There are so many things I want to ask for pre-reading for Pies Ligeros! Looking at the pictures: What colors does the artist use in these pictures? How do these colors make you feel? What kind of story do you Read more…
As a baby English teacher, I was raised to think of all sorts of creative things–the most creative things possible–to attach to a book and motivate readers to engage with it. Ironically, what I think I was missing was methods Read more…
I have been fervently hunting authentic texts–authentic children’s literature–online since April at least. Pies Ligeros is a book I’d come across, but hadn’t found much information about (though it’s been on my Amazon wishlist since June 13.) While this is Read more…
Just as Dra. Moser said: the student writer needs “organizational support”! The example that provided suggestions for segmenting chunks a writing assignment was just what I needed to get started! With the format that included a context/set-up scenario, followed by Read more…
At least one fear has been laid to rest: authentic texts need not be 200 words in order to be effective. The roughly 100-word text we used today was probably ideal for a beginner to sink her teeth into (my Read more…
Let’s see if I can remember them: Communication, Culture, Community, Connections…Comprehension? Nuts. Comparisons. Comparisons AND connections? Seems redundant. In the spirit of memorizing this, the backbone of foreign language instruction nationwide, and making my plans for the year to come Read more…
1) An education is 100% portable: it does not rely on wifi accessibility, nor can it be crushed in your backpack. 2) How do you KNOW that’s really what you meant to say? 3) Homonyms do not compute: “can” has Read more…