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Good effort at reflection, Paige. I think you should feel confident in your ability to assess student knowledge and skills.

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This last activity is from a lesson that Ashley taught. I believe that the students were supposed to work on punctuation and capitalization. Ashley did mention that Natalia was the only student who understood what they were supposed to do in this activity. This writing shows me that Natalia understands which words need to be capitalized and it shows me that she understand where punctuation marks should go in a sentence. This work shows me that Natalia can rewrite sentences word for word if they are in front of her. This activity does not help her with her ability to spell since the words are there but it is helpful in the sense that she can see how the words are spelled. I believe that Natalia needs repetition and practice with writing everyday to improve her writing and spelling ability.

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This sample is from when the class used their five senses to describe apples. I honestly cannot tell what any of the writing says. My best guess for the first line is pickle, the second line could maybe say sugar, the third line could say I love it but it does not relate to what the apple looks like, and I have no idea what the fourth or fifth line means. I am sure if I would have asked Natalia what her answers said, she would have been able to tell me what she wrote down or what she meant to write down. This writing shows that she is trying to convey what she wants to write but is having trouble connecting what she wants to say to what she writes down.

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This is a vocabulary test from September. I can tell that Natalia studied the six given vocabulary words but she still struggled with writing down the other words in the sentences. This helps show that when she studies how to spell certain words, she can spell the words correctly if she needs to write them down again. I believe that repetition and sounding out will help Natalia in the future with her writing.

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This is from an activity that Ashley did with the students. I believe they were supposed to write down four words that describe them. This type of writing shows me that she was able to sound out kind, nice, and loveable for the most part. If Natalia had not written beautiful under the word she wrote above it, I would not have been able to figure out the word. I also cannot figure out the words written under nice and kind. This work shows me that she can sound out short and easy words and be able to write those words. When the words become trickier or longer, she struggles sounding out the word.

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In this activity I had Natalia write information that she knows about orca's. I was able to ask her what every sentence said. "Orca. Live in the ocean. Eat sharks. They're black and white. Live in families." I can see some connections between what she meant to say and what she wrote down. If I had not asked her I probably would not have known what she meant to say. This work shows that she can sound out some words, but other times it seems like she just writes random letters that she thinks goes with the sound. I would also think that most of the lines were just one word because of the lack of spaces.

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This sample is from when we worked on describing characters in a text. When Natalia wrote "sow" she meant to put snow because that is what Sneezy is made of. When Natalia wrote "metelt," she meant to write melted because Sneezy melted multiple times in the story when he was exposed to heat. This written information about the word melted, helps show me that she understood what was happening to Sneezy and it also showed me that kind of understood the letters that go in the word melted. She included most of the letters that spell melted besides the d. This shows me that she tried to sound out the word, but she just got confused on how to write and spell the word.