My student name was Jose Sanchez and was a second generation Mexican-American. However, as a student in inclusion, he was pretty advanced in his reading and language skills. He along with the other students observed were interested in reading that involved the history of the United States. Jose spoke English really well and had excellent comprehension skills. The other students observed were able to pick out key words in paragraphs and would look them up themselves in order to get a good understanding of what they were reading. These students along with Jose developed a love for reading which sort of put them above everyone else in the classroom. Their listening skills were also superb but I think this came because of the interest in certain subjects such as history. Since this student has known me for a couple of years and has worked with me before, there was not much time was spent with developing rapport....

Since I knew reading was his thing, I started by asking Jose to share some of his books with me in his desk. (These books stood for books that have already been introduced for the period of a guided reading lesson and are delivered for the student to develop fluency and practice oral reading.) He was extremely enthusiastic in sharing all of his "favorites." Jose was talented at utilizing picture clues and also sounding out some words that he did not identify routinely. He was also able to answer particular questions about the stories but he had some struggled when he was asked to repeat the story at certain parts like in the middle. I felt self-assured that the stories were certainly on Jose independent reading level.
Works Cited

Clark County School District. . (2013, June 8). Retrieved from Teaching Guidelines: http://ellp.ccsd.net/programs/teachingguidelines.html

Grand Canyon University. . (2013, July 9). Retrieved from https://lc.gcu.edu/learningPlatform/user/users.html?operation=loggedIn#/learningPlatform/lo udBooks/loudbooks.html?currentTopicname=Structured English Immersion Strategies II&viewPage=current&operation=innerPage&topicMaterialId=449272a4-cd8b-4ffb-abb7- c8

Oregon Department of Education. . (2013, July 6). Retrieved from Standards by design: eighth grade for english language arts & literacy (ccss) and elp aligned to english language arts.: http://www.ode.state.or.us/teachlearn/real/standards/sbd.aspx