Language diagnostic, analysis, and remediation assignment.
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Saint Leo University *
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341
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English
Date
Jan 9, 2024
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docx
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Uploaded by JusticeEel1451
Torres 1
Desiree Torres
Kate Wittrock
EDU-341-OL01
11/12/2023
Language diagnostic, analysis, and remediation assignment.
Mia M is a 5-year-old little girl who was born in Venezuela; she came to the United States in April of this year. Spanish is the primary language of everyone in her household, including herself. She has made progress since her arrival, but she is still considered to be an L1. I have been observing her during my practicum and have collected data from her teacher and my observations. Kindergarteners in my district have yet to have their WIDA 2.0 assessments, as they are scheduled to start in February 2024. However, I have been collecting other testing data and observations from me and my CT. Attached are some of those, along with examples of her writing and other type of data collected. When the SOLOM assessment was done, I noticed that Mia understands most English-
spoken conversations even within the classroom and follows simple directions, such as: come to the carpet, write your name, take your pencil out, do this, write that, go to the board, and look to find today's center rotation, etc. She answers in Spanish most of the time to adults. During our conversation, we talked about friends and asked who her closest friend in her class was; interestingly, she mentioned another little girl whose native language is English. I think it is worth noting that there are other ELLs in her classroom, but she gravitates to Addie the most; Mia’s social language seems to be bearing fruit as Addie reciprocates her feelings. I asked her how she understands and communicates with Addie, and she responded “En Español, ella me entiende” (in Spanish, she understands me, which made me smile because socially they are both right where they should be). I scored Mia a 4 in the comprehension section because she demonstrated that she could understand when spoken to, even though there are instances in
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which she asks for the information to be repeated. In fluency, I scored her a 2 because she is very
hesitant to speak in English to adults and often stays quiet. In Vocabulary, she got a 1 because she
has a very limited vocabulary in English; she resorts to answering in Spanish because that is where she finds the answers to her questions and the best way she thinks she might be understood. As far as pronunciation, Mia tries hard to pronounce words in English, but it is oftentimes difficult to understand what she means if you aren’t a Spanish speaker as well. To assess Mia’s ability to read, I selected an age-appropriate book with the guidance of her teacher (my CT). The book is called “The Things I Like,” and the book was a very simple book with illustrations and simple sentences such as “I like the airplane,” “I like the red car,” and
“I play with the truck.” Mia was able to read and recognize sight words within the text, make connections with cognate words such as car-carro, and read common CVC words such as “car.” I
noticed that although she pronounced the word “like” correctly, she pronounced the word “truck”
as “trup”. She was not able to decode the word “airplane.” She read, “I like the avion” (she used the Spanish word for airplane). She recognized what it was because of the illustration on the page. As I looked over her writing journal, I was happy to see progress from the beginning of the year to now. The first writing prompt I analyzed was “Draw a picture about yourself and write a sentence to tell something about you,” in which she wrote “I Mia M” and drew a picture of herself wearing a red and green dress and pigtails. The next writing prompt was about writing and drawing a picture of something they saw at the beach; she drew herself the beach and a fish and wrote, “I see the pus” (in conjunction with her teacher, we think she wrote fish in Spanish which is “pes”). There are a few more writing samples that are attached to this paper, where I see
her progress and also the errors that she is making as expected.
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The remediation to be implemented for Mia as far as phonics goes is to keep practicing, especially the digraph -ck, which was her most noticeable error when we were assessing her speaking and reading abilities. I would continue to pull Mia into small groups and one-on-one to increase her confidence and vocabulary. I have included an activity that the teacher has implemented to help her remediate some of those errors, along with ideas on the remediation chart.
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Works Cited.
CK Digraph Sound | CK Song and Practice | ABC Phonics Song with Sounds for Chil-
dren
. (n.d.). Www.youtube.com. Retrieved November 12, 2023, from https://youtu.be/JbFpfKlrhzw?si=h9A6mfrs4ZXTNLlV
Best Practice for ELLs: Small-Group Interventions | Reading Rockets
. (n.d.). Www.readingrockets.org. https://www.readingrockets.org/topics/english-lan
-
guage-learners/articles/best-practice-ells-small-group-interventions
Robertson, K. (2007, March 22). Improving Writing Skills: ELLs and the Joy of Writing
. Colorín Colorado; Colorín Colorado. https://www.colorincolorado.org/article/improving-writing-skills-ells-and-joy-
writing