Alexandra's Character Analysis

On a normal day at West Wilson Middle School, Mrs.Williamson’s class was learning about the Cawton Family heritage. Allie Smithing was an above average girl and the worst lesson she has every had happened that week.

Based on my observations of the assessments, K.M lacks proper fluency and comprehension skills. In addition, based upon her continuous pausing while reading, I can indicate there is a speech area of concern. K.M. battles with making the accurate connections needed to produce reading comprehension. She often appears lost and completely off topic. Although K.M. displays vocabulary understanding, there is a misinterpretation of linking the vocabulary meaning to the actually passage/text being read aloud. Furthermore, K.M. when uncertain about an answer tends to guess a whole heap. The fluency levels show a slight growth, however it is not a huge jump. K.M. assessment indicates she is reading below grade level (2nd grade) and needs intervention

In Francesca Zappia’s Made You Up Alex isn’t a normal girl, she has paranoid schizophrenia which results in hallucinations. She has a hard time telling what is real and what isn’t. As she is starting her senior year at East Shoal High School, after getting kicked out of Hillpark High School for vandalism. She is terrified, everyone is going to figure out about her condition.

This is our sister Daena Rose, she is has a double major in Educational Arts (Secondary Education) and History/Geography. Daena also has a minor in TESL (Teaching English as a Second Language). In the chapter Daena Rose takes on the roles of New Member Educator and Historian. She will be spending her summer working a part time job as well as woking at an English Immersion day camp for francophone children, and hopefully getting some sleep at some point. Daena is a self-proclaimed stationary freak, and even hugged her Erin Condren planner for a few minutes when it first arrived. Daena chose this picture to share with everyone because “it makes me feel like i've come such a long way from teenager me and helps me remember to move forward”.

In chapter thirteen of “To Kill a Mockingbird” Aunt Alexandra moves in with the family which are Atticus, Jem, Scout and Calpurnia. Aunt Alexandra’s arrival changes the family because they now have a feminine influence which they did not have before. They learn from Aunt Alexandra that they should take pride in their heritage. She represents to them a civilized lady and role model for Scout. Aunt Alexandra represents a true civilized white southern woman from the south in the novel.

Jennifer has a history of difficulty with early reading skill milestones. She had difficulty learning the letters of the alphabet in kindergarten as well as trouble with initial sounds, sight vocabulary and rhyming. Her overall language development was

Moxie is one's force of character, determination, or nerve. Moxie is also the one of the only sufficient words to describe Mrs. Amy Hatlee. Amy Hatlee was Olympic gymnast, a local health teacher, an avid Wilson Lacrosse supporter, and the mother of Trevor Hatlee, one of my best friends. I first met Mrs. Hatlee at a youth football game in 2nd grade. Since then I’ve grown up playing sports with Trevor, and Mrs. Hatlee was always there.

Learning can have a positive effect on a person ,it won't always have a positive effect but it can considering what type of person they are. Learning can be astounding for certain individuals but for those others they might take it for granted. It highly depends on what you are learning rather than just the person.

The Holocaust had a huge impact on Anne and her family. Anne house was taken by the soldiers of the Holocaust. Anne and her family had to hide in the back of a store where her father worked. Anne only had one sister , Margot, who were good friends. The Frank family was not the only family hiding in the back of the store.

The words ranged from simple words like "a" to more complex words like "number". For this assessment, I printed the sight words onto bigger cards and I laid them out for J.R. Her job was to read the words that were listed. If she read them correctly and without hesitation then she got it correct. However, if she had to spell out the word or if she hesitated for a long period of time then I marked it wrong because she is supposed to recognize them right away. J.R. did fairly well on this assessment. She was able to recognize 88 sight words out of 100. I recognized that the words that she got wrong were the harder sight words. The second assessment that I completed with J.R. was the spelling inventory assessment. For this assessment, I gave J.R. a simple spelling test. I would say the word to her and include the word in a sentence. As I did this, J.R. wrote the words down. This assessment was given to see if J.R. could hear and write the constants (initial and final), the short vowels, digraphs, blends, and common long vowels that appear in the words that were given. This was one of the assessments that J.R. struggled with. She spelled most of the words wrong and she had trouble identifying digraphs and blends in words. The third assessment that I conducted was the phonemic awareness assessment. This assessment tested skills such as rhyming, phoneme isolation, oral blending, oral segmentation, and

The level for this passage is level 34, and has a total of 198 words. Andy read with volume and a lot of expressions, he has to go back to repeat words in the sentences on numerous occasions. He tends to point when he reads but reads slow and combines sentences making them run-ons or not even adhering to punctuation at all. Andy has trouble with specific words using them in the wrong forms such as the singular form or present tense. This puts his fluency level at a 10 and means he needs additional instruction in fluency. After reading I ask Andy to recall and tell me what this story is about. He tells me the story is about a girl who is trying to find out why she is called by two names but doesn’t use her name at all when describing the story. He can recall important details but seems to be confused about what the overall meaning of the story was. After hearing him retell what he remembers from the story and listening to his answers to the comprehension questions. I can say he falls under satisfactory for comprehension scoring a 13 for his

Barb: Don't get her started. I hate it when she puts herself through this. They took her away a long time ago, Mom. For all we know she could be dead.

Every family has its secrets; the young family living in a house far from civilization is no different.

My Kayla responded well to the intervention. My Kayla is making progress towards her goals. My-Kayla stated, moving to a new school, having to movie to a new home, not living with her mom and sharing a bedroom. My Kayla stated, she feels angry sometimes, because she cannot be with her mother, frustrated, lonely, because she feels no one understand what she going through, and fed-up of all the changes that is happening to her and her brother. My Kayla stated, unsure of what will happen next, uncomfortable, and upset that she cannot help her mom to get better. My- Kayla stated, that she sometimes would ask for help, if she feels comfortable with the person. My-Kayla stated, that she usually do not feel stress out. My-Kayla stated, that journaling

In Katherine Anne Porter's short story "He," she presents several themes that she develops primarily through the actions of the main characters, particulary Mrs. Whipple. Porter portrays a poor, lower class Southern family and the difficulties they encounter. More importantly, she centers the story around the feelings of shame, pride, and an exaggerated concern for appearances through Mrs. Whipple's's relationship with her mentally retarded son and her behavior toward Him. Other characters, such as her husband Mr. Whipple and their two "able-bodied" children Adna and Emly serve to expand the story's themes and highlight the extremity of Mrs. Whipple's actions.