After almost two years without a book fair at Atid School, CLIC’s Book Fair re-launched with a great gathering of vendors who offered their best book selections. We went through several months of renovations at CLIC, which is why it took so long to hold this great event again.

This year’s book fair became part of a larger entity called “The Read-Up! Project.” It is an initiative to motivate children from all ages to read. Thanks to different apps and competitive dynamics, we have seen a considerable growth in the amount of books read throughout our school community.

At the beginning of April, our preschool students made us very proud as they, along with their parents and teachers, reached 10500 books read altogether. We awarded the group that obtained the highest read books numbers. We also recognized moms from the group who have shown their commitment to the project. Our little guys rock!

Atid students seemed very excited and eager to peek at the plethora of beautiful new stories available for them to acquire at the fair. Even several minutes prior to the official opening time, our children were lined up at the tables to be the first ones to get a new book!

We are so glad that reading has become such an important part of our students’ lives. And we rejoice on the excitement events like this trigger in all of them.

Expect great new reading-related events very soon!

Ramón Guzmán

Ramón studied Digital Communication at UTEL, and is the coordinator of CLIC. He is also an audio engineer certified by the Audio Engineering Society.

So you’ve enrolled your preschool student in a trilingual school, but what does that mean for your child’s English learning? Well, here in the preschool Collaborative Learning & Information Center, that means a coherent sequence of English skills from 1 year old and up!

We start with our nursery students. Don’t let their innocent, cute faces fool you. Nursery students are geniuses at receiving and processing information. So in CLIC, we deliberately introduce them to the sounds of English through songs, videos, books, and activities. This means singing “Hey Dum, Diddley, Dum” to build their faculty with /d/ and “Row, Row, Row your boat!” for /r/. Although our nursery students may not actually produce all of the sounds in the English language, they are learning a whole set of foundational skills that prepare them for that. At this stage, they will pay particular attention to how we move our mouths. They will also learn to recognize by hearing the English and even to discriminate between one sound and another.

In Pre-Kinder, we build on these foundational skills to coach them towards sound production. At this level, we will have more focused study of how the mouth moves to produce the various sounds that challenge English Language Learners. For example, the students explored numerous items hiding inside special bags to discover words with the “h” sound. We watch speech therapists carefully enunciate “b” so the students can mirror their movements. We also dance to songs that center on these focus letters.

In Kinder I, we support our students’ English literacy development. As they build their capacity to produce the unique sounds of English, we introduce them to the letters that correspond to those sounds. Our students love the dance videos in which they get to draw out the letters in the air with their whole arms. This is a stepping stone on their journey to full reading and writing proficiency in English.

Our Kinder II students leap past this first stepping stone as they master all of the letters of the alphabet. In CLIC, we hone in on the letters and sounds that challenge native Spanish speakers. Because of their more advanced cognitive abilities, we introduce them to more academic and explicit understandings of the sounds unique to the English language.

Finally in Pre-First, we build on the letter-sound correspondence skills of the prior years to prepare our students for more sophisticated English reading and writing. At this stage, we introduce our students to many of the blends that commonly exist at the beginning of English words but are very rarely found at the beginning of Spanish words: “sq” and “tw” for example. We also give a focused study of how to pronounce the digraphs that are challenging for English Language Learners, such as “th.” Because of all of our work on the English sounds from the earliest of grades, we are preparing our students to use these more advanced phonics skills to read English texts with fluency and confidence.


Luke Nantz
Luke is the teacher for the preschool CLIC. He grew up in Kansas City, Missouri and graduated summa cum laude from Case Western Reserve University. He then earned his Master’s in Elementary Education from Vanderbilt University.

Dentro de su Centro Colaborativo de Aprendizaje e Información (CLIC, por sus siglas en inglés), el Colegio Atid cuenta con distintas colecciones de material bibliográfico, impreso y digital, para cubrir con las necesidades académicas, laborales o de entretenimiento de los estudiantes y personal.

Ya se cuenta con el catálogo el línea de CLIC, en donde se pueden consultar los datos generales de colecciones y títulos contenidos en ellas. A continuación presentamos una breve descripción de cada colección.

Colección General:

Está dividida en dos secciones: Elementary-L&MHS, con nivel básico-medio para el apoyo en tareas e investigaciones sobre cualquier tema general; y UHS, con información de temas específicos y un lenguaje más avanzado.

Colección Teachers:

Está constituida por materiales principalmente dirigidos a profesores y staff. Cuenta con guías de profesor, materiales con preguntas y respuestas, o libros de ejercicios para aplicar, además de algunos temas específicos sobre educación y psicología.

Colección Judaísmo:

Contiene información referente a este tema en específico, como cuentos, novelas y demás.

Colección ATID:

Se conforma de publicaciones realizadas por el colegio como reglamentos, calendarios, artículos y anuarios.

Colección Rincón de Lectura:

Consta de diversas novelas y cuentos , tanto en inglés como en español. El contenido es para todos los grados, dependiendo de las características de la materia que los solicite.

Colección de Flores:

Esta colección tiene cuatro secciones principales:
• Flores Rosas (FRR)- La mayor parte del cuento son ilustraciones o secciones didácticas.
• Flores Amarillas (FRA)- Palabras básicas y en su mayoría ilustraciones.
• Flores Negras (FRN)- Libros con mayor parte de texto y poca ilustración.
• Flores Verdes (FRV)- Libros que prácticamente contienen sólo texto y las ilustraciones son casi nulas. Esta sección esta dedicada a lectores más avanzados.

Colección de Videos:

Contiene en su mayoría documentales, algunas películas de cine de arte y otras películas de diversos géneros.

CLIC cuenta también con colecciones digitales como:

Colección de cuentos infantiles en formato digital para su lectura en iPad o computadora. Está dirigida principalmente a Preescolar y Primaria.

Literacy Pro Library:
Biblioteca digital que contiene cuentos dirigidos a todos los niveles escolares K-12.

No olvides consultar el catálogo en línea: > “Catalog”.


Alberto González

Alberto estudió la Licenciatura en Biblioteconomía en la Escuela Nacional de Biblioteconomía y Archivonomía. Se encarga de los procesos técnicos, administración del sistema de catalogación y la atención a usuarios entre otras muchas actividades de CLIC.

At the preschool Collaborative Learning & Information Center (CLIC) music builds the children’s literacy skills. The music videos tailor to their specific academic development. For example, the Pre-Kinder students transition with a video that teaches the names of the letters. Kinder I students learn the sounds of the letters with their arrival video. Kinder II students watch videos that apply their letter-sound correspondence proficiency into full words. Pre-First students explore digraphs and blends as part of their routine.

A partir del 2015 el colegio arrancó el nuevo concepto de biblioteca llamado CLIC (Collaborative Learning and Information Center), esto dio un giro total, ya que anteriormente se ofrecían sólo servicios básicos, préstamo de libros, recursos de información, copias e impresiones, pero faltaba algo que conectara con el rumbo tecnológico del Colegio.

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