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The socio-cultural activity that led to this artifact reflects the student's Funds of Literate Identity because the activity asked the student to draw an activity that they had done that previous weekend. The student then drew herself reading to her sister. She also included how she thinks in her mind (through a speech bubble) about the characters from the book. This artifact allowed her to describe how she utilizes reading in the outside world such as her home.

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During the FOLIA, the student expressed how she loves to read. She explained how although she loves to read, she still has a hard time reading "big words" or difficult vocabulary. Because she is still learning how to read, she explained how her mother and father read to her and make her repeat what they read to her back to them. In order to incorporate this important detail into her FOLIA, she decided to draw her parents in the picture to show how they are a huge part of her reading process. When discussing the types of books she likes to read, the student expressed that she likes to read fantasy books the most. Her love for fantasy books comes from her family buying her fantasy books like Frozen. She loves the illustrations in books because they allow her to understand what she is reading. This student will have great success with her progress in reading because of her positivity and the motivation given to her from her family.

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In this drawing, the student has drawn her and her family in her bedroom. She has a speech bubble over herself that says "I love books." She has written the names of the family members that read to her (Mom and Dad). She has also drawn the bookcase where she keeps all her picture books. She expressed while completing the FOLIA that she does not like to read chapter books. Her favorite genre is fantasy because she loves to learn about magical things.

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What this draft shows me about this student's strengths as a writer is that she uses punctuation correctly such as ending her sentences with periods. Also, most of this student's words are spelled correctly which means one of her strengths is good spelling.

What this draft taught me about second language writing development is that the way ELL's write depends on their English language proficiency in writing. I was able to see this through this text as the student kept her sentences short and similar. As the student's writing progress expands however, her English language development in writing will grow.

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I incorporated elements of the heart map into instruction by allowing the student to refer back to the heart map in order to pick a topic for their narrative text. The heart map helped expand the student's mind. It helped them think broadly about topics that they love and mean a lot. By referring back to the heart map, the student was able to pick a topic that allowed her to truly express herself through her writing.

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The student's current level of spelling development during the 'Post-Test Spelling Inventory' is "Letter Name-Alphabetic (Middle).

This student showed much growth and progress. In her 'Pre-Test Spelling Inventory' the student had only spelled correctly 3 words. When looking at the words she had misspelled, the student seemed to have been struggling with digraphs and blends. However, during the 'Post-Test Spelling Inventory,' the student showed progress by identifying the digraphs ch-, sh-, and th- in several words. The student was also able to recognize blends unlike before where she did not seem to be able to identify any blends.

During the 'Post-Test Spelling Inventory,' the student spelled 7 words correctly.

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The student's level of spelling development during the 'Pre-Test Spelling Inventory' was "Letter Name-Alphabetic (Early).

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What this draft shows me about this student's strengths as a writer is that she knows how to write a clear story that makes sense. In this narrative text, there is a clear topic. This indicates the students knows how to clearly choose topics (heart map) when it comes to writing about something. The student stays on the topic throughout the whole text. She is writing with a purpose – to entertain the reader by sharing her story about going to the fair.

What this draft taught me about second language writing development is that when it comes to ELL's, they are making predictions in their minds as they write a text. What this means is that the student is thinking hard about what comes next in their writing. This can include a vocabulary word they believe makes sense or some kind of punctuation they believe is right. However, as the student's predictions change (ex: I think a period goes here instead of a question mark), the text changes as well.

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This student's strengths served as leverage for developing an informational text because they used their prior knowledge of what they already knew on pandas to create a well-informed text. Through this semantic map the student was able to show their strength of organizing their thoughts. This allowed the student to develop a well written informational text.