Rachel requested help with some information regarding her class notes about the preterite.

We filled in a couple of gaps on her paper and highlighted areas that some people find tricky.

We also looked at one of her assignments.

Samantha joined us. We discussed upcoming graded work. They reported no announced quizzes but estimated one in the coming week.

We discussed the preterite in English. We compared & contrasted with the imperfect.

We discussed their last quiz and object pronouns project. Rachel and I discussed possible difficulties that she may be experiencing during her quizzes. Without seeing the graded quiz, ascertaining her specific challenge is problematic.

The girls briefly reviewed an online resource.

We looked at the list of stem changing verbs they created earlier in the year.

They are to complete 1 practice quiz before we meet again on Monday.

We started our session in Spanish.

I asked both participants questions and helped to get them familiar with the format of how I typically communicate in Spanish. We made certain to revisit ideas from previous tutoring sessions (cognates etc.)

We then discussed their most pressing upcoming grade.

They reported that is their D.O. Pronoun quiz. So, I’m glad that they did the supplemental homework that I assigned them on Monday (a practice quiz on D.O. Pronouns). They showed me screenshots of the completed work. I answered questions about the answers they could not get on their own.

We then looked at their class assignment on the subject. We practiced a basic quiz taking strategy as well.

Samantha and Rachel did a fantastic job during our session today.

We divided the time amongst these 3 major tasks: analyzing current grade, addressing stem-changing verb needs, and prepping for their next graded assignment (quiz).

I spoke with each student about their current grade in the class, their recent progress report, and the grade they received on their presentation.

While I spoke with one student, the other was tasked with generating part of a study guide that they will use to get more capable with stem changing verbs.

To prepare for their upcoming Direct Object Pronoun Quiz, I shared with them a specific resource: StudySpanish.com.

Both girls seemed comfortable with the site and its presentation of the material. We read a portion of the lesson together. We then answered questions on the basic quiz and looked at the format of its scoring process.

They are tasked with finishing the quiz we started, and doing the quiz for the next D. O. Pronoun lesson before we meet on Wednesday.

Rachel and Samantha arrived on time and were attentive throughout the meeting.

We assessed the urgency of each of their current class assignments.

We then reviewed their quizzes from the week prior explaining the correct answer for any questions they answered incorrectly. We analyzed patterns in the points they lost. Both girls seemed to have lost points both on the Stem Changing Verb knowledge requirement and the Reflexive Verb knowledge requirement in about equal portions.

Rachel and Samantha would benefit from sufficient time to correct this deficiency before it costs them more points in the class.

Students reported that they do not have any immediate tests or quizzes. This may be a good time to address these issues as it will likely take more than one session.

Much of the meeting was spent on efficient student practices.

Lastly, students were given an opportunity to practice their presentations once with me.

Due to lack of time, we did this more casually (I did not have rubric in front of me during presentation). But, would have liked to have gone about it more formally.

Rachel was given the option to go over our scheduled time so that she could present in addition to Samantha.

We were able to correct some conjugations, pronunciations, and other material items prior to their presentation.

I met with Rachel and Samantha.

We discussed their submission of the homework referenced in our previous session. We discussed their upcoming project.

We then discussed stem changing verbs. We quickly reviewed a list if common stem changes in the present tense.

We had a brief conversation where I spoke in Spanish. The girls then recalled details of what I said to them.

Lastly, we discussed reflexive verbs and their upcoming quiz.

To prepare for the quiz, we looked at Rachel’s quiz.

We discussed the problems that she answered incorrectly. We discussed how reflexive verbs are used when the do-er of the action is also the receiver of the action. We discussed a quiz taking strategy to help with this.

We analyzed patterns amongst the mistakes. Samantha helped to create a replicate practice quiz for Rachel to take and Samantha to grade.

Both Rachel and Samantha answered questions about reflexive verbs.

While Rachel was able to answer questions in a satisfactory manner during the session. Her confidence doing so seemed a little shaky.

I provided a resource for her to use to practice on her own outside of our session.

After a slight delay due to technology issues, I met Rachel and discussed her goals for learning Spanish and for her school year.

We discussed some strategies and current learning practices and areas that she would like to learn more about.

We discussed current assignments.
Those included homework due the day after our meeting. A quiz later this week- And, a project due next week-

She then attempted to submit homework on reflexive verbs but was unable to due to issues with access to VHL.

We drafted email to her teacher to address this issue.

She is to meet with her teacher and submit homework before our next meeting.

Today was a virtual session and we focused on an American History assignment about the Dutch in the Middle Colonies. We compared and contrasted the differences between Dutch settlement in NY and PA. We looked at the successes and failures of William Penn. We looked at some aspects of the Quaker religion. Finally, we examined some of the long lasting influences Puritan culture will have on colonial and American culture. Rachel felt good about the responses she wrote during our session for her assignment today.

How wonderful to see and work with Rachel again this year! We are both excited to work on American History and English together again this year well in advance of the lacrosse season that Rachel shared begins in the spring. Today we began to work on an assigned essay with the intent to compare/contrast and synthesize Rachel's two assigned summer reading novels. Rachel already began the essay herself. We revised, reviewed (when needed) what Rachel has written thus far. The essay is due on Friday. Rachel got off to a a somewhat strong start. The assignment is complex and she will benefit from assistance. Rachel would like to meet to work on it after school one more time on Thursday, 8/25/22, which is just fine with me. Rachel remains a hard worker with a very strong work ethic!

Rachel received 89% on her last essay assignment we worked on in English and she is so thrilled! She had her English final exam today and I'm feeling "pretty confident. Writing has been a struggle for me for the past couple of years and I'm starting to feel a lot more confident." We spent today's session reviewing for her history final exam which is tomorrow. We got through review of the Age of Industrialization and Age of Imperialism. Rachel says she will review the rest on her own as she only had one hour today to work with me.

We worked on an essay re: the French novel, "The Elegance of the Hedgehog." It's a detailed, specific assignment, on a French novel steeped in philosophy that covers some very intense themes. We made good progress and could have worked beyond 100 minutes, but Rachel needed to go somewhere with her Mom. Rachel will complete the essay tonight as it is due early tomorrow morning. As usual, we had a very productive session and worked from 3:30 - 5:10 pm.