Goal: Students will improve 1 or more performance levels in Interpretive Reading and Presentational Writing.
** Copies of the graded assessments are available upon request.
ALL of the 64 Spanish 2 students made gains by TWO or more levels in Interpretive Reading. Some of the students increased up to FOUR levels. On one hand, I was not surprised that the gains were greater in receptive, interpretive communication. I was amazed by the level of gains. (Distinguished)
Out of the 64 students, a total of 9 made gains of less than one level in written production. This means that 86 percent of the students improved by one or more levels. (Proficient)
Interestingly, six of the nine were from the same class. I reflected on this, but I am not sure why this occurred. While I have not spent a lot of time teaching and editing writing in class, I followed Steven Krashen's Input Hypothesis: reading improves writing, listening improves speaking. Did I provide ample opportunities for reading?
Interestingly, six of the nine were from the same class. I reflected on this, but I am not sure why this occurred. While I have not spent a lot of time teaching and editing writing in class, I followed Steven Krashen's Input Hypothesis: reading improves writing, listening improves speaking. Did I provide ample opportunities for reading?