Quiz Grade 3/5

David and I discussed some specific phrases that he is interested in learning.

He then took his regular -er quiz. He elected to conjugate the verb leer.

He forgot two of the endings and so he scored a 3/5. We graded his quiz together and encouraged him to study those endings prior to taking his test.

David then spent some time completing a good sized paragraph provided in his
textbook by conjugating the provided verbs appropriately.

He was able to to do this task quite well, and it seemed to be an appropriate level of difficulty for him as he was able to do it, but it did require some thinking and some input from the teacher.

Kaitlin and I reviewed briefly her reading from yesterday about ceviche. We used this reading to highlight how we can use reviews to cement new vocabulary into our brains.

We read a conversation with accompanying pictures that was between two students discussing their need to do homework and their hunger levels.

We would read a section and then translate that section. One of the students mentions some homework that they have about Simon Bolivar.

We read a small excerpt about Simon Bolivar and his role in liberating Northern South America.

David and I looked at some conjugation tables for regular -er and -ir verbs. We discussed the differences between the er and ir verbs in the nosotros and vosotros forms.

We looked at a list of common -er, -ir verbs. I emphasized to David that he should study these verbs and that even if he tried, he could not over study them as they will appear frequently beteween now and the end of the year.

David practiced conjugating several of the verbs on the list.

David became interested in memorizing a number of specific phrases so that he can communicate. I am excited about that.

Quiz Grade: 10/10

Kaitlin started with a brief review.

She focused on the food words on which she would be quizzed today. At the end of her review, I pointed out some items where she should particularly focus. They included verbs from the last chapter that would appear on this quiz, occupied/free, and a couple other details.

She looked at those words.

She then took her quiz.

Her only error on her quiz was the spelling of the word batidos.

We discussed her answers and the logic she used to arrive at her answers.

We then read a short paragraph about the dish ceviche and she answered a question about it.

David continues to become more independent in his start of class review. Today, he opened his book told me the information that he was going to study. He studied it. I quizzed him orally on the material and he showed a solid but not perfect understanding of the material. He wisely chose to review material that will be on his quiz today. Because it is an assessment day he was given extra time (4 min total) for his review.

I then asked him about the material that he reviewed and expanded on his understanding.

David and I then discussed the vosotros form in Spanish. We discussed the spread of language that came with Spain expanding its empire.

David then started to take his quiz. He had a strong start to the quiz but ran out of time.

Absent - Kaitlin was to take a short quiz on this chapter's vocabulary.

She was also to read some multi-paragraph selections on food in Spanish-speaking countries.

David continued to learn about the foods of Spanish-speaking countries and their Spanish names.

He reviewed to start class. During this review we cleaned up the pronunciation of some words like jugo. We discussed the content of a picture that was not clear. We read everyone of the Spanish vocabulary words in Spanish and said it in English.

David and I then discussed the quizzes that he will have this week and their content.

We then read a short paragraph about ceviche and discussed this dish.

David was shown how to conjugate regular er, ir verbs as well as how to conjugate the verb ver.

Kaitlin reviewed briefly to start her class. I gave her some suggestions on items that she should add to her notes. We reviewed some key items like creer que and deber.

Kaitlin and I then finished the lesson on the key phrases Tener que + and Ir a +. We practiced using these phrases to express sentiments that Kaitlin is likely to want to communicate in the future.

We pointed out that Kaitlin is becoming capable of expressing more complex ideas in Spanish such as I am not going to do ______ tomorrow because I have to ______. In fact, we revisited the exact conversation that we had at the beginning of class in English doing it this time in Spanish. I am not going to be in school tomorrow because I have to go to Texas.

She wrote down some of the phrases. We briefly touched on the acabar de and read a couple short paragraphs in Spanish.

David and I worked to refresh his mind regarding all of the information from this chapter that he had learned prior to the break.

We looked at the food words that he had learned. We look at the meals of the day. David said that he had retained much of the information, so we moved on quickly from the review.

He was introduced to some new words. They included ocupado, libre, mesa, mesero and more restaurant terms.

We spoke about different customs regarding tipping at restaurants.

Lastly, we used the verb ver to play the game "I spy.."

Kaitlin and I refreshed in her mind the two sets of vocabulary and regular -er and -ir conjugations that we have learned in this chapter so far.

Kaitlin seemed to have retained a good portion of the information.

We also reviewed the phrase creer que.

Kaitlin was given the opportunity to read a paragraph that she had worked on prior to our break.

We then discussed new material that included the phrases tener que, ir a, and acabar de. The first two phrases are standard in the course for Spanish 1 students. However, given Kaitlin's previous understanding of Spanish and ample desire to learn it, we stretched our course material to include this extra phrase.

We then discussed how her Spanish-speaking tennis coach may use the different phrases that we learned. Like he may say "Today, we are going to ..." or "you need to lift your arm higher."

Kaitlin did a good job of applying what we have learned to her life by responding to and translating the phrases we used.