Lily's First Language Learners

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Introduction: Lily’s family immigrated to the United States from Myanmar formally called Burma. Lily’s first language (L1) is the Burmese language. In January 2014, while Lily was in second grade, she completed a test called the ACCESS, which stands for Assessing Comprehension and Communication in English State-to-State for English Language Learners. Students identified as English Language Learners (ELLs) take the proficiency test annually in grades Kindergarten through twelfth grade in states that are members of the WIDA Consortium to monitor how much Academic English ELLs have acquired. Lily scored a composite score of 2.7 on the ACCESS. The scores broken down are 3.5 on listening, 1.8 on speaking, 3.9 on reading, and 2.3 on writing.…show more content…
*a girl was kachi buttfly she was happy she hold leaf Analysis of first linguistic component: writing conventions After reviewing all of Lily’s writing samples, her difficulty with punctuation and capitalization was evident. Therefore, the first component analyzed for the case study was writing conventions, and more specifically the mechanics of Lily’s writing. Mechanics is one aspect of writing conventions that consists of spelling, punctuation, capitalization, and paragraphs. Mechanics does not exist in oral language; therefore, mechanics must be explicitly taught. The Analytic Scoring Rubric for Writing found on Blackboard was utilized in order to analyze the mechanics of Lily’s writing. The rubric is split into four levels and five different sections. For the purpose of this analyzation, the focus is on the mechanics section of the rubric. The four levels are as follows: Level 1: Misspells even simple words: little formatting evident Level 2: Some errors with spelling and punctuation that detract from the meaning Level 3: Mostly effective use of mechanics; errors do not detract from meaning Level 4: Effective use of capitalization, spelling, and formatting (paragraphs noted by
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