Absent - David was to participate in schoolwide testing.

We welcomed Kaitlin back on to campus. Our "welcome party" included a warm welcome that turned quickly into her organizing her physical materials (workbook, textbook, notes, assignments) and doing a practice quiz.

She was given two minutes to review her vocabulary. She then took her practice quiz. On this quiz she scored about a 70% (this is a participation grade for which she got a 100%) but this indicated to us that we should study the vocabulary again and repeat with a similar quiz.

Kaitlin created notecards. We reviewed the notecards together. She retook a vocabulary quiz. She showed an improved understanding on her second quiz.

Kaitlin should study tonight for her actual quiz tomorrow.

Absent - We were to discuss stem changing verbs.

Cam and I read passages from a short book about Celia Cruz.

As we read the passages, I would ask Cam about different conjugations and vocabulary.

We pointed out the word joven that he learned yesterday.

We specifically discussed the imperfect and how in the future Cam will get the chance to learn about this new conjugation.

We discussed the power of accessing Spanish daily. We discussed ways that Cam can access Spanish in fun and meaningful way.

Cam mentioned some of the forms of media that he consumes and spoke about how he can use those to access Spanish.

Kaitlin lead us through our review.

We then looked at o to ue stem changing verbs. Kaitlin was asked to use the i-ie verbs as template and then identify the patterns of the o-ue.

She was able to identify the pattern and describe it to me aloud.

We discussed how the verb jugar follows a very similar pattern.

Kaitlin was then asked a series of questions requiring her to respond using verbs that have an o - ue stem change.

David practiced using stem changing verbs in a variety of situations. He first practiced just conjugating the verbs. He then conjugated specific verbs to fit into sentences. David then used sentence fragments to generate his own sentences.

Today Cam and I explored his supplemental textbook The Adventures of Isabella.

We read the first chapter, taking turns reading and translating each paragraph. Cam demonstrated a strong understanding of the content that he read.

He was able to discuss the text appropriately.

We covered some highly specific information from the prechapter including the phrase at what time is ... , how the time is said differently if it is one oclock versus other times of day, and the vocabulary word joven.

David and I discussed our lesson from the day prior. He lead us through that discussion.

We then looked at some examples of stem changing verbs. We looked at each of their present indicative conjugations of multiple verbs. David was asked questions along the way to check his comprehension. He was then responsible for conjugating some verbs to match specific sentences.

Kaitlin and I began to use the information that we have been learning about stem changing verbs.

She answered 4 questions in Spanish that required her to use stem changing verbs.
She created 4 additional sentences using stem changing verbs.

Kaitlin and I read the adventures of Isabella.

We read the entire first chapter. As we read, she was responsible for translating the paragraphs that she read aloud.

She did a great job of translating as she went. We worked hard on taking a good translation and making it great by being precise.