The student demonstrated strengths in their ability to understand the lessons and provide accurate responses when questioned by the teacher. This indicates their engagement and receptiveness to instruction. Additionally, the student exhibited a developing sense of the functionality of writing. They recognized that text is separate from illustrations and showed initial attempts at writing the beginning letters of the words they heard. These strengths provide a foundation to build upon for further progress. However, the analysis also revealed several areas of need for the student. One significant area is print knowledge, where the student struggled with recognizing and understanding the visual representation of words on paper. Their writing often consisted of scribbles, and their attempts at writing did not resemble recognizable letters. This indicates a lack of understanding of letter-sound associations and word recognition. Furthermore, the student faced challenges in phonological awareness and phonemic awareness. They had not yet established the necessary speech-to-print connections, which hindered their ability to accurately represent words in writing and decode words while reading. To address these needs, explicit instruction and targeted interventions were identified as essential components of the plan for student growth. Is thos playgirized?