"Today I focused on a basic diagnostic for both students with respect to their speaking, comprehension, and reading in Spanish. I began with a "meet/greet" in which I asked them a few questions about themselves in Spanish, instructing them to respond to me only in Spanish to the best of their abilities. Both students were receptive to speaking and responding in Spanish to me, but of course as with any first tutoring session, were hesitant with respect towards making mistakes when speaking to me. I trust that as they become more comfortable with me, their responses will gradually become longer. Both did a wonderful job of asking for help when unsure how to say a certain word in Spanish, using phrases such as "como se dice..." when asking for assistance.
Student L (Reading): He chose to complete the reading activity first. He read through "El bocadillo" and "Como se mueven las cosas." Both are short texts, and are respectively on the "B" and "C" levels. I asked him to underline any words he did not understand, and to try his best with pronunciation. He did an excellent job of pushing through sounds that were difficult for him, often forming multiple variations of a word until he could be guided to the correct one.
Student A (Reading): She read through the first two texts that her brother read through and read an additional text entitled "La rueda" (a "D" level). She encountered few problems with comprehension of words and read through all three texts with relative ease, encountering only a few difficulties with respect to pronunciation.
Both students have a slight tendency to add/ remove letters to unfamiliar words/ words they have difficulty reading or pronouncing (for example, reading "gran" as "grande"). This is a common choice for students when learning to read in any language or when approaching texts that are just at/ slightly above their lexile level. I expect that as we practice sounds and pronunciation of text/ words, this will fade or lessen over time.
Both students (Oral Response to Video): We watched a short video of the common fable "El leon y el raton." Both students encountered the most difficulty with this activity. They both comprehended the story excellently and were able to summarize the story in their own words in Spanish, but paused often searching for words in order to be able to accurately describe the story. Both students gave it an excellent try though, and I did my best to encourage them that they should not feel nervous, as we are meeting to practice skills.
I closed the lessons with both students with some basic rundowns of pronunciations of vowels in Spanish when attached to consonants, as well as introducing them to the pronunciation of ll, j, and h in Spanish. Because Student A had slightly less difficulty with the respective texts, I ran through a few more letters with her for each of the vowel sounds and began to explain the concept of the hard and soft sounds of the letters c and g in Spanish. I am hoping to focus more on these ideas next week with both students so that reading can come with more comfort and ease for both of them, as well as begin building a solid base for them to eventually be able to begin writing in Spanish."