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For the post-test, this student is in the Syllables and Affixed Early stage (huge improvement!!). Though he made one or two errors in a previous stage, he is mainly in the this spelling stage.
I am beyond ecstatic to witness how much this student has improved over a short period of time. I discovered that preparing a word sort that is based off of the spelling inventory is extremely beneficial. For example, the first word study activity of sorting other long 'O' vowels helped the student ultimately spell "coach" correctly, a word that he missed in his pre-test. Through this assessment, I learned that word work is crucial and so valuable for ELLs to improve their spelling.

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For the pre-test, this student is in the middle of Within Word Pattern stage. He began to make errors on the long vowel pattern words such as coach and fright.

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For a reading comprehension lesson on making connections, I introduced the student to another famous poet, Shel Silverstein, and to one of his famous books, The Giving Tree. Incorporating the student's interest in poetry, I presented to him an example of poetry that does not rhyme, but still has stanzas and flow to the text.
During the gradual release of my lesson, I let the student read the rest of the book on his own, instead of me continuing to read out loud. Independence is a huge part of this student's FOLI, so I kept that in mind and accommodated my lesson accordingly.

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This student's Funds of Literate Identity (FOLI) circles around his independence as a reader and writer. He finds joy in isolating himself to a quiet place when reading his favorite books. Understanding this aspect as part of his FOLI, a teaching implication may be to give him opportunities to read on his own during read-aloud lessons or permitting him to write as much as he can by himself without any help. Though it is important to make sure he is on the right track throughout, providing this freedom will allow him to feel comfortable and lower his affective filter.
This student also enjoys poetry, his favorite being The Cat in the Hat, which has less text on each page, a rhythmic flow in every stanza, and often a humorous or even ridiculous story line (referring to Dr. Seuss books).

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Although I do not have a writing sample of this student's native language of Spanish, I know that she has oracy in it. She often communicates with another student in our group, in fluent Spanish, when she has questions about something. Through word work, I learned that she has a vast knowledge of vocabulary in her native language, as she translates the words or pictures out loud into Spanish.
It was not until the last couple of weeks of internship that I learned this students can also read Spanish, after I incorporated a full Spanish text for a read aloud. She had negatively positioned herself as unable to use her native language at all, which is certainly false. Her strongest aspect is speaking, but she indeed can read (with a little scaffolding) as well.

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This student enjoys reading in the small crevice between his two couches, where he can become isolated from the rest of his house. He likes to read independently, without his parents' help, and his favorite book is The Cat in the Hat by Dr. Seuss. (The orange stick figure is the student).

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This student is successful at thinking about what she wants to write and sounding it out to the best of her abilities. She has also mastered capitalization and the use of periods (which was a lesson from her informational text writing process). She even capitalized El Salvador!
As for second language writing development, I learned that English Language Learners (ELLs) are constantly codeswitching between English and Spanish sounds to spell out their words. For example, the student wrote, "Is was hat," meaning, "It was hot." In Spanish, the letter 'A' has a short 'O' vowel sound. Hence, it is a valid error when she mixes up the two letters.

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This student expressed her love for her family and her home country, El Salvador. Once the topic was chosen, a topic that is important to the student, the heart map became a resource for generating details for the narrative. For example, in order to help the student brainstorm more ideas, I asked her, "What did you do in El Salvador?," "Did you play with friends? With dogs?," and incorporated the different elements on her map.

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This student's final draft portrays his profound understanding of how to write for the reader (in this case, for a reader who does not know much about soccer). I believe one of his greatest strengths is his ability to create complex, well-thought-out  sentences that contain purpose for his topic.
I learned that the second language writing development requires the same amount and even more motivation from the student as first language writing development does. How frustrating must it be to not only think in a foreign language but also to write complex sentences in that language. However, when you, as the teacher, find something that ELLs WANT to write about, you positively position them, lower their affective filter, AND keep them engaged.

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This student's substantial knowledge on soccer really helped guide his thinking for his informational text. His grasp of this sport is truly driven by his passion for it. When you write about something you are passionate for, you are that much more motivated to write a stellar text (which he demonstrates in his final draft of his informational text).

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R- CONTROLLED VOWELS

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OTHER LONG 'O' VOWELS