MY TEACHING PORTFOLIO

Balloon for their birthdays Big poster board of the calendar for the months of the year and for the seasons of the year Sticker representing each season, colored pencils, markers, crayons, decorative adhesive tape and glitter Seed of the vegetables for each season ( ex: summer (strawberry, melon)) and  seeds of fruits from the other country specially from The UK (Bergamota) Things who represent each season (ex: winter (ice), autumn (leaves),...) The questions for the season contest. Rubric for the assessment.  Flashcards for the phonemic awareness of the new vocabulary: Soggy Odd Blow Shiny Squeaky Rub Stick Ceiling Rude Noises Bursts Squeez Squash Whack Stick Kick Run it over Strech Industructible Wonderful Square Trip Throw  THE BOOK  BOE normativa (5).pdf

My beliefs as second language teacher for early education is to make a stimulate educational learning. Because in my perspective I think if the children make their own education as their own, for example to express the main concept that they want to focus on instead of force them to work on something that they are not interested on. To make happen this stimulation I will be making a comfortable space in the classroom, so they will be able to have the freedom to share their ideas, this is my main goal as a teacher. But especially as a language teacher I would provide different activities regarding in their ideas, but I will be emphasizing the second language, especially I would be pay attention in their acquisition with phoneme and the grapheme. Because for me it’s very important that the children make this acquisition in an early age and with the pronunciation with the words, so in a early age have a good pronunciation like a native speaker of the second language. Specially I will be p...

  In the first part of the activities, the teacher will be using TPRS for the storytelling that the child brought to read in class. The teacher will be using this way of learning, because in the first part use comprehensible input for the new vocabulary of the book. In which way the children have the knowledge of the words inside the story, that the children don’t know yet. This make easier for them to follow the story and enjoy it due to he or she know the story what’s referring to. Once we reinforce the vocabulary through comprehensible input, the teacher will be start reading the book. Meanwhile she is reading, depending on the scene she will high or low her voice, so the children will detect the emotions who has the character. Also the teacher will emphasize how to pronounce the words in the second language, the reason of this emphasizing is to make the children are able to make the acquisition between the phonemes of the words. At the end of the reading, she will ask questio...

 I teaching a song through TPRS In this first video I am teaching the vocabulary (comprehensible input) In this second video I am teaching them the song

LESSON PLAN Final Product Throughout the year the key competencies that I propose for this course are multilingual competence, personal, social, and learning to learn competencies and creative competence. Inside these key competences I will be using specific competences to achieve along this year, there are inside the area of Discovery and Exploration of the Environment, the specific competence that I have chosen is recognizing elements and phenomena of nature. Inside the area of knowledge and representation of reality, the specific competence that I have chosen is Value the linguistic diversity present in their environment to enrich their communicative strategies and cultural background. Lastly, I have chosen the basic knowledge that the children are going to achieve along this year: Time and its organization: day-night, seasons, cycles, calendar. Temporal location of daily life activities. Qualities or attitudes of objects and materials. Color, shape (flat figures and geometric bodie...