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My focus child, Adam R, is in 2nd grade! He is 7 years old, and he absolutely loves video games, Superheroes, and Mr. Beast. When he grows up, he wants to be a history teacher because that is his favorite subject; he enjoys arts and crafts. When talking about school, he prefers English and history lessons, and often states he does not like math and science can be "boring" for him. Although he finds science boring, he has mentioned a time or two that he finds experiments exciting. When asked about how he feels when it comes to English, he often states that reading and sounding out words have been getting easier, and he likes to talk with his friends!

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Print Motivation: A child's interest and enjoyment of books

Print Awareness: A child knowing how to handle a book, notice print, and follow written words on a page

Letter Knowledge: A child learning letter names, knowing they have sounds, and being able to recognize them

Vocabulary: A child being aware and knowing the names of things

Narrative Skills: A child's ability to describe things, events, and tell stories

Phonological Awareness: A child's ability to hear and play with the smaller sounds in words

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Adam's presentation of his Languages of Literacy

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Children represent and express ideas through verbal and written languages when they: Adam was able to show this portion through this ability to describe compelling events of s story, imitate actions of his teachers, tell/retell stories, share information through memory, spell words, read print, represent knowledge learned and are learning, and is able to reflect on his past experiences.

Children inquire and solve problems with the languages of literacy when they: Adam is able to observe and listen to understand lessons and stories, identify parts and steps to connect a story, investigate actions during lessons, predict what may happen next, and is able to connect to new learning experiences to prior learning!

Children connect community, family, and culture through verbal and written languages of literacy when they: Adam speaks in his native language (English), becomes familiar with diverse authors/illustrators of books, and will pick from a wide variety of play materials.

Children build relationships and understanding of themselves when they use the languages of literacy to: Adam is able to distinguish himself from others, take care of himself through hygiene and social bonds, with emotional expression and empathy.

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Adam's growth within the PA Early Learning Standards for Language Arts

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1.1 2.D Know and apply grade-level phonics and word analysis skills in decoding words

1.1 2.E Read with accuracy and fluency to support comprehension

1.2 2.A Identify the main idea of a multiparagraph text as well as the focus of specific paragraphs.

1.2 2.B Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

1.2 2.C Describe the connection between a series of events, concepts, or steps in a procedure within a text

1.2 2.E Use various text features and search tools to efficiently locate key facts or information in a text.

1.2 2.F Determine the meaning of words and phrases as they are used in grade-level text including multiple-meaning words.

1.2 2.G Explain how graphic representations contribute to and clarify a text.

1.2 2.H Describe how reasons support specific points the author makes in a text

1.2 2.I Compare and contrast the most important points presented by two texts on the same topic

1.2 2.J Acquire and use gradeappropriate conversational, general academic, and domainspecific words and phrases

1.2 2.K Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing from a range of strategies and tools

1.2 2.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.

1.3 2.A Recount stories and determine their central message, lesson, or moral.

1.3 2.B Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

1.3 2.C Describe how characters in a story respond to major events and challenges.

1.3 2.D Acknowledge differences in the points of views of characters, including by speaking in a different voice for each character when reading dialogue aloud.

1.3 2.E Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action

1.3 2.F Describe how words and phrases supply rhythm and meaning in a story, poem, or song.

1.3 2.G Use information from illustrations and words, in print or digital text, to demonstrate understanding of characters, setting, or plot.

1.3 2.H Compare and contrast two or more versions of the same story by different authors or from different cultures

1.3 2.I Determine or clarify the meaning of unknown or multiple-meaning words and phrases based upon grade-level reading and content, choosing from a range of strategies and tools

1.3 2.J Acquire and use gradeappropriate conversational, general academic, and domainspecific words and phrases.

1.3 2.K Read and comprehend literature on grade level, reading independently and proficiently.

1.4 2.A Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.

1.4 2.B Identify and introduce the topic.

1.4 2.C Develop the topic with facts and/or definitions.

1.4 2.D Group information and provide a concluding statement or section.

1.4 2.E Choose words and phrases for effect

1.4 2.F Demonstrate a gradeappropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

1.4 2.G Write opinion pieces on familiar topics or texts.

1.4 2.H Identify the topic and state an opinion

1.4 2.I Support the opinion with reasons that include details connected to the opinion

1.4 2.J Create an organizational structure that includes reasons and a concluding statement

1.4 2.K Use a variety of words and phrases to appeal to the audience.

1.4 2.L Demonstrate a gradeappropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

1.4 2.M Write narratives to develop real or imagined experiences or events.

1.4 2.N Establish a situation and introduce a narrator and/or characters.

1.4 2.O Include thoughts and feelings to describe experiences and events to show the response of characters to situations.

1.4 2.P Organize a short sequence of events, using temporal words to signal event order and provide a sense of closure.

1.4 2.Q Choose words and phrases for effect.

1.4 2.R Demonstrate a gradeappropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

1.4 2.T Focus on a topic and strengthen writing as needed by revising and editing

1.4 2.U Use a variety of digital tools to produce and publish writing, including collaboration with peers.

1.4 2.V Participate in individual or shared research and writing projects.

1.4 2.W Recall information from experiences or gather information from provided sources to answer a question.

1.4 2.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.

1.5 2.A Participate in collaborative conversations with peers and adults in small and larger groups.

1.5 2.B Recount or describe key ideas or details from a text read aloud or information presented orally or through other media

1.5 2.C Ask and answer questions about what a speaker says to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

1.5 2.D Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

1.5 2.E Produce complete sentences when appropriate to task and situation to provide requested detail or clarification.

1.5 2.F Add drawings or other visual displays to presentations when appropriate to clarify ideas, thoughts, and feelings

1.5 2.G Demonstrate command of the conventions of standard English when speaking, based on Grade 2 level and content.

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Analyzing Adam's development is based off developmental milestones. 

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Social/Emotional- Adam shows he is able to effectively follow rules presented through playing games with peers. He is able to sing the Pledge Of Allegiance, as well as the class-made tune, and enjoys music class. This student also does simple chores, such as his class job of the week.

Language/Communication- Adam shows he is able to recall and tell stories with multiple events, if told a story, he is able to answer simple questions about the story. He is able to converse well with peers and staff.

Cognitive- Adam's problem solving capabilities are excelling, he is able to count to 10 and effectively recognize many numbers. Similarly, he can do this with all letters and sight words. Throughout lessons, he is able to pay attention for a minimum of 5 minutes, but often lasts longer.

Movement/Physical- Adam is able to use his fine and gross motor skills to the best of his ability in the classroom and outside of the learning environment.

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Throughout the semester, getting to work closely with this student has allowed me to better learn about his interests and analyze his needs. Adam truly enjoys hands on learning, and this allows for him to recall past academics/experiences thoroughly, and will often remanence of his past excitement. The time I spent with him allowed for me to realize how fast this students growth has been! He is able to read, spell, and sound out words; and gets SO excited when he is able to accomplish his readings.

Adam's biggest need right now would be more social/emotional development, since we are in an Emotional Support school, this is something all students need improvement on. As he works through our school's therapy program, and with outside medical help that he receives, this can be accomplished with persistence. He struggles to react and interact with peers appropriately, is working on emotional management and expression, and often lacks the ability to remain on task for long periods of time- all of these "needs" are communicated to his family so he is able to get the support he needs within the school and at home!

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Here, we see during Adam's ability to create art but also use his letter knowledge to begin to sound out, spell and write small words to help describe his feelings about the happiness snakes bring him. He is able to communicate creative arts through words within his art. 

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To create rhyming music tunes within the class, we read "There was an Old Lady", where each page is connected through what the Old Lady ate. Each page has tons of repetition from the one before. This was easy for the students to create word sounds, and sing along with our class-made tune. 

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Here, we see that Adam is communicating with his teacher and peers that he is already aware of his sight words and can read and write them effectively in preparation for an upcoming quiz. 

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In large group settings, during circle times, the class is expected to add to the days of the week, the weather, and list their current emotions for social emotional development. This allows for constant repetition  of common vocabulary recognition and spelling skills. 

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Through this lesson, Adam showed his ability to recall past experiences through connection with the "Little Spot" books when handling social emotional development as well as literacy development. 

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During EARL208, I was able to observe the students and teacher play an enjoyable math memory game. During this, they were to solve the equation to find matches. This showed the students print motivation in comparison to reading and analyzing math equations and how they are built, similar to sentences withing enjoyable books. 

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Through examination of this student through EARL218, I was able to analyze common trends of Science Standards this student was commonly accomplishing.

3.1 2.A.9 Participate in investigations about living and/ or nonliving things to answer a question or to test a prediction: Student is able to understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. • Plan and conduct a simple investigation and understand that different questions require different kinds of investigations.

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Languages of Literacy Commonly Accomplished

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Languages of Literacy Commonly Accomplished

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Children represent and express ideas through verbal and written languages when they: Adam was able to show this portion through this ability to describe compelling events of s story, imitate actions of his teachers, tell/retell stories, share information through memory, spell words, read print, represent knowledge learned and are learning, and is able to reflect on his past experiences.

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Through examination of this student through EARL208, I was able to analyze common trends of Math Standards this student was commonly accomplishing.

2.2 2.A.1 Represent and solve problems involving addition and subtraction within 100: student was able to solve math problems that equaled 100 or more

2.2 2.A.2 Use mental strategies to add and subtract within 20: learner was able to work with help to solve math problems by breaking them down within 20 to complete.

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Language of Music Commonly Accomplished 

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Language of Music Commonly Accomplished 

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Children represent and express ideas through music when they: Adam was able to represent their knowledge with music through tune in this story.

Children inquire and solve challenges with musical languages when they: Adam was able to predict when an element will be repeated through the class creating the rhythm to this story

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During observations I was able to analyze social and emotional development. Due to the nature of our class population, many of these children struggle with emotional support needs, which is the foundation for our learning programs. Here we see a lack of emotional management due to work refusal.

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During the analysis of the student's language and communication development, I noticed a trend of this student appreciating books to participate in the story while active listening, as well as his ability to communicate through language this was often done through problem solving with teacher assistance.