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Part 1:
Provide your description of what happened during the reading and your impressions (informal profile) about the students reading and the retelling. Use specific examples from your data and your required readings to support your observations.
o What did you learn about your student as reader from the read aloud and later from her miscues? Which were the most common miscues? Did you identify patterns? Check the quality of the students miscues (were they mostly low or high quality). Use examples from the miscues documented to support your assessment of the student.
o What did you learn from the students retelling? Were you surprised by anything? How did the reader respond to the unaided retelling? How did he respond to the aided retelling?
o Look at the Coding Form you completed (Appendix G). What did the numbers for Question 1 & Question 2 tell you about your students use of the Syntactic system, and the Semantic system? How does his/her use of these two linguistic systems, impact his understanding of the story (Question 3)?
o Look at the Table of Graphic Similarity that you created. What does it tell you about your reader? How do you think she/he is using the graphophonic language system? Perhaps too much or too little?
Part 2:
Reflection
What did you learn from this experience as an evaluator documenting the reading process of a bilingual reader? What did you learn about the reading process of bilingual readers or emergent bilingual readers? What would you do differently the next time?
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