Kaitlyn Rogers

READ 366
Literacy Assessment
Rhyme
A literacy assessment was given to Sally during the week of October 17th and was
finished by the date of November 3, 2016. The first assessment, rhyme, Sally scored 8 points out
of a total 9 points. Before Sally and the instructor began this assessment, she commented eagerly
that she already knew how to do this activity because she had done it before. Sally correctly
found the two rhyming words for questions 1-9, except on number two. On the second question
Sally said the words, bear, and, cheese, rhymed. After she said these two words rhymed she
paused, questioned herself, then moved on to the next one. For question numbers 6 and 7 she
said the rhyming words, snake, cake, and, pan, man, before the word options on those lines
were even told to her. During this time the instructor commented that Sally was so fast and very
smart. Sally smiled from ear-to-ear and when they finished the assessment she asked to play
another game.
Beginning Sounds
The instructor and Sally moved on to beginning sounds after they finished the rhyme
portion of the assessment. Sally was excited to play another game with the instructor. For
beginning sounds, Sally received a score of 8 out of the total 8 points. During this section of the
assessment she said the words with the same beginning sounds quickly and confidently each
time. Sally said some of the answers before the options were even given. For example, for
number 7 she said, zebra, zip, before the instructor could even say the first word for this
question. After she finished, Sally said, that was easy. Sally seemed comfortable during this
section of the assessment, which is evidential in her score.
Spelling
During the spelling assessment, Sally attempted to spell the words 1-5. The first word,
van, was spelled as, vAI. After she finished spelling this word she looked towards the
instructor and asked if it was correct. Sally ended up pausing afterwards to ask the instructor if
her spelling was accurate after each word. Every time the instructor responded by telling her she
was doing a great job. The first time after the instructor gave Sally this positive reassurance, she
smiled then said, Look, I can spell the word see! Sally spelled the word see by writing s-e-e.
The instructor complimented Sallys spelling skills then they moved on to number two. The
second word, pet, was spelled as, PIAT. Sally spelled the word, pet, quickly then reflected
on it after for a few moments. The next word, rug, took her a little longer to begin writing
down. After she thought for a couple of seconds, she wrote, RI. Question four, sad, was
spelled as, SAA. Sally asked the instructor if she was done or needed to add more letters. The
instructor told Sally she was doing a perfect job spelling all of her words. The last word, plum,
was written as, PAI. During this assessment, Sally stopped and hesitated multiple times. She
second-guessed herself each time before she said she was done with writing the words.

Lower Case Letter Identification

During the week of October 17th, Sally kept asking the instructor to play more games.
Each time the instructor and Sally sat down to do another portion of the assessment she reacted
eagerly. Sally received a score of 23 out of 26 on identification of lower case letters where she
had to classify each letter that the instructor pointed to. She got all of the letters correct except
for f, g, and u. When the instructor pointed to the letter f she identified it as a t, for the letter g she
said gah, and for the letter u she said she did not know what letter that was. When Sally
identified all of the other letters on the large letter sheet, she said recognized and said what each
letter was within a couple of seconds.
Letter Production
On letter production, where Sally listened to the sound of letters and then recorded each
letter on a blank sheet of paper, she got 21 out of 26 letters. The letters that she did not answer
correctly were the letters where she responded, I do not know. The letters that Sally responded
to in this manner were g, l, u, q, and w. Sally also spelled two letters in reverse. With the letter, p,
she wrote, q, and with the letter, y, she wrote its mirror image. The letters a, f, b, i, d, e, r, and h
were all spelled as capital letters versus lower case letters.
Letter-Sound Production
During the letter-sound production assessment, Sally seemed just as excited as all of the
other games we played. She easily identified all of the letters except for four of them. The
letters that she was unable to identify were Sh, Th, U, and Ch. Three out of the four sounds she
could not distinguish consisted of two letters. The other letter that she was unable to classify, U,
was also one of the letters that she did not identify or write from the sections of lower case letter
identification and letter production. When Sally finished this assessment she asked what the
sounds were of the letters that she did not know. The instructor practiced these sounds with her
and Sally seemed enthusiastic to learn these new sounds.
Words in Isolation Task
Sally was then given a word recognition assessment on the pre-primer list. During this
literacy assessment she seemed apprehensive. Sally asked to play another game instead of this
one and the instructor said they could do a different game after. The instructor pointed to each
word and Sally either read the word if she knew it or told the instructor she did not know what it
was. When she did not know a word she stared at it for a while then looked at the instructor and
quietly said, I dont know. With the words that she was able to identify, Sally answered in a
quick manner with a confident tone in her voice. Sally was able to read 4 out of the 20 words on
the pre-primer list. The words that she was able to read were red, I, green, and is. After she read
the word, green, she commented that was one of her sight words.

Concept of Word Teddy Bear

Since Sally received a score of 4 on the pre-primer list, she moved on to the concept of
word portion of the assessment with the poem Teddy Bear. During this assessment, the
instructor first said the poem while showing Sally the pictures. Then, the instructor asked Sally to
practice the poem with the pictures. Sally seemed nervous to say the poem on her own so the
instructor said it with Sally a couple of times until she got the hang of it herself. Once Sally was
more confident, she was able to say the entire poem by herself while pointing to the pictures.
Once Sally mastered the poem, the instructor showed the words of the poem to Sally. The
instructor modeled touching each of the words as she said the poem. The instructor asked Sally
to take a turn and, although she seemed hesitant again, she agreed to try. For the first two lines,
Teddy bear, teddy bear, turn around, and, Teddy bear, teddy bear, touch the ground. Sally
was able to identify and say each word as she pointed to them. In the next two lines, Teddy bear,
teddy bear, turn out the light, and, Teddy bear, teddy bear, say goodnight, Sally was able to
say each word of the poem correctly but got off track during her pointing. Sally received a score
of 20 out of 24 for pointing and 8 out of 8 for word identification, which gives her a total score
of 28 out of 32 for this assessment.
Developmental Knowledge
Sallys results from the literacy assessment place her in the developmental stage of an
emergent reader. An emergent reader is a student who understands pictures, the importance of
print, and can retell a story, but is unable to track print. Although Sally got off track for two lines
of the Teddy Bear poem, she obtained a high score of 20 out of 24 for pointing so it seems that
she has almost fully grasped concept of word. Since Sally did well on the concept of word
assessment, she is far advanced in the emergent reader stage and is beginning to become a
beginner reader. These results are shown through her literacy assessment as a collection.
Although she was able to gain high scores on rhyme, beginning sounds, lower case letter
identification, letter production, letter-sound production, and concept of word Teddy Bear, she
did not do as well on the spelling and words in isolation task portions. Sally seems to do well
when she uses her memorization skills and knows something well versus when she is trying to
sound out words when spelling or reading. When Sally did not know a word during the words in
isolation task assessment she did not try to sound out the words and instead said she did not
know them. This is also seen in other portions of the assessment where she did not know a letter
or its sound and she answered that she did not know it rather than guessing. Even when I asked
her if she wanted to take a guess she replied with, No, I dont know it.
Retelling Assessment
Miss K and the case study student, Sally, read the story, The Three Billy Goats Gruff.
First, Miss K read the book to Sally. Then, Miss K retold the story twice to Sally and used the
cutout figures of Little Billy, Middle Billy, Big Billy, the troll, and the bridge. After Miss K was
done retelling the story, Sally retold the story with the figures. Sally was shy and unsure of her
ability to tell the story back to Miss K, which was why Miss K retold the story a second time.
Miss K reassured Sally that the activity was just a fun game, so Sally agreed to retell the story.
When Sally told the story, she stopped a couple of times. Miss K had to prompt her to continue

by asking her what happened next. Sally scored two points out of three for retelling the setting
and characters. In this section she named the names of the three Billy goats but she did not begin
with, once upon a time, and she also did not mention that the goats were brothers. This score
showed that Sally partially knew this section. On retelling the story problem, Sally got a score of
one out of three points because she mentioned that the goats wanted to cross the bridge to eat
grass. She did not introduce the problem of the story in this section, which is the character of the
troll. Her score showed that she did not recognize the main problem of the story. Sally received
all three points for telling the sequence of major events. This section of her retelling was detailed
and she mentioned all of the points she needed to. Her score reflected that she felt the most
comfortable retelling this section since she elaborated the most here. In the resolution she
obtained one out of three possible points because she said the goat pushed the troll into the water,
but she did not include much detail for this scene. Sally also did not say that Big Billy crossed
over the bridge to join his two brothers on the other side. In the final section of the retelling
assessment, reaction of characters or ending, she gained one out of three points because she said
the goats ate the grass, but she did not explain how they could now cross over the bridge any
time they wanted. She also did not mention that the goats thought that the grass tasted delicious.
These last two scores reflected that she knew more about the middle part since she was more
detailed in explaining that section versus the resolution and ending of the story. In total, Sally
received a score of eight points out of fifteen points. This score showed she was in the stage of
early development of retelling stories. Sally was at the high end of this section and was close to
being in the stage of developing retelling.
Teacher Recommendations
Since Julie was at the high end of the emergent reader category, but she obtained a very
low score on the pre-primer list, it would be appropriate for her to have the emergent reader diet.
This diet would focus 20% on concepts about print/comprehension, 20% on alphabet, 20% on
phonological awareness, 20% on concept of word, and 20% on writing. She would be a more
advanced emergent reader so she should be able to easily continue through this category until she
reached the beginner reader diet.