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Wongel, a fluent reader, often struggles to comprehend text and to produce written work. While she has English proficiency, her knowledge and understanding is not always demonstrated
5through her receptive language. Due to her being an English Language Learner, there is a possibility that she is struggling to process information and text as she reads. While she is able toanswer basic comprehension questions, she struggles to comprehend inferentially. This level of comprehension requires a sophisticated set of critical thinking and metacognition skills. Based om the assessment results, my next steps for this learner is to find content and material she finds relatable. Wongel stated that she does not find the readings at school interesting. By appealing to her interest, her engagement will increase, making her interact and connect more with the text, increasing her comprehension. Once she is comfortably interacting with more complex text, I will introduce high order thinking questions that probe student’s understanding of connections in text at the inferential level (Reutzel & Cooter, 2016). I also plan to collaborate with our school’s writing coach to determine how I can support Wongel’s writing instruction in order to ensure she is writing on grade level by May. Part 2: Identifying Developmental Stages of WritingReading and writing instruction and development go hand and hand. Students read to write and write to read. In earlier stages of development, a child’s language and linguistic abilities influence their ability to read and understand print. As students’ progress in their ability to read and decode text, impacts their ability to write as they begin to mimic the words they see and read in print. Both reading and writing entail many of the same skills, such as phonemic awareness, word analysis and vocabulary, comprehension, spelling, syntax, and story structure (Schoonen, 2019).Wongel is preparing to take the Georgia Milestone Assessment in April. It is our state-mandated assessment, which determines a student’s eligibility for the next grade. Because of this,her teacher provided me with a list of mock writing assessment prompts. Wongel was instructed
6to write an essay describing the roles and contributions of George Washington. Prior to writing, I allowed Wongel to explore text and online media about George Washington, as a refresher and toactivate prior knowledge. She was given 45 minutes to complete the task. She completed the taskwithin 25 minutes. Her writing shows no clear structure or organization. It is as if she writes as she thinks. Similar to brain storming and jotting. The content of the paper shows she is knowledgeable of the subject; however, she struggled to stay on topic. Leading me to believe shedid not fully comprehend the prompt.I would describe Wongel as a transitional writer, who is well on her way to becoming an Intermediate writer. She is able to communicate simple facts in a series of loosely connected sentences. She did use simple vocabulary, and her sentences are combinations of repeated vocabulary words and phrases (Appendix B). Her sentence structure is also basic and conversation style. Her essay primarily consists of simple sentences with very repetitive