Second Basic A - Miss Graciela Celleri

Second Basic B - Miss Graciela Saud

Second Basic C – Miss Katherine Torres

Second Basic D – Miss Karla Vicuña

Educator Improvement Meeting

DIAGNOSTIC TEST

Second Basic students were diagnosted during the third week of April,

It was based on the pre-test from Spotlight 1.

Students were evaluated on:

* Separate Domains Assessments (skills)* Integrated Domains Assessments (production and

comprehension)

Separate Domains Assessments (skills)

Integrated Domains Assessments

Diagnostic Test Results 2nd A

Diagnostic Test Results 2nd B

Diagnostic Test Results 2nd C

Diagnostic Test Results 2nd D

CURRICULAR ADVANTAGESSKILLS CONTENTS & STRATEGIES ACTIVITIES & ASSESSMENTS

Listening

Listen attentively. (In process) Follow simple directions.

Classroom TalkListen to the CD.Student BookPractice BookNotebookMagic Words (phonemic awareness)Assessment book

Speaking

Identify and correctly use singular and plural nouns. (one and more than one)

Identify and correctly use singular and plural pronouns. (I, he, she, it, they, we) (In process)

Identify and use subject-verb agreement. (I am – He is – She is – They are) (In process)

Identify and correctly use basic prepositions (in, on, under, behind, in front of, next to)

Stay on the topic when speaking. Use descriptive words when speaking about people,

places, things or events. (colors) Speak in complete coherent sentences. (In process) Recite poems, rhymes, songs or stories. Retell stories using basic story grammar and

relating the sequence of story. (In process) Respond to wh questions (who, where, what) Answer simple questions. Match oral words to printed words.

Speaking TimeMind MapSchool Supply and Action WordsThis is my FriendAssessment book

CURRICULAR ADVANTAGES

PROPOSALS

1. Use of Cooperative Learning Strategies: Positive Interdependance Individual Accountability Simultaneus Interaction Equal Participation Social Skillls Development

2. Work on projects that involve family and environment interaction.

3. Do school trips that reinforce their language learning.

4. Request Pre-School teachers the usage of body language and gestures instead of talking in Spanish.