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Louidor is a very eager and quick learner. By the teacher showing her interest in him, Louidor felt comfortable enough to ask her questions. I feel this engagement is important for students to feel comfortable instead of immediately beginning the assessment.

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The teacher began the conversation by asking questions about the student such as how he was doing, where he is from, where he has traveled, and how long he has been in the States to gain background knowledge and making him feel comfortable to ask questions.

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Louidor seemed to be comfortable with the teacher. I think he appreciated her taking the time to get to know rather than just try to assess him. I think this made him feel confident in showing her what he could do. He was also able to answer and ask her questions as they went on.

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The teacher tried getting to know the student quickly by asking him questions. This gave her an idea of assessing him through his knowledge o his first language and as a new English learner.

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Louidor is very interested in reading and learning. He was confident and asked questions. He is willing to take risks and try new things. This is a great starting point for future lessons and discussions.

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The teacher began by building a good rapport with Louidor. She engaged him in conversation to evaluate his English. Next the teacher assessed the students literary skills in his native language. She was able to observe that he is multilingual and that he can read in his home language. Next the teacher used the phonics infrastructure to determine the level of a cold read to assess his reading level in English. She ended with positive feedback to build trust and confidence in the student.

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She clearly enjoys reading and can make connections of words in both languages.

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The teacher assesses Loudoir's oral literacy during their initial conversations. This established rapport and also gave the teacher a chance to ask questions about phrases and observe Loudoir's ease within both languages. The teacher then moved on to assess home literacy and then word recognition. She clarified words when needed, both with pronunciation and kinesthetic movements, as well as asking Loudoir to make connections to his home language.

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The teacher obviously is aware that building a relationship with the student is your primary goal.  She took the time to get to know the student which made them more comfortable.  This is important because reading can be a very uncomfortable task for many kids.

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L was at ease during assessment and that allowed for his skills in both English and French to shine. Watching him confidently read the list of words was great! Also, when discussing the book he readily made connections and verbalized what he learned so I also know that he enjoys learning.

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First, the teacher made a connection with L so that he would feel comfortable. She allowed him to talk about and show his strengths in both English and French. Allowing him to choose between the 2 books also allowed him to go into the reading activity with confidence.

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It was clear to see that Loudoir loves reading and was very interested in the meaning of words and making the connection between languages. This high interest in biliteracy would be motivation for more discussions and reading.

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This student is eager to learn and demonstrated great confidence in his ability to pick the ability to read in English.  He made great connections not only to his prior learning, but also to the information he had just learned.  He was willing to try new things and seemed genuinely interested in getting better.

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The teacher began by building rapport. She gave time and space for the student to demonstrate his prior learning experiences and engaged him at a level that was very comfortable for him. She then provided an opportunity to model the learning process by allowing the student to become the teacher, showing her own vulnerabilities as a learner. The teacher used information gained to assess the student's level, while gaining buy-in by allowing him to understand what was going on at each phase.

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Taking the time to have a conversation with Louidor made him feel more comfortable with the process. Looking at the map and discussing his journey made a connection with he teacher. Reading a book in his home language allowed him to show off what literacy skills he already has. He was very confident and determined in his English language learning. The praise at the end will affirm his hard work and confidence in his learning.

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The teacher made conversation with Louidor to asses his speaking skills and make him feel comfortable. She asked about what languages he speaks. She used a book with his home language to determine his literacy in his home language. She selected a cold read book based on his phonics infrastructure and her assessment of the 1B level. She gave him praise at the end to affirm his confidence.

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Louidor is a confident reader. He is able to comprehend what he reads, for example when he summarized the sentence by stating "the elephant eats." He is inquisitive and provides feedback on his findings, for example Louidor states, "she it's a girl, before reading a page from the book about elephants."

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The teacher made conversation with Louidor for comfort and in order to learn more about the student. The teacher was culturally responsive by including a book of Louidor's home language and showing interest in learning from him. She was able to assess and determine his comfort with his native language(s) and english.

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Louidor is very confident reading in his home language and he is feeling successful in learning to read in English. He is engaged in the learning process and feels comfortable asking questions and sharing his ideas about what he is reading.

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First the teacher began with a conversation to build rapport with the student, but also to evaluate his ability to speak conversationally in English and use interpersonal communication skills (asking and answering questions, giving details about his life, etc.) Next the teacher evaluates the student's literary skills in his home language. The student demonstrated he is multilingual and can read in his home language. Then the teacher used phonics infrastructure to assess the student's ability to decode and comprehend words to determine his reading level in English.The teacher then selects a cold read based on her assessment that the student will have success in reading. To finish the assessment the teacher provided positive feedback to affirm the student's success.

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I learned that Louidor is a very eager and quick learner. By the teacher showing her interest in Louidor he felt comfortable enough to ask her questions. I feel this engagement is important for students to comfortable instead of immediately begin the reading 

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I learned that Louidor is a very eager and quick learner. By the teacher showing her interest in Louidor he felt comfortable enough to ask her questions. I feel this engagement is important for students to comfortable instead of immediately begin the reading 

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The teacher utilize many modifications during her conference with Louidor. She began the conversation asking questions about the student such as how he was doing, where is from, where he has traveled and how long he has been in the states to gain background knowledge making him feel comfortable to ask questions. She also related to him being  from another country, her travels and speaking a different language.

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The teacher utilize many modifications during her conference with Louidor. She began the conversation asking questions about the student such as how he was doing, where is from, where he has traveled and how long he has been in the states to gain background knowledge making him feel comfortable to ask questions. She also related to him being  from another country, her travels and speaking a different language.

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I learned that it is very important to assess students' ability to read in their native language before jumping in to ARC. It is important to understand their background in order to determine the supports the student needs. Louidor was ready to learn and asked many questions about the reading.

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The teacher used several protocol modifications with Louidor. Some of the protocol modifications that she used that stuck out to me are:
- explored his comfort level conversing in English
- determined his literacy skills in his native language
- Used Phonics Infrastructure to assess his ability to decode and comprehend single words
Overall, the teacher made sure that she did not assess the student in the same way that she would with students who are not ELs. She took the time to understand his ability to read and speak in his native language first.

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I learned that Louidor has a strong background in reading in his native language. He was quickly able to apply new concepts- like the proper noun. He was also confident and engaged in the text. Even though this text was a first grade level, he frequently stopped to make connections, inquiries, and comments. His enthusiasm shows he is eager to learn.

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First, the teacher engaged the student in a conversation about where he was from.  This put him at ease and also gave the teacher an indication of where the student is in his conversational English.  Next, she assessed his reading in his native language. Once the teacher determined that Louidor could read in his native language, she started the phonics infrastructure with him.  During the phonics infrastructure, the teacher checked to make sure that Louidor knew the vocabulary. Of course, she also did not mark off pronunciation errors.

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She got to know him better  and understand each other back ground,with that said he was comfortable to talk and read to her. and they both gave each other positive back.

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He already has much background information about the world/languages/concepts that he can apply to reading. He wants to continue learning. He asks questions to guide additional learning. Louidor makes connections quickly (Mc; proper nouns). He doesn't ask for clarification/advocate further when she defines sweeping as needing a broom - does he know what a broom is?

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Modifications:
- investigate demographics
- determine comfort with English
- comfort with native language and allowing him to lead/be teacher
-phonics infrastructure to decode and comprehend (and instruct on unknown words/concepts)
- affirm success

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After reflecting on the modifications and strategies that were used with Louidor, I feel as if I got a better understanding of the difficulties that he is facing as an ESL learner. First and foremost, he was doing a great job making connections to prior knowledge, asking for clarity, talking this thoughts out, using pictures to help with his understanding, and self-monitoring his comprehension. If the teacher would have treated Louder like a student who is fluent and familiar with the English language, it would have been frustrating to Louidor to succeed due to his lack of prior knowledge. He needed the additional time to talk things out, restate parts of the text in his own words, ask for clarity, make connections to prior knowledge in both English and his native language(s). I was impressed with how well he did and how far he had come in only 6 months, in addition to being multi-lingual.

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There are a wide range of protocol modifications that the teacher utilized with Louidor. The first one being that she made a connection and conversation with him about where they are from, the languages he speaks, attempting to speak in a language he is more familiar with, using a map, and overall just breaking the ice. Then, as they worked, she used strategies with him that she might not with a student who is fluent in english. These strategies range from asking him to point out unfamiliar words, demonstrate the meaning of a word physically rather than defining it, and making connections with the unfamiliar words to words that are already in his everyday vocabulary.

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I was impacted here per reminder that not all students (ELs) have such an advanced base of academic skills and that one has to be very familiar with what tools to apply with a student. Louidor was very conversational and all the teacher needed to do was to personalize this opportunity to engage him further and discover what he did and did not know.

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It is very apparent that this teacher displayed engaging strategies with Louidor which invited him into a personal conversation which nicely transitioned into discovering what skills he already had. What a timesaver. Not stopping there, the teacher was able to engage him with that personal familiaritiy by utilizing a connection with some Creole learning. The modifications used here by the teacher as she gathered, and interpreted Louidor skills, all the while assessing those skills showed her knowledge of the protocols within her agency (IRLA) knoweledge of which tools to usefor him. Sometimes the best strategy is knowing which tool to use). Additionally, Louidor was able to show what he already knew and get exposure to things he was not familiar, but obviously was eager to learn. The cold read was a great example of the boy's self knowledge and foundational literacy skills. The assessment protocol used here seemed to be an appropriate one, letting the student be the teacher sometimes!

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Louidor is very proud that he can read English. He is willing and eager to learn. He had no problems with asking her what words mean. He had  the ability to make connections with previous knowledge.

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The teacher had a personal conversation with him. Talked about where they are from and languages they speak. He was able to make similarities with Mc. By talking to him she was able to find out that his English was pretty good.

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When checking for his comprehension, the student would often rethink his understanding aloud in his own words which was helpful for him and the teacher to check for his understanding.

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The teacher allowed student to choose between two books to read aloud. The teacher would periodically ask what a word meant. This really clarified what L. actually understood because through a basic discussion with him and getting to know him and his language, one would think the skill level was higher so asking for understanding of specific words was helpful, other times with reading the prompted list of words you could see evidence of greater understanding because it was more familiar words, like "screen" for the screen on his phone, vs "trunk" or "bath". "Shower" for example was a word obviously in his vocabulary rather than "bath." Louidor was able to quickly and easily make a connection from"Mc????" to "McDonalds" again making that connection and using his prior knowledge.

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I was able to gain more of a vivid picture og Louidor as a reader. He demonstrated many early reading strategies(i.e. self-monitoring, self-correcting, analogy) and some more complex strategies (i.e. inference, meaning of pronouns).

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(1)The teacher assessed his oral English langauge proficiencyand home language literacy. Becasue his oral language was good, and he was literate in home language (Creole), she assessed word recognition using phonics infrastructure. She also provided clarification to Louidor's questions. She simplified the language demands of the comprehension question and allow for flexibility in the student's response. She also clarified meaning using word associations and total physical response techniques.

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The modifications allowed for learning that Louidor has literacy skills in both French and English. He is comfortable in conversation. He seems to quickly make connections between words and meaning.

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In the conversation the teacher learned some about Louidor's literacy skills in French and English. She could start to assess his foundational skills. The teacher was very supportive and Louidor seemed relaxed during the assessment. She modeled words and phrases that were in the text after assessing if he knew their meanings. The teacher took time to honor his hard work and skills.

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Learning that Louidor is multi-lingual, and has only spent a few months in the US definitely affected my perception of his strengths as a reader. If I didn't have that info, I might have thought based on his current reading level that he may have a learning disabiltiy.

In addition, he is so motivated! The teacher's positive encouragement becomes even more important at this stage so that he can advance through the ARC levels.

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The teacher took time to access Luidor's oral com skills and also took time to build a rapport with him. Sharing personal info about herself helped him feel comfortable to do the same.
Next, she had him read some phrases in his native language to access his general reading skills. After he was done reading the book, she took time to encourage him and the growth that he has achieved thus far.

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I learned that Louidor is an eager learner and a willing participant in his learning.  He speaks multiple languages and is confident to speak about his knowledge and understanding of English.  Through Louidor's work in the non-fiction text, I learned that he is a quick learner and a critical thinker.

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The interactions and modifcations made it so that we could see what Louidor knew more easily because he seemed comfortable and confident in his sharing. It allowed him to be able to have a dialogue about his reading and show what he was understanding by making connections to words (like when he inferred the elephant was a girl from the word she). We could see that he was more comfortable asking questions and sharing ideas. The modifications helped me know that he has an understanding of certain words and will use visual clues and his background knowledge to build understanding as he reads.

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That the student would benefit from using the EL modification kit to get him to read in his native language and see what he knows to then transition him to the english and see what level he can read and understand. Also to let him know that he was doing good specially that he has been here only six months so he can feel proud of the work he has done so far.

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Louidor seems very open to learning a new language and comfortable with the process. I was impressed with his ability to make the connections between the unknown and his own personal experiences. Learning that he already speaks multiple languages leads me to believe he may have been exposed to many different learning styles.

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The teacher took time to build a positive interaction by getting to know some things about the student first. She made the interactions very positive and allowed the student to share some things he knew. It felt more like a conversation and less about getting all the reading correct so he could really show what he understood. The teacher took time to listen to his thoughts and questions to help with building some knowledge. The teacher used what the student knew to focus on what he could do and made it a positive experience.

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By taking the time to get to know Louidor, the teacher built trust with him and made him feel comfortable. Louidor is able to converse in multiple languages and is eager to learn. He picks up new information quickly and makes connections to things he already knows.

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The teacher took the time to connect personally with the students establishing an open line of communication and respect. Allowed the student to pace himself and to explore the content of the reading and supported the students interest and questions.

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The teacher got to know the student by asking basic questions about himself and figured out his comfort level with English conversation. She then learned about him as a reader and eventually let him become the teacher. The use of models and pictures was also helpful to the student building connections.

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The teacher got to know the student by asking the student questions about himself.  She was able to build her background knowledge about him as a learner and reader. As the teacher interacts with Louidor he becomes the teacher so she may learn more about him. The teacher used the phonics infrastructure to check the student's understanding of words and incorporated quite a bit of TPR. The teacher was able to screen Louidor's reading habits and skills as she interacted with him throughout the assessment.

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The teacher started with asking where he is from and also letting him know she was from another country to. She used visuals, modeled and asked him questions. This helped her understand his reading level. Asking him question while reading the text like when he said this is a girl when reading she asked him how did it know that and he answer that they said her in the text.

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Louidor is confident in the work he has done with his reading in English and he is eager to continue learning. He does well with visual clarifications for unknown vocabulary words. He uses his background knowledge effectively and makes strong connections to help him comprehend a text. He is able to give evidence from the text for his thinking.

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I learned that Louidor is very conforable reading/conversing in his native language. He is willing to take risks in his learning. He is engaged and comfortable enough to ask questions.

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We learned that Louidor has a lot of background knowledge, conceptions of words/language, and is able to read and think critically in his native language(s). We also learned the level of Tier 1 vocabulary that Louidor has and that he is interested and engaged in reading. He is not a resistant reader or communicator!

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He was engaged in learning to read in English and wanted to learn new words.

He quickly picked up new concepts an linked it to prior learning.

He had literacy skills in his home language that can be built upon.

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The teacher took the time to get to know the student's literacy abilities in his home language as part of getting to know him as a reader. She checked to see Louidor's understanding of some words as she went through the phonics infrastructure. She focused on decoding errors instead of pronunciation mistakes. She showed flexibility with specific phrasing of questions and used body language to make sure he understood what was being asked.

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She made connections with student regarding his home language.

She inquired about vocabulary meaning during the phonic infrastructure.

She used lots of positive reinforcement and pointed out his strengths.

Did not focus on pronunciation. Focus was on comprehension and understanding

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The teacher started by asking the student questions about himself and let him "be the teacher" which built some confidence and trust. She used visuals to help the student connect what he was reading to his home language. She asked gave him the chance to come to his own understanding with his reading.

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- Helped student in making connections between words, images, and general text meaning
- At the onset (and throughout) built positive relationship with student and allowed lots of conversation to happen before reading
- Allowed student to be the teacher and teach her something new (modeling growth and a willingness to learn)
- Looked at skills in his home language and encouraged/utilized his multilingualism
- Takes time to explain words that the reader asks about (and then restates in his own words)

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We learned that although Louidor is still learning to read in English, he can read his native language.

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It is important to get to know the student, and create a relationship, so the student feels comfortable reading and asking questions. Louidor is able to speak and read in multiple languages. He was engaged and eager to learn new words. He was able to learn new concepts quickly.

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-Explore basic demographics and comfort level conversing in English
-Investigate literacy skills in home language
-Assess word recognition with Phonics Infrastructure

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She built a rapport with Louidor, this led him to feel comfortable asking questions and continuing dialogue. These conversation provided a lot of information to the assessor. Louidor is comfortable conversing in multiple languages, is curious about English, and can read in multiple languages.

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*Explored basic demographics and education
*Investigate home language and English skills
*Determined comfort level in English

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Made student feel comfortable by getting to know him and also getting him to coach her on speaking his native language, used visuals, gave examples, modeled, built up his confidence

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The fact that she established a relationship provided the student with a comfortable space as a learner.  This comfort is essential because  Louidor level of comfort impacts his performance. He even feels comfortable enough to ask questions independently in some instances during the assessment.

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She began with a conversation to make the student comfortable before beginning the assessment. She used visuals, modeling and examples to convey meaning when the student did not understand.

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- informally assessed home language
- modeled the definition of a word, used synonyms
- pressed to ensure students knew the definition of certain words
-gave him the opportunity to be the expert by demonstrating words in his native language

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She builds his confidence and focuses on what he does know, as opposed to what he does not know. She continued to encourage him

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He is comfortable asking and answering conversations in English.

He can read the phrases in the Creole book.

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She took time to get to know the reader as a person
Asking about definitions of certain words 
Went to ee words to check for understanding 
Asking about familiar and unfamiliar words 

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1. She took time to get to know the reader as a person

2. Asking about definitions of certain words

3. Asking about familiar and unfamiliar words

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Evie- Because the teacher recognized the importance or establishing rapport, she was able to glean more information from the assessment to shape her future instruction.

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Evie- Because the teacher recognized the importance or establishing rapport, she was able to glean more information from the assessment to shape her future instruction.

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Evie - The teacher began assessing this older student by establishing mutual respect and dignity. She chatted with Luidor about his home country, languages, and prior schooling. She connected to him by discussing and locating her hometown in Spain. She took an asset perspective, noting the languages he already knows and complimenting him on the amount of English he has already learned. From that very important foundation that says, "I respect you and acknowledge the skills and strengths you attained before meeting me" she is able to delve into the assessment, beginning with the phonics infrastructure.

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Evie - The teacher began assessing this older student by establishing mutual respect and dignity. She chatted with Luidor about his home country, languages, and prior schooling. She connected to him by discussing and locating her hometown in Spain. She took an asset perspective, noting the languages he already knows and complimenting him on the amount of English he has already learned. From that very important foundation that says, "I respect you and acknowledge the skills and strengths you attained before meeting me" she is able to delve into the assessment, beginning with the phonics infrastructure.

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Louidor was excited about his use of English/reading.  When taking the time to get know a little about the student, it put the student at ease and the instructor was able to get a better understanding of his English.  He was very open to learning and wanted to know/understand what words/phases meant. He was a lower level reading but a strong desire to learn.

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*She took the time to get to know the student as well as making  connections.  His feel and experience in literacy and his home language.
Used infrastructure, then cold read.
*Clarified words and phrases or better understanding. Made sure there was an understanding of questions asks.

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We learned more about Loiudor than just what his current English literacy skills are. He is multilingual and an eager learner. He should be able to use this to his advantage to progress quickly through the lower levels of the IRLA.

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1. She had a basic converstation in English with him in order to get to know him a little better. (Exploring basic demographics)
2. She investigated litereacy skill in his home language.
3. Phonics infrastructure. During this she asked him if he knew the meaning of several different words.

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I believe establishing a relationship by discovering things about him made Louidor more comfortable. Even though he is reading a "lower text" for his age, he was still eager to share his thoughts because the teacher took some time to make a connection. Since Loiudor is multilingual and open to learning, he should be able to progress through the IRLA taxonomy to catch up to where he "should" be!

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Some of the modifications the teacher utilized during the conference was exploring basic demographics by asking Louidor about where he's from (which he was able to explain experiences from school) and allowed the student to choose the Cold Read text. She was also willing to rephrase the comprehension questions so that it would simplify the language demands during his response.

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This process allowed us to see Louidor in a more well rounded fashion than just what his literacy skills are.  We learned about his background, that he was very invested in his schooling in his home country and eager to continue his learning in New York.  He showed throughout the tasks that he was able to make connections to new learning, on the fly.  He was very open and comfortable about sharing information and taking in new information.  I liked that the teacher had language materials and a map on hand to facilitate the conversation - definitely ways to help lower is affective filter!

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The teacher used the following modifications:
1) She assessed the learner's oral language skills in English and gained knowledge of his background - home language, country of origin, level of schooling completed in home country
2) The teacher confirmed literacy skills in home country's school  language with list of French phrases and noted he also spoke Creole
3) Moved on to Phonics Infrastructure and  began with the 1G/2G, then had him read a few rows to determine which column he was most successful in reading and comprehending the meaning of the words .
4) She gave him choice of a book to read for the cold read
5) She confirmed his comprehension several times.
6) She did not penalize for pronunciation
7) She reworded the comprehension questions into more simple structures to aid communication
8) She confirmed the learner's success and progress with English literacy.

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I learned that Louidor is multilingual and is eager to learn more. He is very personable and able to converse fairly well in English. He is comfortable asking clarifying questions when he does not know something. As I was watching, I was worried that he might feel insulted at having to read a 1B text (as a multilingual 18 year old) but I saw how positive he was about reading and learning. Focusing on what he can do made him feel successful. He used the pictures to help him and was able to quickly make connections to other vocabulary that he was more familiar with (shower vs. bath).

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The instructor began by getting to know a little bit about Louidor by asking him where he is from and sharing where she is from. She used a world map to show Louidor where Spain is. She was able to determine that he seemed fairly conversational in English. Then, she assessed his literacy skills in his home languages which are Haitian Creole and French. She let him assume the role of teacher during the practicing of the Haitian Creole phrases. Since he demonstrates oral English and home language literacy, the instructor proceeds to the Phonics Infrastructure. She asks him to read the 1G/2G list and he only misses a couple so she asks him to read several rows. She asks him if he knows what some of the words mean and helps model what words mean if he does not know. During the cold read she allows him to choose the text and helps clarify vocabulary and other ideas for him. She also simplified the language of the comprehension question. She ended by celebrating his reading and success!

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We learned that Louidor knows many languages, is eager to learn and teach others, is very personable, can quickly apply his learning, uses clues to aid his comprehension, is feeling very confident about Engish, needs more support with decoding words and monitoring his comprehension.

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The teacher started with a conversation to get to know the student. This gave her an opportunity to assess his schooling (from Haiti, finished 10th grade, etc.) as well as his comfort level with English and strengths that he brought to the assessment (ability to teach his language, multilingual, can read his native language, eager to learn/teach). During the Phonics Infrastructure, the teacher asked questions to see if pronounciation was an issue or if the student truly did not understand what the word meant.

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The interpersonal connection that was established helped provide trust for the student to make mistakes. Louidor was happy to show what he knew. He was receptive to any feedback. He was a willing student.

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The first step is to get to know your student. The instructor had a map ready to show where Spain was. They connected on a personal level before the assessment began. Next the teacher uses a variety of strategies including TPR, modeling, and prompting.

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Through the teacher's efforts, both before and during the reading, we learned that Louidor is multilingual. He has native language literacy. He has basic interpersonal skills and can take charge of his own learning by asking and answering questions. He notices unfamiliar words and tries to apply them to new contexts. We also learned that Louidor is good about making connections and using pictures to confirm meaning.

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Before the cold read the teacher took some time to get to know the student. She had a map and a book with Creole phrases to facilitate the conversation and gauge Louidor's native language literacy. The teacher also provided support during the cold read. She gave him a choice of text and monitored comprehension by asking what the word in a sentence meant, asking him to show it through TPR and using word association strategies e.g - sweeping/broom. She provided corrective feedback, rephrased some of the student responses while affirming his success. She also set clear expectations before starting the reading by saying the task involves not just reading but also understanding.

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I could tell a lot by this interaction with Louidor. He is a comfortable learner and he is eager to learn English. It is evident that he has had practice with English and probably some direct teaching in learning a new language because he stopped to make sure he understood words without the teacher prompting him.

I could also tell that he could use some more work with decoding skills and exposure to more vocabulary. His learning curve in 6 months has been great!

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Because the teacher asked about Luidor's travels and experience in his native language, I learned more about Luidor as a person AND as a learner. Since the lesson began with what Luidor knew and was confident about, he was more confident in trying to complete the more difficult reading tasks later. It is clear that Luidor has foundational skills in reading English. I like that ARC focuses more on what the student CAN do as a reader instead of leveling the student where they feel the most frustration. I hope this approach helps students who struggle with reading to feel more confident and want to read.

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The teacher explored Luidor's comfort level of conversing in English by asking him where he was from, where he had traveled, and telling him about herself. She also investigated his knowledge of his home language by showing him a book of Creole phrases and asking him to help her read them. When assessing word recognition, the teacher had Luidor skip around on the phonics page to see where his strengths and needs were in decoding.

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B1: Explore basic demographics.  She built rapport and broke the ice by telling him about her and asking him about where he is from. She can gauge his oral proficiency through conversation. He even started some of the conversation and engaged by not only responding, but driving the conversation as well.
B2: Investigate literacy skills in home language. I liked how she let the student become the teacher to give him some self-confidence and to break the ice before moving on to English. Because it was evident that he could read in Creole and had a good command of oral english she gave him the phonics infrastructure. He is multilingual and knows french, english, and creole.
D1/D2: She stopped to ask him for the meaning of words. He was able to tell her immediately the words he didn't know. She also listened carefully so that his pronunciation would not count against him.
D3: He chose the cold read. It was difficult to understand him, but he always asked questions when he didn't understand a word. Like a bath - she explained what it meant.

I like how she encouraged him throughout the assessment and made it really comfortable for him. She told him he was a success!

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When Lucia paused periodically to ask Louidor if he knew the meaning of some of the Phonics Infrastructure words, we gained a better understanding of his vocabulary knowledge. Their conversation around the word lists and vocabulary in the cold read helped us see Louidor has agency in his own learning and seeks context for new words.

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1. He is comfortable asking and answering conversations in English.
2. He can read the phrases in the Creole book. He tells us that Creole is not the language of formal educaiton in Haiti.
3. He says he can read English now.
4. He can read almost all the 1G/2G words on the phonics infrastructure.
5. He does know plenty of everyday English words, but he is most successful decoding at 1B on the phonics infrastructure.
6. He makes inferences ("her" means woman).
7. He can decode "bath", but doesn't know meaning. once explained, he makes a connection to another English word (shower).

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1. She explores basic demos and has a basic conversation in English.
2. She investigates literacy in home language (Creole).
3. She gives him the phonics infrastructure, first asking if he knows any 1G words.
4. As he reads across rows, she asks if he knows what words mean.
5. Demonstrates/explains what words mean when he did not know.
6. Does not help decode words in cold read text, but does support his English understanding ("her" means woman).
7. She tells the meaning of a word after he decodes correctly.
8. Rephrases comprehension questions.

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Once Lucia begins Assess Word Recognition step, she asks Louidor to read down column 1G/2G. Based on Louidor's reading, Lucia asks him to read row "et" and asks if he knows the meaning of some of the words. Lucia clarifies meaning of words using word association. Next Lucia asks Louidor to read row "ee" and continues with word meaning inquiry and clarification. Lucia asks Loudor to cold read 1B and asks the Basic Comprehension question.