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Ms. Casacuberta Palmada’s Classroom Edit display name

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I am hoping to get for my students highly compelling Spanish texts varied by level, source, and type. Thus, students can hold, turn physical pages, and read books of interest to them when in class and at home. Reading is one of the most effective ways to develop and improve not only literacy, but overall language skills, empathetic and emotional intelligence, and communicative skills. My first year, second year, and AP Spanish students need to be able to decode messages [understand, interpret, and analyze what is heard, read, or viewed on a variety of topics (NVACS WL1)], make intercultural connections [use the language to investigate, explain, and reflect on the relationship between the practices&perspectives of the cultures studied (NVACS WL4)], make interdisciplinary connections [build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively (NVACS WL6)], discover linguistic connections [use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own (NVACS WL8)], and to "acquire information and diverse perspectives" [Learners access and evaluate information and diverse perspectives that are available through the language and its cultures (NVACS WL7)]. We are in-person full-time this year (as opposed to hybrid last year), but students are struggling even more with the separation (distancing, no supply sharing, screen fatigue). The physical texts I'm requesting and the materials to enable physical engagement (page protector whiteboards, glue, scissors, markers, etc) will directly enrich and enable students' language and intercultural learning and allow them to meet all standards.

About my class

I am hoping to get for my students highly compelling Spanish texts varied by level, source, and type. Thus, students can hold, turn physical pages, and read books of interest to them when in class and at home. Reading is one of the most effective ways to develop and improve not only literacy, but overall language skills, empathetic and emotional intelligence, and communicative skills. My first year, second year, and AP Spanish students need to be able to decode messages [understand, interpret, and analyze what is heard, read, or viewed on a variety of topics (NVACS WL1)], make intercultural connections [use the language to investigate, explain, and reflect on the relationship between the practices&perspectives of the cultures studied (NVACS WL4)], make interdisciplinary connections [build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively (NVACS WL6)], discover linguistic connections [use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own (NVACS WL8)], and to "acquire information and diverse perspectives" [Learners access and evaluate information and diverse perspectives that are available through the language and its cultures (NVACS WL7)]. We are in-person full-time this year (as opposed to hybrid last year), but students are struggling even more with the separation (distancing, no supply sharing, screen fatigue). The physical texts I'm requesting and the materials to enable physical engagement (page protector whiteboards, glue, scissors, markers, etc) will directly enrich and enable students' language and intercultural learning and allow them to meet all standards.

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