Increasing third graders motivation in reading competence in Alicia Guerra public School through the application of several traditional strategies, used from different perspectives and the implementation of different strategies to improve reading skills is the purpose of this project. In the 21st century, the involvement of technology in the education system is an essential part of students’ academic development. Technology plays an important role in students’ daily life nowadays, however its usage in education have created a great impact in students learning, and a profound hit point in reading, because this is one of the first skill that everybody need to manage; before getting emerged in the technology´s world. The rapid spread of electronic communications has the capacity to affect the quality and efficiency of basic education throughout the world in dramatic ways – both positively and negatively. The ease with which teachers and students can gather information over the Internet on virtually any topic has the potential to transform instructional content and pedagogical practice. Moreover, courses developed by the best teachers in one country can be made available to students across many countries. The first phase of this project consists in apply a survey to the teachers of the school that are in charge of the third graders and those who involve the reading into their routines and main content. Secondly, the implementation of the strategies will be initiated, starting from simple things to the complex, some of them related to technological resources.

Oftentimes, when assessing adult student's writing skills in English as a Foreign Language (EFL) environment, teachers and students alike might find themselves at an impasse regarding the grade given in a composition. With this in mind, we have upgraded one of most used assessment tools: rubrics. This project proposal describes the path that we have taken to design an innovative rubric that aims to improve the assessment of writing by both teachers and students alike. Outcomes of this project include increase of students’ self-awareness and independence, and the acceptance of an upgraded assessment tool. In our upgraded rubric the proficiency categories are based on a gradient of colors for each of the relevant aspects of writing rather than on numbers (one through four), literals (A through D), among other types of proficiency indicators, with the aim of making written compositions a useful learning experience, and avoid the conflict of subjective grade.