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This student is very organized, clear, and know what she wants to say. Her organizational skills serve as a strength to her writing abilities. This piece of writing showed that she was competent and able to organize her information about lions and tigers on two different pages so it didn't confuse her readers. She also began the two sections with what the animals look like so her readers can "imagine them" (as she would say). This was Eshaal's final draft so there are 1-2, if not, no errors. Throughout the other drafts though, I noticed that spelling was something that she struggles with because she is unfamiliar with certain sounds and how some letters interact with each other (long vowel sounds). It taught me that second language writing development is difficult in the sense that some of the sounds they face in English, aren't what they know in their home language.

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This was the way we organized the facts for the Informational piece of writing. At Padonia, you said it was okay we did this.

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His current level of spelling development is the early stage within word pattern. He has certainly shown growth throughout the few weeks we have worked with him. Initially, we identified him in the late stage of letter-name alphabetic. He has improved with diagraphs and blends. Even though he still has work to do with long vowel sounds, he has shown improvement in that area as well; he correctly identifies and writes more of the long vowel sounds in the final spelling inventory compared to the first one.

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I chose this word work activity because after a few weeks, we noticed this particular student could recognize letter sounds orally but did not always write them correctly. I chose to focus on the end sounds of -b and -n. With this activity, I read the words out loud and he had to decide which group to put the word under based on the letter it ended with. Forcing him to focus on the ending sound but also directing his attention to spelling without looking at the cards.

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I used this particular word work because the long -o vowel sound is one of the easiest to begin with when introducing long vowel sounds to the students. By the time I used this word work, most of the students were at the level of being able to complete this word work without much trouble. It helped the students recognize the different ways the long -o sound is created in a fun, board game like way.

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Brooklyn's current level of spelling development is the late stage of letter-name alphabetic. He struggles with diagraphs and blends (more so blends) so our goal was to master these areas before moving forward. Moving forward with word work, activities involving the diagraphs like sh and ch, and blends such as bl will be incorporated in hopes he will be more comfortable recognizing them.

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Artifact demonstrating implementation of analysis and annotation

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Artifact demonstrating implementation of analysis and annotation

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Nicol and I were working on writing an informational writing piece. After doing the Funds of Literate Identity with her, I found she absolutely adores Cinderella and princesses. From this, we took the topic of Cinderella and decided to inform readers about the princess. We had brainstormed other ideas to write about the princess on a white board but did not have enough time to put it all into one writing piece. She was very persistent in telling me she wears a blue dress and even drew a picture of Cinderella in blue on her FOLIA. We used that fact to begin the writing piece.

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While doing the Funds of Literate Identity, I found a lot of important information that could help us as teachers put Nicol is a positive position. Some areas of expertise I found after doing this with Nicol was that she loves princesses, more specifically Cinderella, she likes to confide in her diary, she is an independent reader and writer, and she plays soccer (she did not draw anything related to soccer down, but was talking about it with me). Nicol is very knowledgeable about fairytales since she reads so many princess stories. She loves fairytales and could retell any story or create her own. Based upon this information, Nicol would probably be most interested in fairytales, specifically princesses. She does like to write her diary, so books like Diary of a Wimpy Kid could be a good choice to introduce her too as well. After the FOLIA, it is easy to see that Nicol is a shy, independent student. When asked, she does see herself as a good reader and writer but isn't loud and confident in verbally expressing that. It is also easy to see that she gets easily frustrated in noisy areas. She would rather be in her room and read or write rather than in areas with a bunch of people. Overall, after seeing all of this information, I would create instructional activities to position her in a positive way that included princesses, like creating a personal fairytale, or, leading a book talk in fairytale stories.

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In this drawing, Nicol draws herself in her room reading and writing on her pink chair. With her, is her sister, who helps her read. In addition to her room, she likes to read in the library, so she drew herself in the children's book section. Next to that is a drawing of Cinderella because that is her favorite princess and she enjoys reading fairytale stories. She also enjoys reading at school, so she drew her teacher on the outside walls of her room to show another place (she likes when her teacher helps her read as well). Lastly, she draws a person with music notes surrounding them and a big 'X' through the drawing to show she does not like reading or writing in loud areas!

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This student is very determined and a perfectionist. She strives to be great and is very organized in the process. This served as a great tool to separating her ideas into categories she wanted to focus on and the facts she wanted to focus on. Since she is very determined, she always wanted to keep digging for more information about tigers and lions. This helped us choose facts that would make her informational text rich. Her organizational skills helped her separate her facts into two categories; those that go along with lions, and those that go along with tigers. Later in the process, this helped with creating a clear writing piece.

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This was a semantic map for a narrative piece with one of the students.

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This draft shows that as a writer, Anthony has a lot of creativity and excels as using details. He was very good at describing the parrot by saying he has "colorful wings" and "needs to eat parrot food" and "likes to be silly". In addition, he used his creative abilities to tell his readers about what the parrot likes to do such as "go to school" and "stay inside". This draft taught me about the spelling challenges second language learners face. Anthony is conflicted with the sounds he is familiar with in Spanish and those that he knows in English in turn, misspelling words. He writes words exactly how they sound such as "perit" and "luves". He also struggles with verb tense writing "Name how to eat perit food" (Meaning Name have to eat parrot food).

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Anthony filled his heart map with a lot of important people, activities, and his favorite things. I made sure to use these as strengths for his writing tasks. For example, on Anthony's heart map, he included that he loves parrots (spelling it perit). We made sure to incorporate this into his writing by using it as his Narrative writing topic. He was extremely excited to create his story about a parrot named name.