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THEME: Personal and Public Identities CONTEXT: Personal Interests This year I taught in a new district. I had students in Spanish I (a semester in 8th Grade), Spanish III, IV, and AP. Since students had already had two and a half years of Spanish, I assumed that they knew how to read in Spanish, and I gave them articles and assessments that I had used and created in my previous position. I was wrong. The articles and what I expected students to be able to do with them at the beginning of the year were way beyond what they could actually do. I unfortunately forged ahead and didn't stop to actually teach them how to read in Spanish like I should have. While teaching my 8th graders who were in Spanish for the first time, I gave them many strategies and started with more basic authentic articles and what my expectations for what they did with the readings were much different - I taught them how to read and in doing so, built their confidence as readers of a second language. For this year, I have developed a series of readings that I will do in the first unit "Getting to Know You" (Personal Identity) and review in which students will gradually build to the Interpretive Reading Guide (Paul Sandrock) - I created a template with each of the proficiency levels and the types of questions to write for each based on Paul Sandrock's model to help me when I am creating Interpretive Reading assessments. The articles are all from the same website and fit very well with the context of Personal Identity. 
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