Ashley Warren

READ 366

Literacy Assessment Write-up:

Rhyme:
After calendar time in the morning a rhyming literacy assessment was
given to Jerry. Jerry was very excited to participate in the rhyming activity
and used a pen to circle the two pictures that rhymed. The first row was
modeled for Jerry so he understood how the activity should be completed.
After Jerry observed the model he jumped right in. Jerry said each picture
out-loud and when he recognized the words that rhymed he shouted them
with excitement. Jerry completed the entire rhyming assessment in one
sitting because he did not wish to take a break. As soon as Jerry finished the
literacy assessment he asked if he could do more.
Beginning Sounds:
Later that day during the afternoon, another literacy assessment was
given to Jerry in order to assess his beginning sounds. Jerry was ecstatic to
be working on another literacy assessment and was ready to get going. Jerry
was asked to say the name of each picture and then circle the two pictures
that started with the same sounds. The first example was modeled for Jerry
so he knew how the activity should be completed. Jerry breezed through
each question with no problems besides number three. He ended up getting
number three correct, but it took him much longer compared to the other
seven questions. Jerry got all of the begging sound questions correct and was
extremely excited and confident throughout the process.
Spelling:
The next morning, Jerry was asked if he wanted to do some literacy
work again and he instantly lit up with excitement. Jerry was told that he was
going to work on his spelling today. Since Jerry is in kindergarten, he was
only asked to spell the first four words off the spelling list. First Jerry was
asked to spell van, he sounded it out and wrote down vns. Next Jerry was
asked to spell pet, he spent a longer time sounding this word out and
wrote down qETl. Next he was asked to spell rug, Jerry sounded this word
out the fastest and quickly wrote down rUG. Last Jerry was asked to spell
sad, he spent the longest time on this word and eventually wrote down
S_D, leaving a blank space in between the S and the D.
Lower case letter identification:
Later that afternoon Jerry worked on an assessment that asked him to
identify lower-case letters. As always he was very excited and attentive. Jerry
quickly went through all the lower case letters, putting a check mark next to
the ones he got correct. Jerry was able to correctly identify all 26 lower case
letters, and only hesitated on letters b and l.

Letter production:
The following week Jerry was asked if he wanted to write down some
letters during lunch. Jerry grabbed the pen with excitement and was ready to
write. He wrote down all 26 letters correctly and even corrected himself
when he accidentally wrote a q instead of a p. Without looking up Jerry
realized his mistake and crossed out the q and correctly put a p instead.
Jerry wrote a combination of upper and lower case letters throughout this
activity, but mostly wrote upper case. Jerry also wrote his z backwards.
Letter-sound production:
Jerry wished to continue working so directly after the letter production
activity, he was given a letter-sound production activity. Jerry was asked to
make the sound of each letter that was pointed to. He got 24 out of the 26
letter-sounds correct. Jerry did not know how to sound out Th or Ch. Jerry
stumbled on making the L sounds, but eventually succeeded. Jerry breezed
through all the other letter-sounds without any problems.
Words in Isolation Task:
The next day Jerry was given a literacy assessment on the pre-primer
word list. Jerry was asked to read the word that was being pointed to. Jerry
was very excited to work on another literacy assessment. Some words Jerry
knew instantly, and others he was able to sound out. There were also certain
words that Jerry did not take the time to sound out, he just guessed. Jerry
was able to quickly and successfully identify 11 out of the 20 words on the
pre-primer list. This moved Jerry to the story about Sam and his dog.
Leveled Reading C- Sam:
The following week Jerry was asked if he wanted to read a story. He
responded with interest and excitement. Without reading any of the words,
Jerry and the instructor went through the story and looked at the pictures.
Jerry was then asked to read the story the best he could! Jerry was directed
to read the word that was being pointed to. Jerry began reading the story by
quickly reading the words he knew, and then sounding out the words he did
not know. He did this for the first sentence and then began looking at the
pictures to try and make-up what the story was saying. Jerry was encouraged
to sound out the words, but instead made-up the rest of the story on his own.
Once Jerry was told that he really could read the story on his own if he took
time to sound out the words, he was able to identify 17 out of the 30 words.
Jerry identified over half of the words in the story, scoring a total of 56%.
Developmental Knowledge:
After analyzing Jerrys production on the literacy assessments, it is
clear to see he is a fully developed Emergent reader and currently
developing into a Beginner reader. Jerry was able to identify more than half
of the alphabet and did some pretend reading while doing the Sam

assessment. However, he also showed his capability to track print by

pointing to the words he knew and the words he attempted to sound out.
This shows that Jerry has a developing concept of word. Jerry was able to
recognize several sight words on the pre-primer list, which indicated he is a
developing beginner reader.
Teacher Recommendations:
Since Jerry is well on his way to becoming a Beginner reader, the
appropriate diet for him would be the beginner reader diet. He needs to
focus 40% of his time on fluency, 20% of his time on comprehension, 20% of
his time on word study/ vocabulary, and 20% of his time on writing. If Jerrys
diet is divided in this way, he will successfully move on to become a
transitional reader. Continuing to work on phonological awareness, sight
words, interactive writing, and reading comprehension will be extremely
beneficial for Jerrys literacy progress.

Ashley Warren

Retelling Assessment Write-up:

V was told that he would be participating in a re-telling assessment
with a story called, The Three Billy Goats Gruff. V was told that after the book
was read to him he would be given figures to re-tell the story. V was very
engaged when the story was being read to him, and also very responsive to
any questions that were asked. After the story was read to V, the book was
put down and the cut out figures were used to model to V how to re-tell the
story. V was then asked to re-tell the story himself using the figures. V was
nervous and remained mainly quiet throughout the entire re-telling process.
V scored a 4 on the assignment because he said one sentence total during
the re-telling process. He said the same sentence three times, get off my
bridge. V used the figures to re-tell the story, but did not include the trollfigure at all when he was using the props. V seemed very engaged while the
story was being read to him and he responded to all the questions he was
asked, but was mostly unresponsive during the re-telling process.