1. 1. QUESTION

   Read the scenario.
   Mauve is completing her third year in an English speaking school. She has many English words at her disposal. She can use short phrases and simple sentences to communicate, including asking and answering simple questions and producing longer sentences, although grammatical errors are common and sometimes interfere with communication. 

   When entering her new class, Mauve was given a reading placement test. In Spanish, she is able to read silently, read fluently aloud, sustain reading over many pages, and make excellent attempts at decoding new multi-syllable words. She connects texts with previous texts read. She enjoys reading, but is not yet using reading as a tool for learning in the content areas. In English, Mauve uses the illustrations to gain meaning from the texts, but has difficulty reading aloud as many words have to be decoded. Once decoded, some of the words hold meaning, but many do not. Test results showed that Mauve’s reading skills are more advanced than her English language skills.

   Mauve’s first writing assignment was to compare/ contrast characters in a novel being read aloud by the teacher. Her writing was accomplished in English. Although some words were misspelled, she proofread her work and corrected most of her errors. Her writing was well organized and remained focused on the topic. The content of the writing was accurate demonstrating comprehension of the terms “compare” and “contrast”, although her teacher conferred with her about the terms before writing began. She used correct punctuation and varied her sentence lengths. Again, Mauve’s writing skills are more advanced than her English language skills.

   1.Stage of second language acquisition (SLA)

   2.Stage of reading development (Hint: Use the Fountas & Pinnell chart found in Chapter Two)

   3.Stage of writing development (Hint: Use the Fountas & Pinnell chart found in Chapter Two.)

   Read the scenario.
   Mauve is completing her third year in an English speaking school. She has many English words at her disposal. She can use short phrases and simple sentences to communicate, including asking and answering simple questions and producing longer sentences, although grammatical errors are common and sometimes interfere with communication. 

   When entering her new class, Mauve was given a reading placement test. In Spanish, she is able to read silently, read fluently aloud, sustain reading over many pages, and make excellent attempts at decoding new multi-syllable words. She connects texts with previous texts read. She enjoys reading, but is not yet using reading as a tool for learning in the content areas. In English, Mauve uses the illustrations to gain meaning from the texts, but has difficulty reading aloud as many words have to be decoded. Once decoded, some of the words hold meaning, but many do not. Test results showed that Mauve’s reading skills are more advanced than her English language skills.

   Mauve’s first writing assignment was to compare/ contrast characters in a novel being read aloud by the teacher. Her writing was accomplished in English. Although some words were misspelled, she proofread her work and corrected most of her errors. Her writing was well organized and remained focused on the topic. The content of the writing was accurate demonstrating comprehension of the terms “compare” and “contrast”, although her teacher conferred with her about the terms before writing began. She used correct punctuation and varied her sentence lengths. Again, Mauve’s writing skills are more advanced than her English language skills.

   1.Stage of second language acquisition (SLA)

   2.Stage of reading development (Hint: Use the Fountas & Pinnell chart found in Chapter Two)

   3.Stage of writing development (Hint: Use the Fountas & Pinnell chart found in Chapter Two.)

   Read the scenario.
   Mauve is completing her third year in an English speaking school. She has many English words at her disposal. She can use short phrases and simple sentences to communicate, including asking and answering simple questions and producing longer sentences, although grammatical errors are common and sometimes interfere with communication. 

   When entering her new class, Mauve was given a reading placement test. In Spanish, she is able to read silently, read fluently aloud, sustain reading over many pages, and make excellent attempts at decoding new multi-syllable words. She connects texts with previous texts read. She enjoys reading, but is not yet using reading as a tool for learning in the content areas. In English, Mauve uses the illustrations to gain meaning from the texts, but has difficulty reading aloud as many words have to be decoded. Once decoded, some of the words hold meaning, but many do not. Test results showed that Mauve’s reading skills are more advanced than her English language skills.

   Mauve’s first writing assignment was to compare/ contrast characters in a novel being read aloud by the teacher. Her writing was accomplished in English. Although some words were misspelled, she proofread her work and corrected most of her errors. Her writing was well organized and remained focused on the topic. The content of the writing was accurate demonstrating comprehension of the terms “compare” and “contrast”, although her teacher conferred with her about the terms before writing began. She used correct punctuation and varied her sentence lengths. Again, Mauve’s writing skills are more advanced than her English language skills.

   1.Stage of second language acquisition (SLA)

   2.Stage of reading development (Hint: Use the Fountas & Pinnell chart found in Chapter Two)

   3.Stage of writing development (Hint: Use the Fountas & Pinnell chart found in Chapter Two.)

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