Inform and transform your students’ vocabulary with roots!
We’ve talked base words. We’ve talked prefixes and suffixes. It’s time to talk roots so we can inform and transform your students’ vocabulary!

We’ve talked base words. We’ve talked prefixes and suffixes. It’s time to talk roots so we can inform and transform your students’ vocabulary!

I want to take this opportunity to show you English-Spanish suffix cognates – yes they’re the same!

This week we’re going to target the most important prefixes to teach your students, K-12. All students – but especially emergent bilinguals – need to acquire large amounts of vocabulary.

We need to start with Step 1 of morphology instruction and teach our students to recognize base words. Morphological awareness is a top predictor of reading comprehension in emergent bilinguals (and other students) – use it to boost vocabulary with base words!

Today I want to outline a plan for you to boost your students’ reading comprehension with morphological awareness.

I want to help you plan for language acquisition Monday through Friday: a template to help you take your students from oral language to reading to writing over the course of each week.

So often, teachers are not given the time for strategic thinking about their units, resulting in lesson-by-lesson planning mode. I want to give you a tool to do some Big Picture thinking in order to see a path to advancing your students forward in their language and literacy skills.

In this post, I am featuring Spanish Language resources and bilingual classroom Language Arts units from a few of my students at the College of Staten Island, CUNY who are in the process of acquiring their Bilingual Extension Certificates (while managing their own classrooms full-time!).

I have the next section of my integrated ELA/ENL Unit Planner ready for you: let’s start planning for Close Reading!

In today’s post, we are going to start planning for oral language using an Integrated ELA/ENL Unit Planner.

Our series on diverse learners ends this week with last, but not least, a look at English Learners with Disabilities.

This week, I profile what can happen when literacy skills do not advance and students become Long Term English Learners (LTELs).