Analysis I. CLASSROOM CHARACTERISTICS a.

Language(s) in which child receives instruction 50/50 German and English; German for one week, English the next.

C.O. 1

b. Special program(s) in which child participates, if any (e.g. SEI, in-class or pull-out ELD, alternative bilingual program, special education) None, other than the schools dual-immersion program mentioned above. c. Types of instructional strategies you have observed and/or used in the classroom to support English language development and content understanding Giving wait time to allow student to form and express thought Opportunities for a variety of academic and social conversations through structured whole-group and small-group instruction or independent group exploration (centers) Choral repetition of different ways to phrase something o e.g., X is more than Y, X is greater than Y, X is bigger than Y in math Front-loading vocabulary using pictures in both whole-group and small-group instructional settings Sentence frames for student to fill in and illustrate individually after discussing concepts and vocabulary as a small group o e.g., With my friend I ______; My dinosaur has _______ Step-asides while reading aloud to define words and give examples Using visual aids and organizers o T-Charts with both pictures and words o Connecting spoken language with concrete objects to introduce the concept of discrete words: e.g., showing 3 dice for the sentence Charly eats cookies, 4 dice for Charly eats many cookies, 5 dice for Charly eats too many cookies II. ASSESSMENT DATA a. CELDT score (most recent) if available Intermediate (with reasonable fluency) b. Express Placement results Beginning 5 Early Intermediate 2 6. Point to the bird 7. There are 8. is running 9. gonna 10. What is your name?

1 0 1 0 0

c. Other language and/or literacy assessment data if available

Knows 24 letter names and 23 letter sounds (10/30/12) III.

C.O. 2

ANALYSIS AND NEXT STEPS a. Which language proficiency stage do you believe describes the students current proficiency (e.g., beginning, early intermediate, intermediate, early advanced, advanced)? I believe that C.s current proficiency is between early intermediate and intermediate. b. What evidence supports your conclusion (refer to attached Learning Record documents as well as to assessment data reported above, CELDT resources, ELD Standards, Appendix B in LR Handbook and other observations and data you have collected)? I have observed him ask questions in groups and answer questions both oneon-one with me and within the context of a whole-class discussion (LR Data Collection, 11/6, and LR language conversation, A2). While answering questions, C. also provided an explanation during the whole-class discussion (LR language conversation, A2). During my LR language conversation with C. (A2), he retold stories about going to Legoland and a story/song about Pete the Cat (which he also sang for me). In the same conversation, he described one of the rides at Legoland and used contrastive language (Its hard for me to do words. But my brother can do it). He uses diverse contractions appropriately (cant, its, hes, Im). Additionally, I have observed C. correctly employ a variety of verbs in multiple forms, including present progressive, imperatives, and auxiliary verbs (LR language conversation, A2, and LR Data Collection). He is also able to speak hypothetically about cause and effect, using If [this happens], [result] (LR Data Collection, 11/26). Although the Express Placement would place C.s proficiency as a beginner, my observations have demonstrated that C. does have a grasp of intermediate grammatical forms and language functions, as described above. According to his CELDT examination, C. does have intermediate language proficiency. However, C. does not always consistently express intermediate grammatical forms, either in conversations or on assessments like the Express Placement. He may need particular instruction with the nuances of auxiliary verbs, pronouns, and expanding his verb vocabulary. For example, he said I think that nobody can hit each other, whereas an intermediate or advanced speaker probably would have used the auxiliary should (LR Data Collection, 11/26). In the same conversation, C. explained that if someone fell down, another person could help pick it up (instead of them, him, or her). Additionally, in the LR language conversation (A2), he said It is hard for me to do words, while an intermediate or advanced student may have said to tell stories or to speak. Overall, I believe that my observations demonstrate that C. is beyond the beginning level of language proficiency, but does not yet have a solid grasp of language forms that would be indicative of intermediate proficiency. Therefore, I would consider C.s proficiency to be early intermediate. c. What types of instruction and learning experience do you believe would help the student advance to the next level of language proficiency? Why? From my observations, C. would benefit from instruction that solidifies beginning concepts such as subject pronouns and ensures that he can produce early intermediate types of pronouns including object, possessive, and demonstrative pronouns. Additionally, providing sentence frames for negation and some contractions

C.O. 3 would probably also support his language development. For example, while building a puzzle, he stated Its not fit instead of It doesnt fit (LR Data Collection, 11/26). Explicit practice with the contraction doesnt would most likely help him expand his use of contractions and negation. The Express Placement also revealed that he may not know some of the routine questions such as What is your name? Roleplaying these situations will help build not only his language development but also his social knowledge. Also, using pictures and explicitly teaching vocabulary, especially verbs, during content instruction will help give C. more language experience. d. What other type of assessment information would be useful to obtain in order to plan further instruction? Why? Grammatical forms that did not appear in my observations include object, possessive, and (many) demonstrative pronouns; since C. would benefit from instruction about subject pronouns, he might also need support with these other types. More assessment and observations would be necessary to determine whether this is the case. In addition, I think a thorough vocabulary assessment would be useful to determine whether there are certain contexts in which C. has more semantic knowledge than others; this can be integrated into content areas. Overall, the observations made demonstrate that C. has a range of abilities with different grammatical forms, and even if he regular uses certain intermediate forms, there are some areas (such as pronouns) in which he has a beginning language proficiency. I will continue to make observations and compare them to the ELD Matrix of Grammatical Forms to build a thorough and in-depth picture of C.s language.