The student completed the workbook activities for the syllable M. The student then took a dictation to practice spelling and phonics. Afterward, the teacher introduced the "árbol genealógico", and the student completed it using his own family information.
The teacher reviewed the nature vocabulary previously learned in class. The student then completed four practice exercises to prepare for tomorrow’s quiz.
The teacher reviewed the use of the past participle (haber + past participle). Then, the teacher explained the conjugation of haber and reviewed the rules for forming past participles with both regular and irregular verbs. At the end of the lesson, the student practiced by writing 10 original sentences using the present perfect tense and completed an additional exercise in which they conjugated the verbs in parentheses.
The teacher presented three short passages, and the student read each one aloud. After reading, the student completed comprehension questions for each passage to demonstrate understanding. Then, the teacher reviewed specific words that the student had difficulty pronouncing. The teacher broke the words into syllables, and the student repeated them to practice accurate pronunciation.
The teacher guided the student in forming syllables using the letters, and the student read them aloud. To begin the phonics unit, the student completed activities in a workbook focused on the letter M. The student completed part of the syllable M book.
The student reviewed previously learned vocabulary about hobbies. First, the teacher briefly revisited the key terms and their meanings to reinforce understanding. Then, the student completed four different activities to practice and apply the vocabulary.
The student practiced reading 10 sentences aloud, and we recorded the audio so the student could monitor and reflect on his progress. At the end of the session, the student completed a family tree in Spanish to reinforce vocabulary and comprehension skills.
The teacher reviewed Spanish phonetics using the alphabet as support. Then, the student completed a mini-book focused on syllables with the letter M. While completing the tracing book, the student practiced the sounds orally. Finally, the student participated in an oral activity, pronouncing the letter M with each syllable to strengthen phonemic awareness and pronunciation skills.
The teacher introduced new vocabulary about emotions in Spanish, and the student completed four virtual practice activities to reinforce understanding and improve retention of the new terms.
The teacher introduced the Spanish alphabet (abecedario) by naming each letter aloud in Spanish. The student repeated each letter to practice pronunciation. Next, the teacher guided the student in forming syllables using the letters, and the student read them aloud. At the end, the student worked in making sentences and read them aloud to practice pronunciation.
