Hope Rowland

READ 366

Literacy Assessment

Background Information

The literacy assessment was completed with , a five-year-old

boy in a preschool classroom. He is an only child and speaks English at

home. He is shy and prefers to keep to himself. The picture and name task,

the concepts about print task, the upper case letter identification, and lower

case identification were completed since the child is in a preschool

classroom.

Picture and Name Task

The task was completed with the case study child, , by handing

him a blank sheet of paper and asking him to draw a picture of anything.

Then, the child was asked to write his name at the bottom of the sheet. The

student drew a picture of a red barn with a door and a window. Then he drew

an animal with horns in the barn and later told me that it was a boy cow

named John Cena. Finally, he wrote his name under the picture.

Concepts About Print Task

The task was completed with the book Bad Kitty by Nick Bruel. The

following tasks were completed before reading, show me the front of the

book, show me the title of the book, and show me the back of the book. The

rest of the tasks were completed during the reading. The child received a
score of 9/12 for the concepts about print task. The child was able to show

me the front of the book by pointing and could also show me where the back

of the book was by flipping it over and pointing to the back. The child was

unable to identify where the title of the story was on the front of the book.

When asked to point to a picture, the child pointed to an illustration on the

page and when asked to show a word pointed to a word on the page. The

child was able to identify the last letter in a word. The child was unable to

point to an upper case letter. The child was asked where reading begins in a

story and pointed to the first word on the page. The child knew that reading

occurs from left to right by moving his finger across the page from left to

right. The child was able to point to a letter and was unable to point to the

first letter in a word. The child knew how to identify a period but was unable

to explain what the period meant.

Alphabetics, Letter Identification, Upper Case

The child was shown all 26 upper case letters of the alphabet in

random order, one by one. The child knew 19/26 letters. The letters he

missed were K, U, C, I, D, J, and Q. For K, U, I, and Q the child said he did not

know what the letters were. For C, the child said S, for D, the child said B,

and for J, the child said O. The child was unconfident in saying some of his

responses even though he was correct for 19 out of the 26 letters.

Alphabetics, Letter Identification, Lower Case

 The child was shown all 26 lower case letters of the alphabet in

random order, one by one. The child knew 16/26 letters. The letters he

missed were n, a, g, k, l, u, b, i, d, and h. He did not know any of the letters

he missed and said I dont know instead of making an incorrect guess except

for the letter i where he said y. The child said he did not know any lower case

letters, but was surprised when he was able to identify 16 out of the 26

letters.

Retelling Assessment

A retelling assessment was conducted with , a five-year-old

boy in a pre-k classroom, on The Three Billy Goats Gruf. First, the story was

read to , then modeling of retelling was shown to , and then

modelled the retelling.

During the task, the child was shy and tired. The retelling occurred

right before nap and it was also pajama day which could have had an effect

on the childs ability to retell the story. The other students in the classroom

were playing loudly.

When was to begin retelling the story he was silent. He

needed to be prompted. He said They crossed the bridge and the troll said

stop no coming my bridge Ill eat you and goat said my brother is coming.

Then, he grabbed the other goat and made it start walking on the bridge and

then said The troll say stop no coming in my bridge and the goat said my

brother is so much bigger than you. Then, he made the troll say Stop no
coming on my bridge Im going to eat you and the big goat said its okay and

then used the goat to ram the troll off the bridge and said the end.

The student received a score of 8 out of 15. This puts him in the early

category for retelling. He is still learning how to retell a story and has trouble

remembering what has happened. He needed prompting to stay on task and

to include the details of the story. The child rushed through the activity,

which caused him to forget to say what the outcome of pushing the goat into

the water. The cut out characters helped to remind the student who the

characters were. The student knew the motion of the goats and the troll, but

did not always know what they were supposed to say. He was able to

summarize the gist of the story, but lacked complete details.

Developmental Knowledge

is in the emergent stage of reading and writing based on the

information taken from the literacy assessment tasks and from the power

point on canvas. is typically developing for a five-year-old. This is

shown through his ability to listen to a story read aloud and answer simple

questions about the story. He enjoys role playing with friends and during

centers, he likes to flip through books and pretend like he is reading. He

attempts to point to words as he reads. The child recognizes the difference

between writing and drawing. The child is able to write his first name which

was demonstrated in the picture and name task. The child is average in

recognizing letters and recognizes many upper and lower case letters. The
child uses descriptive vocabulary and is beginning to use an increasing

amount of words in sentences. The child is moving on to Kindergarten next

year and should be able to succeed in moving on to the beginner stage of

reading and writing.

Teacher Recommendation

The child is in the emergent stage of reading and writing. Based on the

power point on canvas, the pre-reader diet should consist of five parts with

20% of class time spent on each part. These five parts are concept of word,

concept of print, alphabet, language play/phonological awareness, and

writing. In order to continue literacy development, the teacher should read to

the child and expose him to print of all kinds around the classroom. This

includes labeling items around the classroom and just making sure that it is a

language rich environment. In order to improve the total number of letters

the child recognizes, alphabet games and activities should be completed.

The teacher should continue to encourage the child to write his name and

draw pictures to increase his knowledge. Repeated reading of little books

with rhymes can help with concept of word with the end goal of recognizing

that speech matches print.