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Increase trust, reduce fear. Expand the scope of employee autonomy. C - Hola Jaka! Thanks to our facilitator, Carlos. You can do this by writing words on the board students can also contribute words, which is great or providing a half-sheet to students. I ultimately decided to create writing prompts that had word banks right ON them. This way, the support was right in front of my students as they wrote. Here are two examples in Spanish and English:.
These examples come from my differentiated writing prompts resources in English and Spanish , which you can view by clicking HERE. Sentence starters or sentence frames provide even more support! They can give students a really strong start with a piece of writing, as well as support with structuring a piece of writing.
That said, language takes time and lots of practice to develop. If a student is at the stage where he can only produce a word or two, then we have to take that student where he is and help him be successful. Sentence starters or sentence frames are a great way to help students communicate ideas while lessening the cognitive load required to write complete sentences.
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At one school where I taught, we helped students conjugate verbs with pocket chart displays. I wish I had taken a photo of it! But basically, you would have different strips and images for each form of a verb:. How do you help your dual language learners experience success during writing time? Do you have any strategies to add to this list?
Similarly, there are some differences between teaching phonics in Spanish and phonics in English. And, of course, they also learned it through reading and writing activities! Although I differentiate and deviate from it, having a planned-out path helps keep me on track. I write the letter or syllable for students, have them read it, and then have them write it in the air. We brainstorm words that contain the letter or syllable.
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I also encourage students to search for additional words with the same patterns in books. I also give different students different sorts, based upon their needs. During independent work, students continue to practice these same letter sounds, syllables, or spelling patterns. On Fridays, I do a dictado, where I dictate words or a sentence to students. This also helps them understand the importance of learning the different phonics skills.
Some bilingual teachers teach the letter sounds in isolation, while others teach them in the context of syllables. My personal preference is to teach letter sounds first without syllables , because I think it gets kids writing and reading emergent texts more quickly. I always teach the vowel sounds first , because these sounds are the ones that kids can hear and spell most easily.
After I teach students the vowels, we move on to the consonants. After that, I progress through the rest of the consonants, teaching several per week when I was in the classroom. Students learn the letter sounds so quickly from practicing the chant! We practice naming the pictures as a group, and then students work independently to sort the pictures by their initial sounds. After some practice, I also ask them to write each word underneath the picture.
There are picture cards in the free Spanish phonics toolkit that you can use to create your own picture sorts. If you find that some of your students are struggling with letter sounds, try my Spanish Letter Sounds Intervention Pack. And the printable sheets require no prep! One other note about teaching letter sounds — I always teach them before teaching letter names. I always try to help my students connect syllable learning to reading and writing real words.
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Once students have mastered many open syllables, we move on to syllables and words with blends. I use many of the same activities to teach syllables with blends that I mentioned above with open syllables. Picture sorts are great, as are breaking apart words with magnetic letters. My word cards also include practice with blends some samples of these are included in the free download, or you can get the complete set HERE. Next, we move on to closed syllables. Magnetic letters are great for giving students practice with breaking up words and learning that not all syllables have 2 letters.
The free Spanish phonological awareness and phonics toolkit sign up below contains some sample materials from both of these products.
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Although teaching phonics in Spanish is slightly different from teaching phonics in English, many of the same principles apply. Do you have any additional activities that you use to teach Spanish phonics?
A couple of weeks ago, I wrote a post about phonological awareness interventions for struggling readers. I described different phonological and phonemic awareness skills, and I suggested different activities for teaching these skills.
But the skills and activities were all in English. And if you teach in Spanish like me , you might be wondering if you should teach the same phonological awareness skills to your Spanish-speaking bilingual students. The answer?
ÁTONA - Definition and synonyms of átona in the Spanish dictionary
Yes and no. Students who are learning to read in Spanish benefit from developing phonological awareness skills in Spanish. And because Spanish and English are structured slightly differently, there are differences in the types of phonological awareness skills that students should practice. Phonological awareness is an awareness of the sounds that make up spoken language. In other words, students who receive phonological awareness training are better able to spell words phonetically than students who do not receive the same training. My own, not-official research has also taught me that phonological awareness in Spanish is helpful with word reading.
Some skills are easier than others. Practicing all of these skills may be helpful to young students who are developing emergent early literacy skills in Spanish. Below are some of the activities we do. When students need more practice with this skill, I have them practice in a small group setting. I give them game mats like the ones shown below and counters. I say the syllables of a word, and if they have the corresponding picture on their mat, they get to cover it with a counter.
The first person to cover all of his or her circles is the winner! This game and all of the free materials in this post along with Spanish phonics freebies will be sent to you! Syllable segmentation is breaking words up into their syllables the opposite of syllable blending. You can have kids clap, tap their hands, tap their feet, or move their hands as they break words up into their syllables. I try to squeeze in syllable segmentation whenever possible. Some of your kids may need a little extra support with this. To download some of these puzzles for free , just put in your information in the boxes below!
This helps them tremendously as they learn to spell and read words. Just like with syllable blending and segmenting, I squeeze in phoneme blending whenever I have a spare minute. It has helped tremendously! To use this sheet, I sit next to one student. I say two sounds in a syllable, touching one dot as I say each sound. The student then slides their finger across the arrow, blending the sounds together to make the syllable.
Incorporating visuals the symbols on the sheet , movement, and saying sounds aloud has been really effective with getting my students to blend phonemes. I also make sure to explicitly tell them that this activity helps them read and write words.
We practice orally on a daily basis, and we can also use the blending sheet pictured above. The student has to then break up the syllable into its individual sounds, touching each dot as he says each sound. Although I spend most of my phonological awareness instruction time on syllable-related activities, there are other skills that students can benefit from learning.
Below, I list these skills and suggest ways to practice them. Students can practice matching words that rhyme easier and generating rhyming words harder.