Rachel, Samantha, and I had a brief conversation in Spanish involving 3 or 4 common questions in familiar tenses.

We reviewed por, para. They shared two acronyms that they are using as pneumonic devices. They took a practice quiz online and earned a 19 out of 20 with minimal assistance.

We reviewed material from their last section.

We discussed their recent presentations on which they both got A’s!

We discussed strategies to improve presentations and good class habits to improve their grades.

Rachel, Samantha, and I started by discussing their goals for last semester and how effective they were in achieving them. We discussed their Spanish midterm exam.

They identified oral assignments and presentations as the categories in which they could most efficiently earn more points this semester.

We then worked on the presentations that they will give tomorrow.

They took turns giving presentations. I gave feedback regarding pronunciation, vocabulary, choreography, timing, and strategy

Rachel, Samantha, and I discussed their Midterm review sheet.

I reviewed the answers on Rachel's sheet for each problem. They asked me about the questions with which they had struggled in class. I pointed out typical problematic areas for students. One point of note here is that Rachel had a few incorrect answers on her study sheet even though they had gone over the problems in class. When asked about it she mentioned that it can at times be difficult to understand the teacher saying B or D when giving out answers to multiple choice problems. We discussed one strategy for this but we may benefit from further trouble shooting in the new year.

We also discussed the test prep that they will do between now and the test.

They are to prep the information that they will pour on to the page when they get their exam.

We started today with a short Spanish conversation prompted by the question “Que hicieron hoy?” Rachel and Samantha were able to piece together many parts of the question but needed help finally putting it in the past.

We looked at an example paragraph from their teacher using two forms of the past.

We discussed the differences. We then translated a list of Preterite trigger words.

We studied for their upcoming Oral quiz. We looked at what subjects of their in-class midterm review is currently giving them the most trouble.

Rachel and I met to sharpen her factoring skills.

We discussed some of her goals and concerns for this math class.

We discussed the reason why factoring will be useful in the coming weeks and how it will be used analyze and graph difficult polynomials.

Rachel was charged with trying to teach me what she understood of the process so far. In so doing she seemed to deepen her connection to the material.

I worked with Rachel and Samantha to help them prepare for their upcoming Spanish graded assignments including their midterm.

They shared their midterm study guide with me.

We looked at the vocabulary that will be on the test. We also looked at some sample sentences including at least one sentence using the verb haber.

Rachel notified me that she has an upcoming Spanish test this Friday.

We spent our session in preparation for that. She reported getting a good grade on a recent presentation that helped to bring her overall grade in the class up to a B. I congratulated her on this accomplishment.

We looked at a recent preterite assignment to serve as a study guide. We also practiced generating 3 sentences in the past where I provided the subject and verb of the sentence and she was required to conjugate appropriately.

She created a note card to help her study. She then was charged with creating more notecards right after our session.

She took a quiz on StudySpanish.com. She was then tasked with completing another quiz right after our session. And, another one each night this week.

Based on our session tonight, I would recommend that she study each night this week in preparation for her test.

I meet with Rachel and Samantha to help them prepare for their test on the Preterite.

Rachel updated me on her efforts to make flash cards, meet with her teacher, and take practice quizzes. During that time Samantha finished filling out a study guide.

We then looked at the study guide together. They asked me questions about parts of it.

We did a short practice test.

Each student planned out what notes they will write to themselves at the start of the test. We talked about some test taking and studying strategies.

We finished in another small practice test.

Both students reported feeling confident for their test.

I am seeing steady progress, but would still like for them to gain a little more consistency in some of their core language skills.

We were to discuss all pertinent details of the quiz that these students could remember in an effort to best prepare them for future quizzes.

They were unable to make the session at the last second.

Rachel and Samantha reported having completed the practice quiz assigned to them on StudySpanish.com. They notified me of a Spanish quiz that they have tomorrow.

Both students wrote down the grade they believed they would get and then were asked to choose the task that would most effectively raise their predicted grade. Rachel chose to take a practice quiz and Samantha chose to study her notes.

Both students planned and practiced what reminders they would write upon receiving their quiz.

We discussed quiz strategies. They created a practice quiz. They took the quiz under quiz conditions. They graded each other’s quizzes. They made study plans based on the quiz results. We discussed their teacher’s specific teaching style during quizzes. Rachel reported being more confident for the quiz at the end of our session.

They are to look for a song about the irregular preterite conjugations. They are to study again before the quiz.