The teacher presented pictures of different feelings, emotions, and conditions. The student repeated each word after the teacher. Then, the student completed the prompt “Yo estoy…” by choosing a picture that represented how they were feeling and gluing it next to the prompt. The student read his sentence aloud. Next, the teacher introduced different activities and feelings, and the student repeated after the teacher. The student then completed the prompt “Me hace sentir…” For example: Montar bicicleta me hace sentir feliz. The student created six sentences using me hace sentir.
The teacher presented pictures of different feelings, emotions, and conditions. The student repeated each word after the teacher. Then, the student completed the prompt “Yo estoy…” by choosing a picture that represented how they were feeling and gluing it next to the prompt. The student read his sentence aloud. Next, the teacher introduced different activities and feelings, and the student repeated after the teacher. The student then completed the prompt “Me hace sentir…” For example: Montar bicicleta me hace sentir feliz. The student created six sentences using me hace sentir.
The teacher presented pictures of different feelings, emotions, and conditions. The student repeated each word after the teacher. Then, the student completed the prompt “Yo estoy…” by choosing a picture that represented how they were feeling and gluing it next to the prompt. The student read his sentence aloud. Next, the teacher introduced different activities and feelings, and the student repeated after the teacher. The student then completed the prompt “Me hace sentir…” For example: Montar bicicleta me hace sentir feliz. The student created six sentences using me hace sentir.
The teacher presented pictures of different feelings, emotions, and conditions. The student repeated each word after the teacher. Then, the student completed the prompt “Yo estoy…” by choosing a picture that represented how they were feeling and gluing it next to the prompt. The student read her sentence aloud. Next, the teacher introduced different activities and feelings, and the student repeated after the teacher. The student then completed the prompt “Me hace sentir…” For example: Montar bicicleta me hace sentir feliz. The student created six sentences using me hace sentir.
The teacher presented pictures of different feelings, emotions, and conditions. The student repeated each word after the teacher. Then, the student completed the prompt “Yo estoy…” by choosing a picture that represented how they were feeling and gluing it next to the prompt. The student read his sentence aloud. Next, the teacher introduced different activities and feelings, and the student repeated after the teacher. The student then completed the prompt “Me hace sentir…” For example: Montar bicicleta me hace sentir feliz. The student created six sentences using me hace sentir.
The student finished reading her book about the vowel A. Throughout the lesson, she completed several exercises that identified and used words starting with the vowel "A". To conclude the activity, the student created a decorative “vowel A crown” to reinforce letter recognition and celebrate her learning.
The teacher introduced herself, and then the student introduced himself. The student completed the worksheet “Todo sobre mí.” Afterward, the student presented his worksheet and read it aloud. The teacher gave the student several flashcards, which he read aloud and explained their meanings.
The teacher introduced the vowels in Spanish. Then, the teacher presented a book focused on the vowel A, where the student completed several activities using words with the vowel A.
The teacher introduced the vowels in Spanish. Then, the teacher presented a book focused on the vowel A, where the student completed several activities using words with the vowel A.
