Samantha and Rachel did a fantastic job during our session today.

We divided the time amongst these 3 major tasks: analyzing current grade, addressing stem-changing verb needs, and prepping for their next graded assignment (quiz).

I spoke with each student about their current grade in the class, their recent progress report, and the grade they received on their presentation.

While I spoke with one student, the other was tasked with generating part of a study guide that they will use to get more capable with stem changing verbs.

To prepare for their upcoming Direct Object Pronoun Quiz, I shared with them a specific resource: StudySpanish.com.

Both girls seemed comfortable with the site and its presentation of the material. We read a portion of the lesson together. We then answered questions on the basic quiz and looked at the format of its scoring process.

They are tasked with finishing the quiz we started, and doing the quiz for the next D. O. Pronoun lesson before we meet on Wednesday.

Rachel and Samantha arrived on time and were attentive throughout the meeting.

We assessed the urgency of each of their current class assignments.

We then reviewed their quizzes from the week prior explaining the correct answer for any questions they answered incorrectly. We analyzed patterns in the points they lost. Both girls seemed to have lost points both on the Stem Changing Verb knowledge requirement and the Reflexive Verb knowledge requirement in about equal portions.

Rachel and Samantha would benefit from sufficient time to correct this deficiency before it costs them more points in the class.

Students reported that they do not have any immediate tests or quizzes. This may be a good time to address these issues as it will likely take more than one session.

Much of the meeting was spent on efficient student practices.

Lastly, students were given an opportunity to practice their presentations once with me.

Due to lack of time, we did this more casually (I did not have rubric in front of me during presentation). But, would have liked to have gone about it more formally.

Rachel was given the option to go over our scheduled time so that she could present in addition to Samantha.

We were able to correct some conjugations, pronunciations, and other material items prior to their presentation.

I met with Rachel and Samantha.

We discussed their submission of the homework referenced in our previous session. We discussed their upcoming project.

We then discussed stem changing verbs. We quickly reviewed a list if common stem changes in the present tense.

We had a brief conversation where I spoke in Spanish. The girls then recalled details of what I said to them.

Lastly, we discussed reflexive verbs and their upcoming quiz.

To prepare for the quiz, we looked at Rachel’s quiz.

We discussed the problems that she answered incorrectly. We discussed how reflexive verbs are used when the do-er of the action is also the receiver of the action. We discussed a quiz taking strategy to help with this.

We analyzed patterns amongst the mistakes. Samantha helped to create a replicate practice quiz for Rachel to take and Samantha to grade.

Both Rachel and Samantha answered questions about reflexive verbs.

While Rachel was able to answer questions in a satisfactory manner during the session. Her confidence doing so seemed a little shaky.

I provided a resource for her to use to practice on her own outside of our session.