Amanda Cabrera EDESL 772 Fall 2013

EDESL 772 Professor Tillman Amanda Cabrera Case Study Fall 2013

Amanda Cabrera EDESL 772 Fall 2013 Part I: Student Background Anne* is a four-year old French L1 student who is currently enrolled in a private EnglishFrench school. Annes was enrolled for one year in an English daycare before attending our dual language English-French school. Anne is a serious student and likes to follow directions. She is typically happy and walks into the classroom with a smile every morning. Anne is also very friendly and enjoys playing with both boys and girls. At the beginning of the school year, she played almost exclusively with her friend that she knew from her last school, however now she is eager to play with other children as well. For the student questionnaire, I asked Anne a number of questions to better understand her personality and character. 1) How old are you? What grade [class] are you in? A: Five. Im in Pre-K. 2) What do you speak at home? What languages do you know? A: French. I know English too. 3) Who lives in your house? A: My mommy, my daddy, and my baby brother. 4) What do you like to do? A: Umm...drawing. I like to play with my mommy. 5) Whats your favorite food? A: Nutella and cookies. Anne demonstrates good comprehension of these questions in English and was comfortable responding in English.

*Annes name has been changed for this text in order to ensure privacy.

Amanda Cabrera EDESL 772 Fall 2013 After the interview, I told Anne she could ask me three questions that I would answer. Below are her questions, followed by my responses: 1) Whats your favorite color? A: I like the colors purple and red. 2) Do you like to draw? A: Yes, I love drawing! I also love to paint. 3) How old are you? A: Im 25 years old. Through my observations during the semester, I noticed that Anne loves to draw, and it was not surprising to me that she asked if I liked to draw. Through these questions I can see that Anne has good understanding of what a question is as well as how to produce a question. She asked questions that are meaningful to her, and that perhaps she can relate to. Anne has demonstrated strong oral skills in English since the beginning of the year, as is evident by Image A and Image B, which are photos of some of her dictation from September and October. Image A.

Amanda Cabrera EDESL 772 Fall 2013 Image B.

In these images, we see that Anne is able to speak in English in long, comprehensible sentences. She uses complex verb forms such as the continuous present, and understands how to

Amanda Cabrera EDESL 772 Fall 2013 use the infinitive form when it follows a first verb. The sentences are slightly awkward, however the reader can understand Annes message. Although Anne is pre-literate, she has a good understanding of letter-sound correspondence. In Image C, we see that Anne is using her knowledge of some letter-sound correspondences to write a letter to a friend of hers who was absent from school that day. Anne wrote this letter on her own during free-play in the afternoon. Image C.

At first, Anna asked me how to spell I love you. I miss you. Love, Anne, however I wanted to encourage Anne to write using her prior knowledge of letter-sound correspondences. After some encouragement, Anne wrote i LV UI I MC U LOVi ANNA. Not surprisingly, vowels were difficult for Anne and there is some confusion with letter names in French and English. As seen in Image C, Anne wrote MC for miss and used the letter C to represent a [s] sound. This is consistent with the French letter-sound correspondence but not as typical in English. While Anne was writing the word love she asked if she should write an E at the end of the word, to which I told Anne to write the word the way she thought it needed to be spelled. Interestingly,

Amanda Cabrera EDESL 772 Fall 2013 Anne wrote the letter i, which in French is called ee like the letter E in English. Anne confused the names of these two letters in French and English and it is important for her to distinguish between these two letters early in order to avoid fossilization and future confusion when spelling. Anne is one of the strongest pre-readers in the class. She is familiar with some lettersound correspondences and enjoys writing words. On several occasions she has brought in notes that she wrote at home for her peers and teachers. Annes mother reads her two books each night before bed, both of which are in French. Anne has some English books at home, but both parents are much stronger in French and prefer to read in their native language. Literacy 1) What language are your books at home in? A: I think French. Maybe English. 2) Where did you go to school before? A: A different school. They speak English. 3) Whats your favorite book? A: Elmer 4) Does anyone read to you at home? Who? How often? In what language? A: My mommy read to me when I go to sleep. (Annes mother clarified that she reads to Anne every night at bedtime and almost always in French.) 5) Do you have a library card? A: Yeah. 6) Where do you read? A: At school. At home. At my room. 7) Do you read with quiet? Music? Noise? 6

Amanda Cabrera EDESL 772 Fall 2013 A: Quiet. Sometimes its too loud at school. Books are clearly very important to Anne and her family. By reading to her every night, she is exposed to many literary skills and is developing a great love of reading. Although Anne is not read to very often in English, we read several English books every week at school, which Anne enjoys and is always eager to participate in discussions after the story. Each week Anne, along with all the children in the class, is allowed to borrow one English book and one French book from the school library. Anne also has a New York City public library card so she can always take books home or attend childrens literary events at the library. I believe that Anne is on the right path to developing her reading and writing skills in both English and French. Anne does show some areas where she will need some help, such as with letter names and sounds, as well as more fluent speech. With continued support from her teachers and family, her love of reading, writing, and speaking will progress and she will strengthen her literary and oral skills in English. I used the Annes retelling of Anansi the Spider (McDermott), which we used for the digital story, and the SOLOM test to help determine Annes stage of development in English. Annes story retelling went as follows: Anansi wasnt here and his six sons was helping him to find him. There was one whos River, theres one whos so soft. Theres one with the X. This one he throws the rocks. This one he cuts the fish. This one sees Anansi. Anansi was going in the river and the fish was getting him from the mouth. And then, Anansi was safe. He was safe by the little spiders. His sons was already saving him. And then Anansi was no more in the mouth. The bird was gonna take Anansi. He float up in the sky to put Anansi in the mouth, and then Anansi was in his mouth. The son was helping get out of the mouth of the bird. And then, the bird was going out. Anansi really fall his body and he land upside and Anansi jumped on 7

Amanda Cabrera EDESL 772 Fall 2013 Cushion and he said, Oh my goodness! And then Anansi found the golden moon and they wanted that all these spiders to keep it. He wanted to give them. Anansi was giving the golden moon to Nyame because they give to the spiders. Nyame take the moon because all these spiders was so tired. And then he put it all the way up to the sky with all those stars.

Area of Assessment Comprehension Fluency

Vocabulary

Pronunciation Grammar

Stage of Areas of Deficiencies / Strengths Development 5 Anne understood the story and the events that occur. Anne is at ease speaking in English and does not hesitate 4 or pause often. When Anne does pause, her conversation continues with fluency. Anne has good vocabulary and uses the terms from the story in her retelling. She forgets some names of 4 characters and some terms, however her descriptions are comprehensible. Anne has good pronunciation and sounds near-native, 4 however some words have a clear French accent. Annes grammar is her weakest area as she made many 3 incorrect verb conjugations. Annes verb conjugations can occasionally obscure meaning.

From the SOLOM test, I can assess Annes strengths and weaknesses. This helps me to determine where Anne needs support for improvement and how I can help her to continue her English development. Grammar is Annes weakest area and it can affect the meaning of her speech. Annes strongest area is comprehension, as she understood the entire story before retelling.

Amanda Cabrera EDESL 772 Fall 2013 Part II: Reading Inventories and Analysis The CLOZE test was slightly challenging for Anne, who received a final score of 67%, which is on the lower end of Independent. (Reading) Since Anne is a pre-reader, I created a list of animal idioms and read them to her. After I read each sentence to her, I reread the animal idiom and gave her two choices for what the idiom could mean. I chose to give Anne only two options, because I felt three would be overwhelming to a child her age, and could prove confusing. Below are the animal idioms as well as Annes answers from her CLOZE test. 1. Wow! Its raining cats and dogs today! I wish Id brought my umbrella to school! a. Its raining a lot! b. Cats and dogs are falling from the sky. Anne answered: A 2. When I told mom I broke my new books, she had a cow! a. My mom bought a baby cow. b. My mom was really upset. Anne answered: B 3. A little birdie told me you love chocolate cake, so I made one for your birthday. a. Someone told me you like chocolate cake. b. A bird told me you like chocolate cake. Anne answered: B 4. My brother doesnt go on the tall slides at the park. Hes such a scaredy cat! a. My brother is afraid of going on the tall slides. b. My brother is a cat. Anne answered: A 5. Julia was so tired after playing outside all day, she ate like a horse at dinner. 9

Amanda Cabrera EDESL 772 Fall 2013 a. Julia ate a horse for dinner. b. Julia ate a lot of food at dinner. Anne answered: A 6. We all had ants in our pants when we found out we were going to see Santa Claus after school. a. We were so excited to see Santa Claus. b. We sat in a pile of ants when we heard we were going to see Santa Claus. Anne answered: A From Annes responses, we see that she has good comprehension of animal idioms and how they are used in English. For the group assessment, I chose to perform the CARI test by reading a story to a group of six children and following up with four questions about the story that would assess their comprehension of the story, their ability to define content-specific vocabulary, and their ability to follow directions. I told Anne, as well as the other children, that the directions for the activity would be to listen carefully to the story and then raise their hands to answer the questions after the story. They were also told that we would only be talking about this one story today and specifically, the food from the book. The story I chose to read was The Very Hungry Caterpillar (Carle), and followed up with these questions, below which are Annes responses: 1. What happened to the caterpillar? Anne: The caterpillar he was born and then he was looking for some foods and he eats a lot of the fruit but then he eats too much and gets a stomach ache. He gets better and then he goes into a chrysalis and becomes a butterfly. 2. What were some foods that the caterpillar ate? Anne: The caterpillar he ate some strawberries, some oranges, some candy, some cake, some ice cream, some cheese, and then he ate a big leaf. 10

Amanda Cabrera EDESL 772 Fall 2013 3. Which foods do you think made the caterpillar feel sick? Why? Anne: The candy and the ice cream because its so sweet and we cant eat so much sweet. 4. Why did the caterpillar eat so much? Anne: Because he was hungry and wanted to keep finding food to eat. He was never getting full! I asked my co-teacher to type up Annes responses as we discussed the story and later I reviewed her responses. Anne loves books and was eager to talk about the story. As seen in her responses, Anne had no trouble comprehending what happened in the story and was able to clearly describe the plot. She was also able to successfully use several content-specific vocabulary words related to nutrition including strawberries, oranges, cake, candy, ice cream, and cheese. Anne also followed directions well by answering the questions and raising her hand to share her ideas. Anne also stayed on topic and discussed the food from the book. The CLOZE and CARI tests were very useful in assessing Annes ability to comprehend and speak English in the classroom. She is eager to learn and participate in class discussions, and has some understanding of English idioms. Although it was somewhat challenging to make these tests age-appropriate for a four year old, it proved to be a helpful tool for me as a teacher. These tests show that Anne is making steady progress in the development of her L2 and is confident in her language abilities.

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Amanda Cabrera EDESL 772 Fall 2013 Part III: Writing Attitude Survey and Analysis In order to assess Annes writing attitude, I created a writing attitude survey that was age appropriate and that related to the type of reading and writing that we do in school. The survey was written in question form, as I read the questions to her. I told Anne that I wanted to know more about how much she likes reading and writing. Anne was instructed to answer each question with yes, a little, or no. Annes writing attitude survey went as follows: 1. Do you like to draw? Yes A little No

2. Do you like to write alphabet letters and numbers? Yes A little No

3. Do you like to write words? Yes A little No

4. Do you like books? Yes A little No

5. Do you like to write class books with a grown ups help? Yes A little No

6. Do you like to write at home? Yes A little No

7. Do you think writing is fun? Yes A little No

8. Are you good at writing? Yes A little No

Through this writing attitude survey, I can assess whether Anne likes writing and where she struggles or is not as confident. From her responses, it is evident that Anne enjoys reading and 12

Amanda Cabrera EDESL 772 Fall 2013 writing, however she lacks some confidence. Anne thinks she is only somewhat good at writing and only enjoys writing words a little. These responses correlated with my interaction with Anne when she was writing a letter to her friend and wanted my help writing words. Anne did not feel comfortable writing words on her own because she lacked the confidence to do so. Annes responses to the other questions indicate that overall, she enjoys writing and that she is confident in most of aspects of literature. Anne is interested in reading and writing, which will help her as she continues her education in literature. The more opportunities she has to practice writing on her own, the more confident Anne will become in her ability to write.

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Amanda Cabrera EDESL 772 Fall 2013 Part IV: Digital Story Anne has good pre-reading and some knowledge of letter-sound correspondence, however she was not capable of reading or writing for the digital story. Instead, Anne helped develop the digital story by selecting the book Anansi the Spider by Gerald McDermott and deciding how she wanted to represent the story on film. She was given an option of using photos, felt pieces, or her own illustrations to retell the story of Anansi the Spider. Anne chose to use the felt pieces, which I had used to during a read aloud with the children a few weeks earlier. Before Anne re-enacted the story of Anansi, she dictated her version of the story to me while I typed. After reading Anne her dictation, she approved her retelling and said it was what she wanted to use for her story. As we see in Annes final dictation, she has a good sense of storytelling and uses descriptive language to tell the story. Anansi wasnt here and his six sons was helping him to find him. There was one whos River, theres one whos so soft. Theres one with the X. This one he throws the rocks. This one he cuts the fish. This one sees Anansi. Anansi was going in the river and the fish was getting him from the mouth. And then, Anansi was safe. He was safe by the little spiders. His sons was already saving him. And then Anansi was no more in the mouth. The bird was gonna take Anansi. He float up in the sky to put Anansi in the mouth, and then Anansi was in his mouth. The son was helping get out of the mouth of the bird. And then, the bird was going out. Anansi really fall his body and he land upside and Anansi jumped on Cushion and he said, Oh my goodness! And then Anansi found the golden moon and they wanted that all these spiders to keep it. He wanted to give them. Anansi was giving the golden moon to Nyame because they give to the spiders. Nyame take the moon because all these spiders was so tired. And then he put it all the way up to the sky with all those stars. Through this text we see Annes strengths and weaknesses in English, as well as the ways in which her L2, French, affect her use of English. An example of this would be when Anne uses

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Amanda Cabrera EDESL 772 Fall 2013 two pronouns and says, This one he throws the rocks. This is very typical with native French speakers because it is very common to use two pronouns in a sentence. An example would be, Moi, jaime le fromage (Me, I love cheese), which is grammatically acceptable in French. Anne is transferring this knowledge to English, which is important to acknowledge in order to ensure that this type of speech is not fossilized. The next step in the digital story-making process was filming her retelling using felt pieces. A few days after she dictated, I reread her story and then told her she would move the pieces around the felt board as I read each sentence of the story. After reading one or two sentences at a time, Anne moved the felt pieces on the board while I filmed. Since Anne is still in a pre-reading stage, she was unable to read her dictation aloud for the film, however I felt my reading of her words would have felt insincere and would take away from the viewers ability to see the story from a childs perspective. I thought it best to use only her text in the digital story without a narrator. After Anne selected music and transitions, I edited the digital story by adding her dictation during the appropriate moments in her storytelling with the felt pieces. After completing the digital story and presenting it to the class, I showed Anne the final product. She really enjoyed it and told me she wanted to show her family. Creating this digital story with Anne was a very positive experience, and I could see that Anne felt very confident while telling the story and making the video. Anne was very pleased with the outcome and I was thrilled to see one of my students show pride in herself and her in her abilities as an English-speaker.

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Amanda Cabrera EDESL 772 Fall 2013 Part V: Lesson Plans Lesson #1 Teacher Candidate Name: Amanda Cabrera Class/Grade Level/Language Proficiency/ESL Program type of Students: Intermediate/high beginner dual-language English-French kindergarten Standards met: NYS Core Curriculum - Kindergarten Common Core ELA Standard(s): CCSS.ELA-Literacy.L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. Unit of Study within which this lesson is situated: World Food/Nutrition/ Cooking Content Area Objective: Student will understand The name and qualities of different types of food. Language Objective: Student will be able to Dictate a sentence in which they use the format The [animal or character] ate a [food], but he was still hungry and then will add their own conclusion to what happened next to the character. Materials: (visuals, manipulatives, technology) Copy of The Very Hungry Caterpillar by Eric Carle Template for class book Blank paper Pencils Crayons Seating Configuration/Room architecture: (placement of desks, grouping) Student sits at a table with the teacher and has access to pencils, crayons, and template for story. Aim/Statement of Lesson Objective Worded for Students: What other foods can the character in a story eat? How does that help/hurt the character?

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Amanda Cabrera EDESL 772 Fall 2013 Do Now: (can act as a motivation, or review from Time: 3 minutes previous lesson) Student does a book walk of The Very Hungry Caterpillar and describes some of the food the caterpillar ate and how it affected him. Anticipatory Set/Motivation: Time: 3 minutes Teacher asks student, What else could the caterpillar eat? How would that be healthy or unhealthy for his body? Teacher Modeling/Lesson Development/Guided Time: 2 minutes Practice: Teacher introduces the template for a new page in a book in which the student can create their own character and needs to describe how foods make the characters body feel good or bad. Active Involvement/Independent/Student Practice: Time: 15 minutes Student brainstorms different foods that the character could eat and makes a list on a blank sheet of paper. Teacher then asks student, What does each of these foods to do our bodies? Which are good for our bodies and which are more unhealthy? What will happen to the character when s/he eats [food]? Teacher asks student to select one food from their list to use for the template. Student will write the name of the food using inventive spelling, while teacher helps student to sound out each part of the word. Student dictates a sentence using the format: The [animal or character] ate a [food], but he was still hungry and dictate an original sentence about what the food did to the characters body, which will be written out by the teacher and copied by the student. Final Summary/Closure: Time: 10 minutes Student will illustrate two drawings; the first will be of the character consuming the food they chose and the second will be of the how the characters body reacts to the food.

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Amanda Cabrera EDESL 772 Fall 2013 Assessment of Objective: Informal assessment: Teacher assesses how student uses the sentence structure to describe what the character is eating. Teacher assesses the students ideas for foods and how they affect the body. End lesson by asking student: Why is it important for the character to understand nutrition and why some foods are good or bad for us?

Analysis: Anne enjoyed this activity and was eager to describe how certain foods affect the character of her story. Anne chose to make her younger brother the character in the story and described how he ate spinach, which made him strong. Anne was at ease when she used the structured format The [animal or character] ate a [food], but he was still hungry, which was also part of the original book. She was comfortable with this structure and had no trouble saying The baby ate a spinach, but he was still hungry. She did, however, struggled somewhat with the rest of the task, which was to create her own conclusion of how this food affected the babys body. When I asked Anne what spinach can do to our bodies, she sat quietly looking at me and then said that spinach makes our bodies better I helped guide her by asking how we could say that the spinach made the baby stronger. Anne spent a few seconds reflecting and then said, The spinash makes the baby to be healthy. I wrote down her response and read the whole dictation, including the structured sentence, back to her and asked if it made sense, to which she agreed it did. Looking back, I would perhaps practice the concept of original story creation with Anne, as well as the other ELLs, before asking a student to come up with a sentence related to a character without any structure. I think this may have been overwhelming to Anne, which explains why she froze, especially after being so confident in the first parts of the activity. 18

Amanda Cabrera EDESL 772 Fall 2013 Practicing original storytelling could be done while the children are in whole group or even informally while they are playing. For example, after reading a story, I could ask the students to come up with a different ending, or change one part of the story. During play, I could ask questions regarding their play choices and encourage them to use their imagination to pretend to be part of a story we read in class. The concept of storytelling and creating an original aspect of a story without a structure was challenging for Anne, and I believe with practice, she wouldnt have frozen like she did.

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Amanda Cabrera EDESL 772 Fall 2013 Lesson #2 Teacher Candidate Name: Amanda Cabrera Class/Grade Level/Language Proficiency/ESL Program type of Students: Intermediate/ high beginner dual-language English-French kindergarten Standards met: NYS Core Curriculum - Kindergarten Common Core ELA Standard(s): CCSS.ELA-Literacy.L.K.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). Unit of Study within which this lesson is situated: World Food/Nutrition/Cooking Content Area Objective: Student will understand How a recipe helps to create a dish or type of food. Language Objective: Student will be able to Follow cooking directions that are read to the student by the teacher. Student will also describe what they are doing as they follow the recipe. Materials: (visuals, manipulatives, technology) Recipe for making banana bread Ingredients for making banana bread Cooking equipment for recipe (i.e. bowl, spoons) Seating Configuration/Room architecture: (placement of desks, grouping) Student sits at a table with teacher and has access to cooking equipment and ingredients. Aim/Statement of Lesson Objective Worded for Students: How can we use a recipe to help make a specific type of food or dish? Do Now: (can act as a motivation, or review from previous Time: 1 minute lesson) Teacher asks student, Have you ever seen anyone use a recipe before to cook something? What did they make? Anticipatory Set/Motivation: Time: 3 minutes Teacher asks student, How do you know they were following a recipe? What were they doing?

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Amanda Cabrera EDESL 772 Fall 2013 Teacher Modeling/Lesson Development/Guided Practice: Time: 3 minutes Teacher introduces the recipe they will be following to make banana bread, and how the student will describe what they are doing as they follow the recipe one step at a time. Active Involvement/Independent/Student Practice: Time: 25 minutes Teacher reads the recipe completely the first time. Next, the teacher reads each step individually so the student follows one step at a time. As the student does each part of the recipe, the teacher asks, What are you doing now? How did you know you needed to do that? Final Summary/Closure: Time: 4 minutes Teacher will ask student, What did you just do? How did you make banana bread? What did you use to help you make this? Assessment of Objective: Informal assessment: Teacher assesses how student describes what they are doing after they have been read each step in the recipe as well as the grammatical structures used in the students descriptions. End lesson by asking student: Why do you think recipes are important? How can they help us?

Analysis: Anne loves cooking and she was thrilled to bake banana bread with me. After discussing the activity and going over the recipe, Anne started following the recipe. She was eager to describe what she was doing and was able to describe her actions in the first person present verb form. Annes vocabulary was also very strong for this activity and she was able to use almost all the words correctly while talking about how she was making the banana bread. The troublesome terms for Anne included, hand mixer, blend, and spatula. Looking back, I would have spent more time going over the vocabulary and talking about each type of ingredient as well 21

Amanda Cabrera EDESL 772 Fall 2013 as the equipment, so that Annes description of the recipe would have been just a little more fluid. While most of her speech was confident and full of excitement, the few moments where she was not certain of the vocabulary were evidently challenging for her, as she lost some selfesteem in her speech. Once she continued saying the words more, she was less hesitant and a little more at ease, however I would have liked to spend more time on the vocabulary.

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Amanda Cabrera EDESL 772 Fall 2013 Appendix A. Questionnaire: Student 1) How old are you? What grade [class] are you in? A: Five. Im in Pre-K. 2) What do you speak at home? What languages do you know? A: French. I know English too. 3) Who lives in your house? A: My mommy, my daddy, and my baby brother. 4) What do you like to do? A: Umm...drawing. I like to play with my mommy. 5) Whats your favorite food? A: Nutella and cookies.

Literacy 1) What language are your books at home in? A: I think French. Maybe English. 2) Where did you go to school before? A: A different school. They speak English. 3) Whats your favorite book? A: Elmer 4) Does anyone read to you at home? Who? How often? In what language? A: My mommy read to me when I go to sleep. (Annes mother clarified that she reads to Anne every night at bedtime and almost always in French.) 5) Do you have a library card?

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Amanda Cabrera EDESL 772 Fall 2013 A: Yeah. 6) Where do you read? A: At school. At home. At my room. 7) Do you read with quiet? Music? Noise? A: Quiet. Sometimes its too loud at school.

Annes Questionnaire: 1) Whats your favorite color? A: I like the colors purple and red. 2) Do you like to draw? A: Yes, I love drawing! I also love to paint. 3) How old are you? A: Im 25 years old.

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Amanda Cabrera EDESL 772 Fall 2013 B. Animal Idioms 1. Wow! Its raining cats and dogs today! I wish I d brought my umbrella to school! a. Its raining a lot! b. Cats and dogs are falling from the sky. Anne answered: A 2. When I told mom I broke my new books, she had a cow! a. My mom bought a baby cow. b. My mom was really upset. Anne answered: B 3. A little birdie told me you love chocolate cake, so I made one for your birthday. a. Someone told me you like chocolate cake. b. A bird told me you like chocolate cake. Anne answered: B 4. My brother doesnt go on the tall slides at the park. Hes such a scaredy cat! a. My brother is afraid of going on the tall slides. b. My brother is a cat. Anne answered: A 5. Julia was so tired after playing outside all day, she ate like a horse at dinner. a. Julia ate a horse for dinner. b. Julia ate a lot of food at dinner. Anne answered: A 6. We all had ants in our pants when we found out we were going to see Santa Claus after school. a. We were so excited to see Santa Claus. b. We sat in a pile of ants when we heard we were going to see Santa Claus. Anne answered: A

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Amanda Cabrera EDESL 772 Fall 2013 C. CARI Test Questions and Responses 1. What happened to the caterpillar? Anne: The caterpillar he was born and then he was looking for some foods and eats a lot of the fruit but then he eats too much and gets a stomach ache. He gets better and then he goes into a chrysalis and becomes a butterfly. 2. What were some foods that the caterpillar ate? Anne: The caterpillar he ate some strawberries, some oranges, some candy, some cake, some ice cream, some cheese, and then he ate a big leaf. 3. Which foods do you think made the caterpillar feel sick? Why? Anne: The candy and the ice cream because its so sweet and we cant eat so much sweet. 4. Why did the caterpillar eat so much? Anne: Because he was hungry and wanted to keep finding food to eat. He was never getting full!

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Amanda Cabrera EDESL 772 Fall 2013 D. SOLOM Test Results Area of Assessment Comprehension Fluency Stage of Areas of Deficiencies / Strengths Development 5 Anne understood the story and the events that occur Anne is at ease speaking in English and does not hesitate 4 or pause often. When Anne does pause, her conversation continues with fluency. Anne has good vocabulary and uses the terms from the story in her retelling. She forgets some names of 4 characters and some terms, however her descriptions are comprehensible. Anne has good pronunciation and sounds near-native, 4 however some words have a clear French accent. Annes grammar is her weakest area as she made many 3 incorrect verb conjugations. Annes verb conjugations can occasionally obscure meaning.

Vocabulary

Pronunciation Grammar

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Amanda Cabrera EDESL 772 Fall 2013 E. Writing Attitude Survey 1. Do you like to draw.? Yes A little No

2. Do you like to write alphabet letters and numbers? Yes A little No

3. Do you like to write words? Yes A little No

4. Do you like books? Yes A little No

5. Do you like to write class books with a grown ups help? Yes A little No

6. Do you like to write at home? Yes A little No

7. Do you think writing is fun? Yes A little No

8. Are you good at writing? Yes A little No

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Amanda Cabrera EDESL 772 Fall 2013 F. Annes story Anansi wasnt here and his six sons was helping him to find him. There was one whos River, theres one whos so soft. Theres one with the X. This one he throws the rocks. This one he cuts the fish. This one sees Anansi. Anansi was going in the river and the fish was getting him from the mouth. And then, Anansi was safe. He was safe by the little spiders. His sons was already saving him. And then Anansi was no more in the mouth. The bird was gonna take Anansi. He float up in the sky to put Anansi in the mouth, and then Anansi was in his mouth. The son was helping get out of the mouth of the bird. And then, the bird was going out. Anansi really fall his body and he land upside and Anansi jumped on Cushion and he said, Oh my goodness! And then Anansi found the golden moon and they wanted that all these spiders to keep it. He wanted to give them. Anansi was giving the golden moon to Nyame because they give to the spiders. Nyame take the moon because all these spiders was so tired. And then he put it all the way up to the sky with all those stars.

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Amanda Cabrera EDESL 772 Fall 2013 Work Cited Carle, E. (1969). The very hungry catterpillar. London: Puffin Books. McDermott, G. (1986). Anansi the spider: a tale from the Ashanti. New York: Henry Holt and Co.. "READING." Types of Reading Inventories. N.p., n.d. Web. <http:// departments.weber.edu/teachall/reading/inventories.html#CLOZE:>

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