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This activity reflects the students funds of literal identity because the student loved to read and learn about different places. So, this opening activity allowed him to expand on his knowledge of the country, India.

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This draft shows me as a teacher that this students has a good understanding of how to start and end a sentence. This is evident because of the capital letters and periods. This draft also show that the student knows that stories start out with a opening or topic sentence. This draft taught me that for students who are writing in a second language, it can be hard to hear all the sounds and know where to put them into  the words. Also, when they are writing words, they write the word based on how it sounds orally.

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This student's semantic map served as a leverage because we could use it to generate ideas to add detail for her informational text on bunnies. Also, it showed me as a teacher where we should go in our editing progress.

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This draft shows the student is strong in knowing the components of a story, such as there is a setting, people and event involved in a narrative. This taught me that students writing a second language can have difficulty understanding the sentence structure and order of words.

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As a teacher, I incorporated the student's heart map into instruction because as I worked with the student I used it as a guide and reference for a narrative. We used the heart map to write a narrative about movie night with her family.

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This student is at the middle letter name stage because she missed two of the diagraphs. But it is interesting that during her post spelling inventory that she was able to get some of the long vowel patterns. She made great progress and learned a lot from our club!

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This student is at the middle letter name stage.

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This student expressed while he completed his folia that he did not like to read. He only enjoys reading about different countries and he said he learns about them on his tablet.