David and I spoke about the names of the main meals of the day. He was having some trouble remembering lunch. So, he wrote that word down multiple times. We spoke about specific foods and ways that he can remember the Spanish words for them. We focused on words like beans, french fries, various drinks, salad, and the like.

He translated some sentences using the verbs to drink, to eat.

He then took a quiz. He did well on the quiz but could benefit from further study of this information before his test.

Kaitlin chose to focus on her conjugations during her study today. At the end of that time we spoke about the verbs included in the list on that page. I provided the translations for a handful of the words.

We then discussed the phrases Creer que (to believe that) and Deber _____ (... should). Kaitlin was asked to translate some phrases that use this vocabulary and structure.

Kaitlin elected to take her quiz after the Thanksgiving break. So, she should study over the break for the quiz.

Kaitlin used conjugations of regular -ir and -er verbs to complete a paragraph. Of the 15 required manipulations, she only needed help with two of the them. These two required that the student infer from the rest of the paragraph which conjugation should be used.

David and I discussed the learning objectives for what we will be doing for the next couple of weeks.

We discussed the theme of food from other countries.

David finished his assessment.

David looked at pictures dealing with the food theme.

We read about steaks and how Argentina is famous for its production of beef.

Kaitlin and I read a super short conversation in Spanish. We discussed how in Spanish we say have thirst instead of be thirsty or have hunger instead of be hungry.

Kaitlin looked at some pictures of people during their meals. She used her observations of the pictures to help her understand the written Spanish content underneath.

Kaitlin was informed of an upcoming quiz.

David and I looked at pictures of different dishes from around the world. He read about the dishes. The sentences about the food used the conjugations and vocabulary that we will be focusing on this chapter.

We discussed the food and some safety tips when eating foods in other countries like researching (by speaking to locals, or reading online) before consuming water in another country.

David reviewed for his food quiz.

We then read several short paragraphs about food, restaurants, and waiters in Spanish.

David then reviewed for his quiz one more time before taking the quiz.

Today, Kaitlin started with her self-guided review. She needed a little reminding but overall did a wonderful job.

Kaitlin and I then discussed some of her vocabulary like the word waiter which made her ask about professional horse riders.

Kaitlin formed a number of sentences using the vocabulary from the this chapter but also verbs from chapter 2 like buscar.

Kaitlin formed a number of questions using a word bank.

Kaitlin then was shown a verb conjugation chart for -er, -ir verbs. We specifically discussed the vosotros form to support Kaitlin in her goal to communicate in Spain.

She was instructed to study the list of verbs from the page in her book in preparatin for her test.

Kaitlin and I started her sessions discussing how much she will need to study between now and the midterm just before the winter holiday break.

We discussed how she is to start every session by having her book open, notes out, and start to review what we covered in our last class.

We discussed her material from last class. She was given a brief moment to ask me any questions that she may have for her quiz.

She then took her quiz. She did very well on her quiz.

We discussed the phrase Tener que and how it means to have to. She was given examples of phrases in English and in Spanish of phrases that use tener que.

Kaitlin then looked at some of the information from the new vocabulary of the chapter and reviewed her tener verb tree.

David continued to take his test.

He will frequently say his answer aloud and it will be correct in its oral form. Then, he will look at the teacher and try to gauge based on my reaction if his answer is correct. The answer that gets written on the page often has changes from the answer he gave aloud.
So, the answer that actually gets written on his page will often be different than what he said. These changes from oral to written cost him points.

Further independent study outside of class time may help build his confidence in his answers.

Kaitlin was introduced to the vocabulary that we will be using with our regular -er verbs. She read a number of sentences paired with pictures to visually present the information.

She was asked comprehension questions as the sentences were in Spanish.

We also previewed the information to come between now and the Thanksgiving Day break.

We helped her to plan on how to be the most prepared for her tests and quizzes.