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Teaching Spanish Sight Words in Context Generates Reading Success

teaching sight words in Spanish

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.

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Spanish sight words lists for reading support

Spanish sight words lists

Learning Spanish sight words lists is not an easy task. Asking beginning readers to memorize up to one-hundred words or more is challenging. Imagine the responsibility for an ELL student or a young learner in Spanish?

While feeling overwhelmed is probably the way most bilingual students encounter when learning a new language. Children have to understand the letter identification portion before trying to memorize the Spanish sight word lists.

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Letter recognition tools as actionable ways to motivate reading

letter recognition

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.

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