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At the beginning, I thought that organizing activities for a group of students that have different competence levels would be impossible. However, throughout this Unit, I realized that this type of classroom has a lot of positive aspects:

Students are able to learn at their own pace

Students learn to work well in a group

Students become independent learners

Students develop strong relationships with their peers

Students become partners in learning

Regarding the challenges of multi-level classroom, I believe that it is fundamental to identify each student's need, so then, it will be easier to organize activities in general, and for specific groups with specific needs. In this way, I would have a classification of my students that will be modified every time they show they improve in certain areas.

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In the Chilean context the average of students per class is about 35, in worst scenarios that number increases to 50 students per class. That is why we as teachers need to know how to deal with large classes because we will encounter students that differ greatly from one another. There will be diversity in any aspect, different learning styles, intelligences, interests, needs, etc.

Therefore, we must take into consideration to apply differentiation so as to promote the best learning environment possible. In this sense, no one would be left behind and everyone would have the opportunity to learn in their own ways.

Thus, differentiation consist of:

- Choosing authentic and stimulating texts.

- Providing students with different types of task that range from challenging to more challenging.

- Giving appropriate scaffolding to support students to become more proficient readers.

In this fashion, what I should do is to model and explain activities and the strategies that they will be using. Moreover, I should foster awareness of learning how to learn so that students will be more conscious about their learning process, which can result in improved performances.

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Modifications in activity 5:

The teacher should contextualize the text by asking some questions like “So, what do you think it is the central topic of this lesson?, taking into consideration the previous activities… what do you think the text is going to be about?”. Once students share their thoughts, the teacher starts giving clear instructions of the activity since in the text are not so specific. In this sense, the teacher should say as he/she models the instructions: “Look at this little orange square, there are 7 words (he/she says them aloud), you have to find these words in the text on page 60, highlight the words and read them in context. Then, once you understood the words, match them with their meaning, from letter a to letter g”.

*Tips/recommendations: the part of finding the words in the text could be collaborative work.*

Regarding the instructions, the students would have a combination of input for new language, that is, apart from the box of words (visual) they would have the pronunciation of the same words (aural)(Jiménez & Lamb, 2003).

*Tips/recommendation: we can include an additional activity for students who finish first. They could create a sentence on their own using each word given.*

Suggestion: The teacher should scaffold the process of understanding the new linguistic items for students who are having difficulties or need help.

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Jiménez, M. & Lamb, T. (2003). Differentiation in the Modern Languages Classroom.
MINEDUC. (2017). Teen Club 2º Medio Student’s Textbook. Ediciones R&B.

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Choose an activity of each stage of reading (Pre- reading, While-reading and Post-reading) and adapt it to work with mixed-levels and/or large classes.

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Kimberley Puentes   : 34%
Alondra Rodríguez   : 33%
Francisca Varela      : 33%

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Audience: 10th graders
Unit 3: Arts and Entertainment
Reading activity selected: Let’s turn on the TV!

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Modifications in activity 8:

We would put the strategy from the bottom right of the photo in the exercise. Also, we would use the instance to make the students discuss the type of audience that each programme address.

The instruction for the exercise would be:
Read the text again, and as you read identify the target audience for each programme mentioned in the table from page 60. Then discuss in pairs.

To scaffold the activity we would model the identification part, we would tell them what is the audience for the first programme "Opportunity knocks". Then, we would help them think and reflect about the second programme to identify the audience.

**All of our adaptations were done in order to make the activities more collaborative and communicative, because almost all the exercises were done for the students to work individually.

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Modifications in activity 9:

Read aloud the text with you classmates and discuss which of the 6 statements are facts and which are inferences. At the end, come up with two conclusions about the text, a fact and the other an inference. Finally, read them to your classmates so, they would check if they are written correctly.

This modification is thought to set both collaborative and individual tasks on a common text (Jiménez & Lamb, 2003). Part of the collaborative reading benefits is that texts extend readers and stimulate discussion. Thus, reading as a group, students will see difference between reading on their own and accompanied. Moreover, through this activity, students will receive support from their classmates so, they would realize about the different abilities that each of them has. Also, it will be evidence of the huge variety of outcomes and range of responses at many levels.

Finally, the role of the teacher is fundamental since they have to guide students providing a model of the activity. Teachers also have to be constant in checking their performance, focusing always on students’ participation since the idea is that they take advantage of this instance of reading.