How do you grade vocabulary sentences?? From time to time I still have my students write vocabulary sentences when I assign new lists and I'm just wondering what you all do when grading vocabulary sentences for levels 1-3. Gracias de antemano! :)
I am new to Realidades. Have No resources except online. Am looking for where I can find: Assessment Program: Chapter Checklist and Self-Assessment Worksheet, pp.T56-57. Anybody out there use Realidades?
On 9/18/16, sra.lamb wrote: > I am new to Realidades. Have No resources except online. Am > looking for where I can find: Assessment Program: Chapter > Checklist and Self-Assessment Worksheet, pp.T56-57. Anybody > out there use Realidades?
On 9/18/16, sra.lamb wrote: > I am new to Realidades. Have No resources except online. Am > looking for where I can find: Assessment Program: Chapter > Checklist and Self-Assessment Worksheet, pp.T56-57. Anybody > out there use Realidades?
Any suggestions for activities other than worksheets to help students understand the difference between the uses of the infinitive vs the gerund/present participle. Every time the kids hear/think of a word that ends in "ING" in English they want to use the gerund/present participle. Thanks!!!
I don't know how effective it is, but you might try to get them to think of instances where English uses or used the infinitive for a noun. A twofer: "To err is human, to forgive divine."
The trouble with this task is that most instances are subject to alternative grammatical analyses in English. For example, on one hand "I like to ski" resembles "I like skiing," so you could interpret "to ski" as a substantive equivalent to "skiing" in certain contexts. On the other hand, "I want to eat" is like "I want food," again making the to-marked infinitive a noun phrase, but *"I want eating" is something else again, suggesting that "want to" is a modal construction when it precedes the infinitive form of a verb. So depending on the age and sophistication of your students, this may be more confusing than helpful.
On 9/15/16, Eh. wrote: > I don't know how effective it is, but you might try to get > them to think of instances where English uses or used the > infinitive for a noun. A twofer: "To err is human, to > forgive divine." > > The trouble with this task is that most instances are > subject to alternative grammatical analyses in English. > For example, on one hand "I like to ski" resembles "I like > skiing," so you could interpret "to ski" as a substantive > equivalent to "skiing" in certain contexts. On the other > hand, "I want to eat" is like "I want food," again making > the to-marked infinitive a noun phrase, but *"I want > eating" is something else again, suggesting that "want to" > is a modal construction when it precedes the infinitive > form of a verb. So depending on the age and sophistication > of your students, this may be more confusing than helpful. >
A few years ago our school decided to do several forms to document parent...See MoreHello! My school is looking to create a school-wide intervention system to allow every school the chance to achieve and succeed. Do you have any suggestions? What has worked well at your school to get more students to complete their in-class and homework assignments?
A few years ago our school decided to do several forms to document parent contact, missing homework forms, etc. It was a paperwork nightmare, especially in some classes with several failing students.
1. Advisory class - 25 minute class every day of the week.
Mondays and Thursdays we do grade checks. The kids have to fill out a form with their grades and why they have them. We encourage/coach the kids to communicate with their teachers and to attend our after-school program.
Tuesdays are College/Career - we show staff-created power points on different colleges or careers. Students have to fill out a graphic organizer with info from power points.
Wednesday - various "real-life" assignments, having to do with budget, planning for college, etc
Friday - game/getting to know each other day.
2. 21st Century grant - after school, students can learn skills (sewing, acting, cooking, etc).
Also, there is an after-school tutoring session on certain days.
hi, this is my first year teaching Spanish 1, Spanish 2 and Spanish 2 honors with the avancemos text. does anyone have anything or any advice on what to add to Spanish 2 to make Spanish 2 honors more difficult?
You could always assign level C for Honors and expand the same assignment you give the others - require an extra component - more writing or a speaking part for them that is not required for the others.
I will try to attach an extremely useful website that has pdf files of the entire textbook and workbook. It is super helpful. You could also assign more of the cultural pages to the Honors student.
Good luck! [link removed]
n 9/10/16, karla wrote: > hi, this is my first year teaching Spanish 1, Spanish 2 and > Spanish 2 honors with the avancemos text. does anyone have > anything or any advice on what to add to Spanish 2 to make > Spanish 2 honors more difficult?
hi, this is my first year teaching Spanish 1, Spanish 2 and Spanish 2 honors with the avancemos text. does anyone have anything or any advice on what to add to Spanish 2 honors with the avancemos text. does anyone have anything or any advice on what to add to Spanish 2 to make Spanish 2 honors more difficult? Spanish 2 honors more difficult?
I do not want famous people nor country reports. I would like to see more cultural topics such as Dia de los Muertos, Las Fallas, Semana Santa, etc. Does anyone have any ideas?
Some ideas I've used are la quinceañera, the significance of the piñata, la Batalla de Puebla and el cinco de mayo, Ojo de Dios, Our Lady of Guadalupe and Juan Diego, la Quebrada, Diego Rivera and/or Frida Kahlo, Benito Juárez and similarities between this Meixcan leader and Abraham Lincoln. ¡Buena suerte!
On 9/18/16, sra.lamb wrote: > I am new to Realidades. Have No resources except online. Am > looking for where I can find: Assessment Program: Chapter > Checklist and Self-Assessment Worksheet, pp.T56-57. Anybody &...See More