Student name Reem Jasim Abdullah

Age of the student 7 years old

Languages are spoken in the home

Arabic

How long have they been studying

English? From 2 years

Phonics/Letter Knowledge
M- Mastery level In the developing level
D Developing level
E Emerging level
Math Skills
M Mastery level In the emerging level
D Developing level
E Emerging level

Learner Preferences
(What do they enjoy doing?)
She likes to draw a lot and to color

Socio-emotional Development
(How are they in class?) She moves a lot and she disrupt her
friends while Im teaching
SPEAKING ERROR 1
TYPE OF ERROR SHE DIDNT UNDERSTAND THE QUESTION SO SE
ANSWERED ME BY HER FRIENDS NAME
RECEPTIVE ERRORS - RESULT IN THE LANGUAGE LEARNER
MISUNDERSTANDING THE SPEAKERS INTENTIONS.
WITH PROCESSING OR RECEPTIVE ERRORS, STUDENTS MISHEAR A WORD
IN SPITE OF HAVING NORMAL HEARING IN PURE TONE TESTING. (ROBERTA
STACEY, 2003)
STAGE : GRAMMATICAL & PRONUNCIATION ERRORS
INTRALINGUAL ( SECOND LANGUAGE) ;
CORRECTIVE FEEDBACK
GIVE HER EXAMPLES OF THE QUESTION
USE JESTERS TO LET THE STUDENT UNDERSTAND
FOCUS ON HER LANGUAGE
SPEAKING ERROR 2
TYPE OF ERROR SHE SAID LIMON INSTEAD OF LEMON

PRODUCTIVE ERRORS - RESULT IN THE LANGUAGE LEARNER

PRODUCING INCORRECT UTTERANCES.

STAGE: GRAMMATICAL & PRONUNCIATION ERRORS

INTERLINGUAL \ PHONOLOGICAL ERRORS : SPELLING

PRONUNCIATION

CORRECTIVE FEEDBACK : LISTEN TO THE SOUND OF THE

LETTERS & REPEAT THE WORDS
 TYPE OF ERROR : SHE START THE LETTER WRONG

WRITING ERROR 1 PRODUCTIVE ERRORS - RESULT IN THE LANGUAGE

LEARNER PRODUCING INCORRECT UTTERANCES.
STAGE 3
STAGE THEY BEGIN TO WRITE SOME LEGIBLE LETTERS
THEY ARE BEGINNING TO UNDERSTAND THE LETTER-
SOUND RELATIONSHIP BUT ARE NOT ACCURATELY
MATCHING MOST SOUNDS
THEY TEND TO WRITE USING CAPITAL LETTERS
INTRALINGUAL : ORTHOGRAPHIC ERRORS \ SOUND
LETTER MISMATCH
CORRECTIVE FEEDBACK
SHOWING HER THE WRIGHT WAY OF WRITING THE
LETTERS
MAKE WORK SHEETS TO IMPROVE HER SKILLS IN
WRITING
WRITING ERROR 2
TYPE OF ERRORS: I ASK THE STUDENT TO WRITE HER SISTER NAME BUT SHE
DONT HAVE A SPACE OF LETTERS SO SHE JUST WRITE F

PRODUCTIVE ERRORS - RESULT IN THE LANGUAGE LEARNER PRODUCING

INCORRECT UTTERANCES.

STAGE 3 :
STAGE THEY BEGIN TO WRITE SOME LEGIBLE LETTERS
THEY ARE BEGINNING TO UNDERSTAND THE LETTER-SOUND RELATIONSHIP BUT
ARE NOT ACCURATELY MATCHING MOST SOUNDS

THEY TEND TO WRITE USING CAPITAL LETTERS

INTRALINGUAL \ ( PHONOLOGICAL ERRORS )
CORRECTIVE FEEDBACK TEACHING THE LETTERS
 REFERENCES
TABORS, P. O. (2008). ONE CHILD, TWO LANGUAGES: A GUIDE FOR EARLY
CHILDHOOD EDUCATORS OF CHILDREN LEARNING ENGLISH AS A SECOND
LANGUAGE (2ND ED.). BALTIMORE, MD.: PAUL H. BROOKES PUB. CO..
CLAY, MARIE. (1993). READING RECOVERY: A GUIDEBOOK FOR TEACHERS IN
TRAINING. PORTSMOUTH, NH: HEINEMANN
KESHAVARZ, M. (2012).CONTRASTIVE ANALYSIS AND ERROR ANALYSIS,(2ND ED.).
TEHRAN: RAHAMANA PRESS