The teacher introduced the Spanish alphabet (abecedario) by naming each letter aloud in Spanish. The student repeated each letter to practice pronunciation. Next, the teacher guided the student in forming syllables using the letters, and the student read them aloud. To begin the phonics unit, the student completed activities in a workbook focused on the letter M.

The teacher introduced the Spanish alphabet (abecedario) by naming each letter aloud in Spanish. The student repeated each letter to practice pronunciation. Next, the teacher guided the student in forming syllables using the letters, and the student read them aloud. To begin the phonics unit, the student completed activities in a workbook focused on the letter M.

The teacher introduced new Spanish vocabulary related to geographic features and natural disasters, modeling correct pronunciation for each term. The student repeated the words aloud to build accuracy and confidence. Afterward, the student completed four interactive computer-based activities designed to practice and reinforce the new vocabulary in meaningful contexts.

The teacher introduced new Spanish vocabulary related to geographic features and natural disasters, modeling correct pronunciation for each term. The student repeated the words aloud to build accuracy and confidence. Afterward, the student completed four interactive computer-based activities designed to practice and reinforce the new vocabulary in meaningful contexts.

The teacher introduced new Spanish vocabulary related to geographic features and natural disasters, modeling correct pronunciation for each term. The student repeated the words aloud to build accuracy and confidence. Afterward, the student completed four interactive computer-based activities designed to practice and reinforce the new vocabulary in meaningful contexts.

The teacher introduced the syllabus categories (M, P, T) and reviewed them with the student. The student read the syllabus with the teacher’s support to ensure understanding. Then, the student demonstrated comprehension by completing two worksheets based on the syllabus. Finally, the teacher modeled how to count syllables in Spanish, and the student practiced by coloring and circling the number of syllables in different words.

The teacher introduced vocabulary related to classroom objects, and the student repeated each word for pronunciation practice. Then, the teacher and student played an interactive game in which the student searched for objects around the classroom and identified them in Spanish. At the end of the lesson, the student completed four activities to practice and reinforce the new vocabulary. The student was absent.

The teacher introduced vocabulary related to classroom objects, and the student repeated each word for pronunciation practice. Then, the teacher and student played an interactive game in which the student searched for objects around the classroom and identified them in Spanish. At the end of the lesson, the student completed four activities to practice and reinforce the new vocabulary.

The teacher introduced the numbers by displaying them visually and pronouncing each one clearly. The student listened attentively and repeated the numbers aloud to practice pronunciation and fluency. After guided practice, the student completed six interactive activities in an online program to reinforce number recognition, listening comprehension, and correct pronunciation. The student was absent.

The teacher introduced the ABC in Spanish by displaying them visually and pronouncing each letter clearly. The student listened attentively and repeated the numbers aloud to practice pronunciation and fluency. After guided practice, the student completed six interactive activities in an online program to reinforce letter recognition, listening comprehension, and correct pronunciation.