-What type of literacy education did he/she have?
Sunny’s level of literacy comprehension is equivalent to a first grader’s level in the U.S. He reads simple books in Gujarati and recognizes various items in English.

-What is the priority given literacy / literacy development in the home (are there books at home, do the parents read with the child, are the parents literate themselves, etc?)
His parent’s have mainly religious scripture available for reading in the home. These books are printed in a religious language that isn’t very familiar to Sunny and he isn’t able to read them on his own yet. Sunny’s mother brings home old magazines from work for the children. Sunny claims that he and his siblings always point to items and say their names in English. They also play a game in which one sibling names and item and the other sibling has to identify it. He is able to read and recognize limited written words in English. He often reads to recognize well known words like book and then relate it to a physical item in the home. Again an example is lamp or book. Sunny will read the word shoe to himself, then say it out loud, and then point to the item that he has. He is making the text- to- self connections.

-Describe the linguistic development of the 1st language of the child prior to coming to the United States.
Sunny Patel is able to speak in Gujarati on conversational levels with adults as well as friends. Sunny has conversations at home, religious settings, in the community, and school. He cannot read or write words that aren’t used in everyday conversation or in his usual environment. He does not write very often and does not practice on a daily basis. While ha attended school he was very good at letter structure and writing small sentences. He was introduced to and comprehended basic punctuation. However, because of the fact that he worked a lot as a child he was not able to keep up with his writing.

-Describe the nature of English language learning the child had prior to coming to the United States.
Sunny described times when his teacher pointed to objects and said them in the classroom language and then in English. The teacher would play a game where the student’s would repeat words in English after the teacher. Similar to the way that Sunny demonstrated the English language in his home, Sunny’s teacher often would show a picture of an item and say it in English and have the students one by one repeat what they heard. Sunny and his classmates also performed this drill and practice in small groups or with a partner.

-Describe the English language competence of the child just prior or at the time of arrival in the United States (the nature of BICS & CALP in the home language)
The nature of Sunny’s BICS and CALP in his home language is that he is able to have fluent conversations with his family and classmates in everyday activities. He communicates with people in his environment often with no words at all; simple nods, gestures, face expressions, and raising his hand in class. He writes to family members and sends homemade greeting cards. He plays with siblings, friends, classmates/peers.
In religious settings, Sunny understands the scriptures being told/ explained and lives by those words. He helps to teach those words to younger children and obeys his religion, parents, and teachers. Sunny enjoys making connections in his mind between his home language and English. Learning more of his home language motivates Sunny to feel that he could be just as good in English. Sunny has peer tutors at school and his siblings. He follows formal instruction well by his teacher as well as his parents.

	DOA		2 months		4 months		6 months
	L1	L2	L1	L2	L1	L2	L1	L2
Vocabulary	L1 Fair L2 Basic		L1 Consistent increase L2 Slight increase from original standings		L1 Consistent increase L2 Exposure is increasing vocabulary development.		L1 Consistent increase L2 Increase in vocabulary; 6 letter words, pronunciation of the vocab. improving.
Type and length of sentences	L1 4/5 words long; incomplete sentence L2 N/A		L1 4/5 words long; incomplete sentence L2 1 to 3 word responses (ex. Cat, You)		L1 4/5 words long; incomplete sentences L2 1 to 3 word responses --*improving (ex. Yes me to. I want it.)		L1 4/5 words long; incomplete sentence L2 1 to 3 word responses *improving (ex. Yes me like cake lot.)
Stages of: ·         Negation (available only)             ·         Questions     ·         Past tense	L1 Stage 4 at home L2 Stage 1 in school (ex. Me no, pointing at himself while shaking his head)   (ex. Me?)     N/A		L1 Stage 4 at home L2 Stage 1in school (ex. Me no, pointing at himself while shaking his head)   (ex. Me talk? You to?)     (ex. I come today. I had little.)		L1 Stage 4 at home L2 Stage 2 in school (ex. Don’t know, shaking his head)       (ex. My turn next? You want turn?)   (ex. I came today. I have some.)		L1 Stage 4 at home L2 Stage 2 in school (ex. Don’t know, shaking his head)       (ex. I want play blocks? I tired, go sleep?)   (ex. I came early today. I wanted more.)
Pronunciation	L1 Excellent sharp and clear L2 Fair with occasional stutters, repeats and pauses often		L1 Excellent sharp and clear L2 Proper pronunciation increasing slowly, improving		L1 Excellent sharp and clear L2 Increasingly clearer thinking patterns before speaking		L1 Excellent sharp and clear L2 Increasingly clearer thinking patterns before speaking with more confidence
cultural/pragmatic appropriateness	L1 Fair L2 Poor-lack of understanding		L1 Increase L2 Fair- observing others interaction		L1 Increase L2 Increasing- participating in social activity; wearing similar clothing		L1 Continuous L2 Increasing- social activity, eating school lunch, friendships (study buddy)
BICS & CALP	L1 Fair BICS- speaks with family on reg. basis CALP- gradual increase L2 very poor Keeps to himself and occasionally raises his hand to participate, desires to know more, motivated.		L1 Slowly Increasing BICS- speaks with family on reg. basis CALP- gradual increase, (reads magazine mother brings home, religious materials) L2 Very slow increase Developing social skills daily.		L1 Increasing BICS- speaks with family on reg. basis CALP- gradual increase, (reads magazine mother brings home, religious materials) L2 Fair communicates in small groups enjoys buddy reading, looks forward to practicing tomorrow.		L1 Steady & consistent-focuses more in L2; L2 Fair and improving reads and understands instruction of the teacher reads and understands instruction of the teacher
prescriptive aspects of English: grammar, punctuation	L1 Increasing slowly L2 No progress		L1 Increasing slowly; continuously speaks it at home L2 Slow increase in proper word usage; Weak understanding of his/her; plural words.		L1 Increasing steady L2 Increase slowly but makes grammar errors with past tense; increase comprehension of his/her, adding –s for plural words.		L1 Steady-continuously speaking and writing his native language at home and occasionally at school L2 Increasing and motivated to correct self mistakes, learning to use exclamation marks. Comprehends ‘they’ and ‘those’concept and adding –s to words.