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Ms. Cipriano’s Classroom Edit display name

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Many students with speech and language difficulties are visual learners. They learn language best when colorful pictures and words are presented. This is especially true when working on vocabulary and story narratives. Having access to a color printer in our speech classroom will provide students with greater visual aids during their therapy sessions. This includes having more printed images of storybook characters, story illustrations, graphic organizers, and much more. In addition, many nonverbal students require color-coded picture boards to communicate. The boards contain various picture icons of core vocabulary, and are available via a program called Boardmaker. A color printer will provide these students with limitless access to communication boards to support their language skills. Colorful visual aids facilitate language-learning by building students' visual mental representations of language. In addition, increasing access to bilingual storybooks containing a myriad of illustrations are essential for building language skills such as story retelling, vocabulary, expanding sentences, etc. However, finding bilingual Spanish copies of classic storybooks such as The Little Red Hen, The Three Little Pigs, and The Mitten are difficult to find in schools and in the community. Therefore, all bilingual hard copy materials (Spanish: Short Stories for Beginners, Bilingual Nonfiction Mini-books, Bilingual Little Readers) will be immediately used in therapy to help students develop their listening comprehension in their home language (Spanish). It is important to give students who speak a language other than English the same access to literature as their English-speaking peers.

About my class

Many students with speech and language difficulties are visual learners. They learn language best when colorful pictures and words are presented. This is especially true when working on vocabulary and story narratives. Having access to a color printer in our speech classroom will provide students with greater visual aids during their therapy sessions. This includes having more printed images of storybook characters, story illustrations, graphic organizers, and much more. In addition, many nonverbal students require color-coded picture boards to communicate. The boards contain various picture icons of core vocabulary, and are available via a program called Boardmaker. A color printer will provide these students with limitless access to communication boards to support their language skills. Colorful visual aids facilitate language-learning by building students' visual mental representations of language. In addition, increasing access to bilingual storybooks containing a myriad of illustrations are essential for building language skills such as story retelling, vocabulary, expanding sentences, etc. However, finding bilingual Spanish copies of classic storybooks such as The Little Red Hen, The Three Little Pigs, and The Mitten are difficult to find in schools and in the community. Therefore, all bilingual hard copy materials (Spanish: Short Stories for Beginners, Bilingual Nonfiction Mini-books, Bilingual Little Readers) will be immediately used in therapy to help students develop their listening comprehension in their home language (Spanish). It is important to give students who speak a language other than English the same access to literature as their English-speaking peers.

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About my class

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