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Mrs. Woodruff’s Classroom Edit display name

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I teach Spanish 1 at a Title 1 High School in Arizona. My school houses Grades 9-12, but because the demand for beginning Spanish is so high, students in grade 10 sometimes end up on waiting lists and grade 9 almost never gets into my classes. Each of my six classes have 36-40 students with little to no access to textbooks. Instead of using this as an excuse to allow low performance, I use literature and texts from the world around them to teach them. My students often struggle with literacy skills because of the lack of access to print materials. Recreational reading percentages are low and the variety of texts available through a library is not always great. My students are encouraged to explore their own interests through appropriately-leveled reading of their choice and to keep journals of the new words they learn. This process not only increases vocabulary exponentially, but builds subliminal grammar knowledge in a way that no direct instruction could.

About my class

I teach Spanish 1 at a Title 1 High School in Arizona. My school houses Grades 9-12, but because the demand for beginning Spanish is so high, students in grade 10 sometimes end up on waiting lists and grade 9 almost never gets into my classes. Each of my six classes have 36-40 students with little to no access to textbooks. Instead of using this as an excuse to allow low performance, I use literature and texts from the world around them to teach them. My students often struggle with literacy skills because of the lack of access to print materials. Recreational reading percentages are low and the variety of texts available through a library is not always great. My students are encouraged to explore their own interests through appropriately-leveled reading of their choice and to keep journals of the new words they learn. This process not only increases vocabulary exponentially, but builds subliminal grammar knowledge in a way that no direct instruction could.

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