1. Educator Improvement Meeting
Second Basic A - Miss Graciela Celleri
Second Basic B - Miss Graciela Saud
Second Basic C – Miss Katherine Torres
Second Basic D – Miss Karla Vicuña

2. 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)

3. Separate Domains Assessments (skills)

4. Integrated Domains Assessments

5. Diagnostic Test Results 2nd A

6. Diagnostic Test Results 2nd B

7. Diagnostic Test Results 2nd C

8. Diagnostic Test Results 2nd D

9. CURRICULAR ADVANTAGES
SKILLS CONTENTS & STRATEGIES ACTIVITIES & ASSESSMENTS
• Listen attentively. (In process) Classroom Talk
• Follow simple directions. Listen to the CD.
Listening Student Book
Practice Book
Notebook
Magic Words (phonemic awareness)
Assessment book
• Identify and correctly use singular and plural nouns. Speaking Time
(one and more than one) Mind Map
• Identify and correctly use singular and plural School Supply and Action Words
pronouns. (I, he, she, it, they, we) (In process) This is my Friend
• Identify and use subject-verb agreement. (I am – He Assessment book
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.
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.

10. CURRICULAR ADVANTAGES

11. 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.