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Pictures From My Classroom

1.    In the beginning .. the four corners of my classroom.

2.    High Expectations For ALL students!!!

3.   WORDS everywhere!!! Words organized into categories.

4.    In the class, FOUR racks of hanging charts with WORDS!!!!

5.    Another rack of hanging charts with WORDS organized into categories!!

6.    Technology in the classroom: Wireless speaking system and projector connected to computer.

7.    CLEAR EXPECTATIONS for classroom behavior. Idiomatic expressions.

8.    Clear expectations for classroom language usage -- Thousands of COGNATES!!!!

9.    Idiomatic expressions -- Building vocabulary BEFORE reading!!

10.  Hanging Charts for ALL key concepts.

11.    Basic Interpersonal Communication Skills (BICS) POSTED EXPECTATIONS!!!!

12.    Words organized into charts depending on diagnosed student needs.

13.    Clear homework expectations POSTED!!!

14.    Clear expectations for (1) homework, (2) Basic Interpersonal Communication Skills, (3) Correct syntax.

15.     Positive Self-esteem and Positive Self-image -- KEY instructional component in my classroom.

16.    More positive words for key classroom behaviors -- Vocabulary Development.

17.    More positive words for expected classroom behaviors!

18.    Visuals are essential components of ALL lessons.

19.    High Order Thinking Skills == ESL students read Boccaccio!

20.    Teaching NOUNS: PICTURES representing "concrete nouns" organized into categories.

21.    Teaching NOUNS - Abstract nouns and pictures of EVENTS.

22.    Teaching "an" -- Pictures of objects named by nouns beginning with vowel sounds.

23.    Promoting high self esteem and positive self image.

24.    Desired oral communication is posted.

25.    Classroom communication and error correction based on written compositions.

26.    Dr. Carmen Sánchez Sadek explains her programs and services.

27.    For acquiring language concepts: FROM CONCRETE (pictures) TO ABSTRACT (words) --
Collective Nouns and Verbs

28.    Categories of action pictures / words (verbs) by past form pronunciation: -ed -- /-t/ or /-d/

29.    Category of action pictures / words (verbs) by past tense pronunciation: -ed: /-ed/

30.    Category of action pictures / words (verbs) -- present and past / past participle

31.    Category of action pictures / words (verbs): Present / Past / Past Participle

32.    From concrete (pictures in categories) to abstract (words in categories) to application: WORDS (nouns in categories) from newspapers and magazines

33.    Vocabulary Development -- Learning the names of 4,165 COLORS!!!!!

34.    Developing the language of SELF ESTEEM / Positive Self Image -- FROM PICTURES to POSITIVE WORDS

35.    Vocabulary - Oral Language: IDIOMATIC EXPRESSIONS and Famous SAYINGS; Also, clear EXPECTATIONS for Oral Expression

36.    Developing the language of SELF ESTEEM - POSITIVE Self Image


38.    Dr. Carmen Sánchez Sadek and grandson Noah Miguel, at a school in Albuquerque, New Mexico -- Whole school Positive Language Development in three languages -- English,Spanish and Navajo

39.    Dr. Carmen Sánchez Sadek at a school in Albuquerque, New Mexico -- Whole school Positive Language Development inEnglish, Spanish and Navajo for ALL students

40.    In every classroom: Positive Language Development in English, Navajo and Spanish (Albuquerque, New Mexico)

41.    Grammatical categories: FIRST through pictures. Now through words

42.    From pictures to words -- Most effective way to understand grammar

43.    Orthographic rules are NOT enough. Students must learn to say / to read symbols (letters) with many sounds

44.    How to say / to read past forms MUST be taught to ALL students

45.    In English, "Latin" grammatical categories DO NOT apply in many cases. NOUNS / ADJECTIVES / VERBS may be the SAME word (Example: "hand")

46.    Finding ADVERBS is easier when specific questions guide the search.

47.    FROM "A Framework from Understanding Poverty" by Ruby K. Dayne, Ph.D. Many language development activities and classroom management ideas can be derived from this book, as shown in these examples.

48.    FROM "A Framework for Understanding Poverty" -- Language Development Activities

49.    Ideas FROM: "Understanding Poverty" -- Guide students STEP by STEP on how to perform a task. / IDIOMS -- Thousands of them to be mastered by ALL students

50.    FROM "A Framework for Understanding Poverty" -- GREAT ideas for ALL students!!!

51.    FROM The Christian Science Monitor -- Article generates GREAT ideas for ALL students

52.    Language Development Activities are derived from the ideas in the article

53.    Over several lessons, Language Development Activities help students internalize the ideas and the vocabulary

54.   All walls serve to remind students what they are learning.

55.  All students, ESL students and former ESL students now in English 8th grade classes, read "Krakatoa" We begin always with REALITY.

56.  Literacy strategy:  To help understand and motivate further research through the Internet, a TIMELINE is developed.

57.  Walls display what students are learning:  First through pictures.

58.  From pictures to words in complete sentences.  Words are underlined.

59. Complex concepts are first introduced in simple forms.

60. From pictures to underlined words in complete sentences.

61. Vocabulary building activity: First, synonyms are listed; later on, antonyms of these words describe the desired classroom behaviors.

62. Students need to remember at all times what they can become.

63. Students have these ideas in their AGENDA BOOKS.

64. Some difficult concepts can be developed through literature.

65. Self-esteem must be a daily effort through continuous concept/vocabulary building activities.

66. Constant positive messages are essential for successful classroom management.

67. Reina Marquina, today an 8th grader at my school, self-initiated and directed the amazing collection of "IDIOMS" or Idiomatic Expressions shown in the pictures.

68.  Celebrating the DAY OF THE CHILD -- April 30 -- A Multicultural Display ("Young China" by Domingo A. Rodríguez)

69.  Positive Words learned by the end of the semester.

70.  Students develop their own positive self image and positive self-esteem alphabets!!!


72.  Plural of nouns in English -- Four rules for pronouncing "_s" / Also: Collective Nouns From CONCRETE PICTURES to ABSTRACT WORDS

73. Cinco de Mayo, Multi Cultural Fair, 2007




For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:

1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for
Paraprofessionals: Number 3.
Web Site Programs for
New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)

Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.


For information and credentials please click on the link below or contact directly:


Educational Consultant, Program Evaluator

National Board for Professional Teaching Standards, Certification (12/2006)

3113 Malcolm Avenue, Los Angeles, California 90034-3406

Phone and Fax: (310) 474-5605