He really does get the plain indication and can figure out the connotation of a lot of words in the course of context clues. He can effortlessly recapitulate what he has just read and grabbed some of the main ideas as well as extrapolations. His writing needs a lot of work. A lot of the time he leaves out things like prepositions and over uses the imperative regarding creating the words so that they could be plural. For instance -- take the word "children." Manuel will normally just adds an "s" on it so that it can be plural. During other times he does not make certain terms plural. Homonyms are a big issue for Manuel. His language appears to emphasis needs to be on structuring a basis of appropriate sentence structure and sentence syntax. Regrettably for Manuel the existing tendency in the New York City School system is to be able to get students to enthrall grammar by means of content learning instead of repetition conjugation and maneuvers. I really believe that there is something that can said for both. My view is that persons need a groundwork that is openly taught and then they can construct upon that. Works Cited

Belland, B.G. (2008). A scaffolding framework to support the construction of evidence-based arguments among Georgia.

Rodgers, E.M. (2004). Interactions that scaffold reading performance. Journal of Literacy Research, 12(7), 23-67.

Smagorinsky, P. (2007). Vygotsky and the social dynamic of classrooms. English Journal, 21(9), 1-23.

Wood, D.J. (2007). The role of tutoring in problem solving. Journal of Child Psychiatry and Psychology, 8(6), 89-100.