Case Study Observation Log
Tuesday, Feb. 15th: 55 minutes
Wednesday, Feb. 16th: 55 minutes
Thursday, Feb. 17th: 55 minutes
Friday, Feb. 18th: 55 minutes
Monday, Feb. 21st: 55 minutes
Tuesday, Feb. 22nd: 55 minutes
Wednesday, Feb. 23rd: 55 minutes
Thursday, Feb. 24th: 55 minutes
Friday, Feb. 25th: 55 minutes
Monday, Feb. 28th: 55 minutes
Tuesday, March 1st: 55 minutes
Wednesday, March 2nd: 55 minutes
Thursday, March 3rd: 55 minutes
Friday, March 4th: 55 minutes
Monday, March 7th: 55 minutes
Total: 13.75 hrs
Case Study Observation Journal
Tuesday, Feb. 15th:
Today, I introduced a new grammar concept to my students. We began discussing
Saber vs. Conocer. While I introduced this topic, Madison took notes quietly. She was
very attentive while I explained the uses of Saber vs. Conocer. This was obvious when
we practiced what we learned. Madison was asked to put a question in exercise 13 on
page 313 of our textbook on the board. Out of the six people called to the board she
was the only one that got hers completely right. Today I also returned their quizzes on
Jugar. Madison received 20 out of 20. I also collected their Sport Writing Assignment.
Wednesday, Feb. 16th:
Today, we did several activities to practice saber vs. conocer. First, we reviewed by
filling out a chart on Saber vs. Conocer. Madison volunteered an answer twice. I called
on her once and she provided a correct usage of Conocer. After reviewing, we
practiced by completing a wkst and the exercises on page 8 & 9 of our packet. On the
wkst where the students had to provide sé or conozco, Madison missed four out of 25
questions. In all four questions, Madison had provided sé, but the correct answer was
conozco. Of the 4 that she missed, 2 talked about knowing a place and 2 talked about
knowing a person.
The worksheet seemed to clear up her questions, because she did
much better on the packet work. The only thing she seemed confused about was the
difference between knowing where something is located and being familiar with a place.
Thursday, Feb. 17th:
Today, we continued reviewing Saber vs. Conocer. The students did a four page
packet that I put together and a worksheet on the personal “a.” Madison did not start
out very well. She missed 7 out of 13 questions on the first page of the packet, which is
not usually like her. Three out of the 7 questions were discussing being familiar with a
place and Madison put a form of Saber. This was the same thing she struggled with
yesterday. Two other questions she put a form of conocer, but they were discussing
knowing where something was located so it seems that she got those two uses mixed
up. After reviewing and seeing her mistakes on the first page, Madison did very well
with the rest of the packet. She also missed only a couple things on the personal “a”
worksheet.
Two of her mistakes were forgetting a + el = al.
Friday, Feb. 18th:
The students had a 20 point quiz today on saber vs. conocer. Half of the points were on
the uses of saber and conocer, and the other half was on the personal “a.” Madison
received 16 out of 20. Each question was worth 2 points so she missed 2 questions.
The one sentence was: Yo no _________ a todos los jugadores. Madison put sé for
this question. The other question was: Vamos a ser ___ los campeones. The students
had to put an “a” on the line if necessary. Madison must have forgotten that tener and
ser do not require a personal “a.” After the quiz, the students read chapters 1 & 2 of a
book called “Casi se muere” with a partner. After reading, the students had to answer
comprehension questions. Amber did extremely well with the 11 comprehension
questions. She only missed one question and had very few grammar and spelling
errors. I also listened to her read aloud with her partner. Madison’s pronunciation is
very good compared to some other students in her class. The words she struggled with
the most were words that look the same in Spanish as they do in English, but they are
pronounced differently. A few examples are normal, horrible, and ideal. Amber had a
tendency to pronounce those as if she was reading in English. Other than that Amber
only made a couple errors with the pronunciation of the vowels in words she was not
familiar with. Sometimes she resorted to and English pronunciation with the vowels a,
e, and i.
Monday, Feb. 21st:
Today, the students listened to and read the last scene of the Telehistoria in this
chapter. We start by listening to the audio and then we read it as a class in Spanish.
Students are assigned different parts. After reading it in Spanish, I assign other
students to play the same parts only this time in English. Afterwards, they complete two
comprehension activities on their own. I also assigned the Lectura of Unit 6.1. The
Lectura in this chapter was a brochure for a Sports Facility. The students had to read
the brochure and answer three comprehension questions in Spanish. Madison
answered all of her comprehensions questions correctly and had perfect grammar and
spelling.
Tuesday, Feb. 22nd:
Today, the students did the “Repaso de la lección” for Unit 6.1 in order to review for
their test. There were 5 exercises: one listening exercise, three vocabulary and
grammar exercises, and one culture review exercise. We start each exercise together,
but then they have the choice to finish it on their own or individually. Madison chose to
finish hers on her own, which was a good choice because she finished quickly and
completed each exercise without errors.
Wednesday, Feb. 23rd:
Today, we went over the review of Unit 6.1, did the flashcards, and played Jeopardy to
review for their chapter test Friday. Madison’s team won. She answered all three of her
questions correctly. She also was attentive when it was not her turn.
Thursday, Feb. 24th:
Today, the students spent the entire class in the computer lab. Before every chapter
test I try to compile a list of websites that correspond with the material that will be
covered on the test. The students enjoy this form of review, because not only do I find
flashcards, exercises, and practice quizzes, but I also find games that help them study
the current material. This time also gives them a chance to spend time on the website
the correlates with our textbook. Madison spent the entire period going through the
websites. I never had to re-direct her because she used her time-wisely and stayed on
task.
Friday, Feb. 25th:
Today, Madison took the first part of her Unit 6.1 chapter test. This includes 2 listening
exercises, five vocabulary and grammar exercises and two culture exercises, which I
count as bonus. Madison did very well with this part of the test. She only missed 2 ½
points out of 50, but she also earned 2 ½ points on the culture section. Therefore, she
had a 100% on the first section. Madison shows very little anxiety, if any, when taking a
test or quiz. She always seems very confident.
Monday, Feb. 28th:
Today, Madison took the second part of her Unit 6.1 chapter test. This included two
reading comprehension activities and a written essay. Madison finished with 15
minutes left at the end of the period. Although, this can sometimes be a bad sign, she
only missed 4 out of 25 points. She missed one point on the reading comprehension
exercises and 3 points on the essay. On the essay she had to say whether she knew
how to play certain sports. When she did this she said “sé juego” instead of “sé jugar.”
This resulted in a loss of two points. She also forgot a personal “a” in one sentence and
conjugated tener incorrectly in another.
Tuesday, March 1st:
Today, we went over the tests. Overall, Madison got a 73/75 because she earned 2
bonus points for her team winning Jeopardy. She seemed very happy with her score.
After going over the test, I introduced Unit 6.2. Madison listened quietly during this.
Next, we did the “Recuerdas” section of our packet. Before starting each chapter, our
book always suggests reviewing certain topics that we learned before because they will
pop back up in this chapter. In this chapter, we reviewed gustar with nouns, o-ue stemchanging verbs, and telling time. Madison seemed to remember all of these topics fairly
well. She only missed 1 or 2 in each review exercise.
Wednesday, March 2nd:
Today, I introduced the new vocabulary in Unit 6.2. The new vocabulary relates to body
parts and the beach. The vocabulary is introduced in context. First, we listen to it on a
CD, and then we read it out loud together. Madison read one paragraph in which her
pronunciation was pretty much perfect. After we read, I handed out a picture of a girl’s
head. We labeled the head using the vocabulary we just learned. I also used it to
expand on other vocabulary. Lastly, we did exercises 1 & 2 on page 328 of our book.
Madison volunteered answers twice, both of which were correct.
Thursday, March 3rd:
Today, the students continued reviewing and practicing the new vocabulary. We
listened to the vocabulary on CD again in order to practice the pronunciation. We also
went through flashcards twice. The first time we went through to practice pronunciation
and the second time we went through to practice the meaning. Afterwards, we did page
14 in our packet and an overhead to practice using the vocabulary. Madison did very
well with both activities. The only thing she struggled with a few times was spelling.
Friday, March 4th:
Today, we did a few activities and games to review the vocabulary. We started with a
word search, then an overhead, and then page 15 in our packet. Lastly, we played
Around the World with the vocabulary words. Once again Madison did very well with
each activity. She always seems to pick up on the new vocabulary quickly. She did
make a few errors on page 15 and did not finish the entire page in the time given, but
she went the farthest in Around the World.
Monday, March 7th:
Today the students started by taking a quiz on the vocabulary in Unit 6.2. Amber did
fairly well. She missed four points, but then she got two bonus points. One of the
points she missed was a multiple choice question and the other three points were lost in
a fill in the blank exercise. In that exercise each sentence started with "le gusta."
Based on the picture above, the students had to write what he/she likes to do. Amber
missed three points primarily because she conjugated the verb after gusta. For bonus, I
wrote 5 extra body parts on the board that we discussed, but were not part of their
vocabulary. She was able to recall 2 of the 5. After the quiz we read scene 1 of the
Telehistoria in Unit 6.2. Amber volunteered to read after we listened to it on CD. Her
pronunciation was very good. The only error I noticed was her inability to roll her
tongue when a word begins with an r. After the Telehistoria, I gave a short introduction
to -ar verbs in the Preterite tense. Amber took notes and work quietly the last few
minutes on her homework on page 17 of her packet.