que needs a grammatical accent so it might read "qué"
  4. On This section ¿y qué hay? the phrase al usar productos ligera should be "al usar productos ligeros y descremados" because they are plural and masculines adjectives.
  5. In the section on Osteoporosis, at the third sentence after word "pero" you might insert a gramatical coma (,). Also at the seventh sentence the word provonir should be "prevenir."
  6. The section El Sabor, the first sentence should read "Es difícil obtener" instead of "Es difícil a comer". The second paragraph needs articles and begins with the word "prefiera" so the sentence might read "Prefiera la leche, el yogur, el helado y los quesos ligeros..."
  7. In the section La Intolerancia a la Lactosa, the first sentence might read "Algunos hispanos" instead of "Unos hispanos".
  8. In the second sentence "Aunque la gente quien no tolera..." sounds better as "Sin embargo, las personas que no toleran la lactosa no deben tener problemas para digerir ..."
  9. In the sentence "Empiece con cantidades pequeñas, y después aumente" erase the gramatical coma (,) and insert the adverb gradualmente after the word "aumente" within to gramatical comas (,) and erase the word "se" ; so the sentence might read "Empiece con cantidades pequeñas y aumente, gradualmente, la cantidad de leche que toma".
  10. The sentence "Su cuerpo podra..." needs two comas (,) and a grammatical accent on the word "mas", so that the sentence reads, "Su cuerpo podrá, poco a poco, digerir más leche."
  11. At the bottom of this section the word estomago needs a grammatical accent, "estómago".
  12. On the section titled "Paso 1" the word cuanto of the question needs a grammatical accent so might read "cuánto"
  13. On the section "Etiquetas de loa Alimentos", the second sentence should read "Busque" instead of "Busca". Add a coma (,) after the adverb Simplemente on the third sentence; so that it is "Simplemente, agregue..." You need a capital S on la "Nota", so that it is "Nota: Solo funciona..."
  14. On the section "Paso 2" number 1., second sentence, insert the conjuction "que" before the phrase "el queso", insert the phrase "o taco" after the word "tortilla" and add a coma (,) after the word "café"; "No olvide que el queso en la tortilla o taco y la leche en su café, también cuentan".
  15. On number 2. put a grammatical accent on the word "guia" so that it reads, "guía."
  16. On number 3. , suggest "Sume" instead of "Suma"; on the next sentence add an accent to the second "i" of the word multipliquelo so might read "multiplíquelo".
  17. On number 4. might read "Sume" instead of "Suma". q. On the section "Todos necesitan Calcio...", the sentence that begins "Cambios sencillos..." add an "n" to the word "pueda", so might read "Cambios sencillos... pueden hacer cambios...".
  18. On the list of food that begins with "Evaporada,enlatado (..." might read "Evaporada, enlatada (...)...
  19. On the list of foods, correct the following words: garbanzos; macarrones con queso de caja; brécol; tortilla o taco; arroz; use this instead of garbanzo, macarrones con queso, de la caja, brócoli, arroz, blanco. Also, on this list of foods, after the word batido- it seems that the word "fresco" is an adjective so it might read "batido fresco" follow by the description "(con leche ligera, descremada o entera)". Then you can erase the parenthesis with the words "ligera, descremada o entera" because it seems that this was a writing error to include these adjectives after the cheeses.
  20. On the word "queso crema (solo descremada)", you can erase the parenthesis and just say "queso crema descremado".
C. General Comments
I recommend to correct the title as Calcio: ¿Toma suficiente?
D. Overall Summary
Very good resource

Reviewer Rating
Any opinions expressed about any resource in this web site (either expressly or implied) are solely and completely the responsibility of the reviewer and do not necessarily represent the views or opinions of the Society for Nutrition Education and Behavior.

Highly Recommended

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