Matthew was introduced to a copious amount of train vocabulary today.

We gave him pictures of actual items so as to build a relationship between the item and Spanish word for that item.

He then was given time to translate a list of the vocabulary introduced to English.

Bella was was taught some verb phrases that can trigger the subjunctive in Spanish - Preferir que, Querer que, desear que.

She was given example sentences using these clauses. She was asked to state several characteristics of these sentences.

We spoke about how the subjunctive could demonstrate a different cultural view than that of English speaking cultures.

She was asked to write 3 sentences in Spanish using these phrases.

Bella was also given time to study vocabulary. She was given a practice quiz wherein she only missed one question.

We were to advance our understanding of the vocabulary and continue work on the Spanish Quiz Project.

Bella was absent.

Matthew was presented with the vocabulary from the chapter. It included parts of the kitchen, cooking, instruments, and food.

It was brought to Matthew's attention that much of this material was presented to him already in the form a cooking lesson. This book work is to help him get repeated exposure in multiple formats to the information thereby deepening his access to the language.

Bella wrote down the restaurant vocabulary into her notes.

She then studied a portion of it.

We used that portion of the vocabulary to play a game. We set a table. She and another student then had to listen for the item's name and try to grab that item before the other student could get it.

Matthew started his class with a conversation that was mostly in Spanish for the instructor and a blend of Spanish and English for Matthew.

We took some of the concepts that he wished to convey and translated them into Spanish on the board. We gave an example of a sentence that used the imperfect being interrupted by the preterite and also included the infinitive.

He was then walked through an example of the type of work that he will be doing with his Spanish text about Golf. We worked together to write two Spanish summary sentences for a Spanish paragraph.

He then started a homework assignment to be completed later (not tonight).

Lastly, we worked from Chapter 1 in the text book discussing cuisines from a variety of Spanish speaking countries.

Bella and I discussed her preferred strategy for capturing and studying the vocabulary words that she was recently taught.

She was then given time to write those words and their English translations.

Matthew studied for his weekly quiz. He then took his quiz covering verbs that are commonly used when discussing/giving recommendations.

Matthew scored well on the quiz. We then did a quick lesson on the present perfect and in the process discussed the past participle.

Matthew then read a series of short passages in Spanish about Spain.

We learned about verbs ending in AR, in the present tense. We did three activities to practice and at the end he took a quiz.

Matthew revisited the biology reading for the other day. We focused on capturing the rich vocabulary that we encountered.

Matthew read the text again. Along the way, he highlighted every word that he may need to study further. We identified 30 unique words. He was quizzed to see if he had missed any words.

He looked up each of the vocabulary words.

He was encouraged to continue to over highlight when it comes to the vocabulary rather than miss a word and let his understanding and grade suffer.