Kaitlin and I continued to grade her test. While grading we came upon a section of the test where she did an amazing job and needed little to no corrections.
We discussed Kaitlin's performance in my class.
Kaitlin started to prewrite the paragraph for her essay.
Assignment
Write in English sentences that you can say in Spanish that fit the topic sentence: I do many interesting things.
David and I reviewed the answers for his take-home test.
This exercise is designed to: provide a moment of reflection for David on the answers he provided, build repetitions with the material, give him insight as to what I am looking for on his tests, allow him to be able to do this independently down the road.
David has improved the level of his work greatly in our sessions. Today, he was paying attention, working hard, and giving insightful responses. He turned his test in promptly which helped his grade.
Great job David!
Our last item today was to create an audio recording to help him study his vocabulary.
Kaitlin was given 4-5 minutes today to ask me any questions that she had about the vocabulary for the chapter. She looked at a vocabulary list while checking her understanding.
Kaitlin then sent me a copy of her completed test. We started to go through the test together doing corrections.
Most of her answers required at least some form of correction.
This exercise is designed to: provide a moment of reflection for Kaitlin on the answers she provided, build repetitions with the material, give her insight as to what I am looking for on her tests, allow her to be able to do this independently down the road.
David turned in his take-home test. He turned it in on time and completed.
Great job, David!
We discussed what sections of the test were the most difficult for him. He was then permitted to highlight the 4 questions that he was least certain about. He will be permitted to do corrections on those questions for full credit instead of half.
We then discussed a test taking strategy that David likes to employ where he writes down important information on the front of the test as soon as it is given to him.
He was given a brief amount of time to gather and write down that information in a consolidated spot in his notes.
He should study that until test day.
We also spoke about a new strategy that he will try to use where instead of using notecards, he will listen to a vocabulary recording everyday in preparation for the test.
Kaitlin turned in her take home test. She had not finished the test completely and this will likely cost her some points.
Kaitlin and I then discussed a strategy that she likes to employ on tests in my class. She frequently will make notes on the test as soon as she receives her copy of it.
So, she began to create a study guide for herself that contained all the information that she would like to write down immediately upon receiving her test.
This process helped her to identify what parts of the chapter she still needs to focus on and which parts she knows really well.
His focus on the question at hand continues to improve each class period. He displays an increasing ability to understand by properly translating the questions at hand.
Today, I advised him to reread his answers once he has written them on the page so that he can go back and clean up any small errors or issues. For example, he will sometimes forget to change the conjugation of the verb used in the question when he uses that verb in his response. When prompted to look at the sentence again, he is able to then conjugate the verb appropriately.
Our first reading was a conversation in Spanish between two students about their plans. David read for one student and I for the other. We translated as we went.
His next reading was about a Peruvian exchange student in New York. He learned about the names of the different levels of schools in Peru.
The last reading was about the differences and similarities between work cultures for students in the U.S. and Latin American countries.
David exhibited a strong to fair level of comprehension during our readings.
He spent his time translating sentences from the test so that he could correct them or respond to them as directed by the instructions.
He was instructed to circle words and phrases that were difficult for him and write their translations directly on the test so that he could study from those notes for his chapter test.
Assignment
Finish test by Wednesday
Session Minutes
45
Minutes Student Attended
37
Lesson Comments
David got to school slightly late today. He was told to turn in his test at the front desk.
She spent her time translating sentences from the test so that she could correct them or respond to them.
She was instructed to circle words and phrases that were difficult for her and write their translations directly on the test so that she could study from those notes for her chapter test.
She reviewed the entire test for any questions that she may have for the teacher.
