Test Day.

The spelling quiz results were divided almost equally between those who had used Quizlet to study and those who had not. Hopefully I will see improvement for the lower scoring group next quiz.

They worked in groups today, answering the analysis questions. For the most part, they stayed on track and spoke only English. Being such a small group (11), they are already bonding into study groups.

Today was spent focusing on vocabulary and grammar. Writing the grammatical context cues on the board seemed to help them sort out what part of speech to use. They worked in groups to complete the exercises, and there were some lively discussions going on. Even after all these years of acting as facilitator on these types of exercises, I still have to remind myself not to interfere; they always sort out the correct answer (while using the target language), or they ask me to step in to settle the argument. I noticed in my textbook that I had, at some point, made a note to myself to create a handout worksheet as an introduction to the suffix and grammatical point of the day. Happily, I had done that, and it served as a good ice-breaker and introduction to the lesson.

First day of the new semester in Reading 3. We are fortunate to have a relatively small class, with only 13 students at present, and 3 languages represented. I had them get into small groups to discuss questions regarding the first chapter of the text: A Cultural Difference: Being on Time. 2 out of 3 groups completely engaged. 3rd group less anxious to speak.
Next Time: Edit questions, and delete writing areas as this discourages some from talking more. Perhaps have them create a chart of various events/situations where being on time would be a must and where it would be optional.