Teaching Spanish sight words in context is as challenging as designing lesson plans to deliver that message. A bilingual classroom is a room more than individuals with distinct backgrounds and cultures. As teachers, you know the importance to assimilate, instruct, and plan those lessons to meet learning goals. Teaching ELL students, aside from their backgrounds, brings a whole new perspective to differentiating instruction.
Expecting to learn a new language with simple tools and vocabulary is not going to speed up students’ process of acquiring the language. There have to be systems that help those ELL students with a lack of proficiency in phonics, phonemic awareness, and even letter identification. As simple as it may sound, teaching Spanish sight words in context helps them learn the new language a little bit more every day.
Continue reading Teaching Spanish sight words in context generates reading success
An effective bilingual morning preschool routine occurs when the classroom environment operates systematically. Does this mean that children have to follow instructions in a robotic mode?
An active classroom offers children the opportunity to foster learning and creativity. With so many interactive tools available for teachers, learning with scissors, glue, paint, crayons, and other writing tools become second nature.
A morning preschool routine involves reading a book, creating stories, and painting the imagination with innovative ideas. While computer software and technology promotes learning in more engaging ways, learning through computers does not have to be the only way to learn.
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Letter recognition impacts the learning of many children in the classroom. Recognizing letters influences the young readers to evaluate and correlate sounds with letters meanwhile affecting reading skills. Teachers know students need a solid foundation of letters and phonics.
As much as reading is necessary for life, students need a basis to learn the different mechanics of letter identification. Teaching the alphabet before interpretation is widespread acceptance. So, many educators embark on developing curriculums to teach the alphabet first before introducing sounds and sight words.
Logically, letter recognition takes a path of identification and phoneme awareness. Children, on the other hand, learn about letters and sounds when teachers introduce patterns associating prior knowledge.
Continue reading Letter recognition tools as actionable ways to motivate reading