# data[].attributes.body
The language experience approach is all about incorporating language learning into everyday activities and experiences, making it more engaging and relevant to learners' lives.

# data[].attributes.body
At first, Andrea asks students to read the story in their heads so that they become familiar with the words contained in the story, which they will process later in the course. Andrea reads the story aloud and helps students connect oral language to print, an early step in literacy development. Repeating the sentences reinforces the connection between spoken language and the written word. Andrea thinks the most important thing for emergent readers is repetition. They are seeing the same words over and over until they are familiar and comfortable with them. Students can use them in a lot of different contexts. Andrea and students do a lot of scaffolding where each lesson in a unit builds on the before one. Andrea uses a lot of visional support.

# data[].attributes.body
Andrea and the students do practice reading some of the words from the story. While working on individual words in the story, Andrea also has learners work on the pronunciation of more difficult sounds. For instance, Store, Stove, Hardware, Bed Bug, Will, Spray, and Dish Soap.

# data[].attributes.body
They study the words that have the same sound. For example, will and kill. People’s vocabularies always seem like they grow bigger than their reading and writing skills, faster than their reading and writing skills. When they learn writing, they easily spell words.

# data[].attributes.body
Andrea gives each student two words from the story. One person stands up and reads your words. In this activity, Andrea checks to see if learners recognize where their words are and if they can recognize where their words go in a sentence. As learners line up, they work on word order, the use of upper and lower case letters, as well as punctuation.

# data[].attributes.body
Andrea wants them to their students listen and tell which words are stronger. She reads the sentence from the story. A fluent reader can say whole sentences with natural sentence stress. She has young learners who like to get up and move around and be very active and so this really helps the people who like to get up and be active and use their bodies to help them remember and help them learn. But it seems like everybody no matter what their learning style really enjoys English class.

# data[].attributes.body
A fluent reader recognizes sight words without sounding them out. Andrea prepares learners for a fly swatter game to practice recognizing sight words very quickly. She chose two students. She wants to them spell the words. Only two learners work at the board at a time but all the learners are getting practice with finding sight words as they give their classmates directions. They are working on the phonics, but they are also working on just the sight words which are really useful for the smaller words- -the, -is -and, in- that we use every day.

# data[].attributes.body
Andrea is going to put their students into partners, and they are going to practice spelling words. They are going to spread out their cards and their letters. They are working on words with the sound ”ch”, “th”, “sh”. For these decoding activities, using words learners can understand is key.

# data[].attributes.body
Andrea prepares the class for an interview activity that draws from the whole text as well as the language learned in the earlier lesson. Andrea was able to talk to them about it in the English class. She also teaches them strategies and good ideas of things to deal with these problems in their apartment. In addition to reading and writing, this literacy lesson includes extensive speaking practice.

# data[].attributes.body
She starts with the text as a whole so that learners can relate it to their lives. Then, they separate it into its component pieces to work on decoding and literacy development. They bring it back to the overall concept so that students can once more understand how it relates to them and can be applied to their lives. Consequently, as a whole, they developed a narrative together based on a shared experience, and we also developed a story together based on a shared experience, which was something special and significant to each individual. They returned to the main topic and discussed how to bring up their lives outside of the classroom by asking each other queries that could also be directed at the landlord.