Bethany Blount April 3, 2014 Literary Assessment The retelling of The Three Billy Goats Gruff to Morgan was

completed on February the 26th of 2014. The characters were first introduced to Morgan prior to reading the story. Once each character was introduced, the story was read to Morgan. Due to behavioral distractions, the story was read a second time to Morgan. During the second reading, Morgan was advised to point to each word while being read to. After the second reading the story was retold using the cut out characters. Following the demonstration with the cut out characters, Morgan was asked to retell the story herself using the cut outs. Morgan showed great comprehension when asked to be accountable with pointing to each word as the story was read aloud. She showed enjoyment in the story and thought it comical of the characters reactions. When retelling the story using the cut out characters, Morgan used the exact phrase that was used in the story, Stop right there! Im going to eat you!. Morgan did a good job retelling the main details of the story. She did not use transitional language when moving from one event to the next. Her story was very straight forward and while correct, very rushed and soft spoken. She did not show confidence in retelling the story through these characters. Her setting and character description received a 1 out of three. The introduction was very fragmented and short. This is Little, Middle and Big Billy. She did not give an introduction that at all resembled what was previously modeled. The story problem was told without much detail as well and received a 2 out of 3 score. She said, A troll was under the bridge but did not tell why the troll caused a danger to the goats. Her sequence of events was accurate and received the full 3 out of 3. Her resolution was also very short with little to no description which leads to her resolution score being 2 out of 3. Her reaction to the ending was very satisfying and stated the fact that all the Billy goats made it to the other side safely.

Bethany Blount April 3, 2014 Literary Assessment Overall Morgan received a total score of 11 out of 15 which indicated that Morgan is developing retelling. She has a strong sense of beginning, middle and end and can successfully retell a story in correct sequence. She should be able to, in time, retell a story in greater depth and detail. When completing literary assessment activities with Morgan, I have determined that she is in the later portion of the beginner reader stage of literary development. I will explain each activity that was performed and how her performance links to her development being in the late beginner stage entering into transition. The first activity that Morgan completed was a spelling assessment. Each word was read out loud to the student and then she proceeded to write the words down. Each word that the student wrote down is broken up into initial continents, final continents, short vowels, blending and long vowel components. For every part of the word that the student writes correct, points are awarded. For the case of Morgan, she did extremely well and received full points for short, usually only three letter words with short vowel sounds such as van, pet, rug, and sad. She demonstrated difficulty with words that contained long vowels as in shine and skate, as well as with words that have two vowels next to each other such as treat and float. She seemed to focus on spelling the word from how her mouth moves; an example of this instance is when Morgan spelt the word, plum as plom. When orally saying plum, Morgan stressed the shape her mouth made was a circle. The second activity that was performed was a word in isolation task. The student identifies words starting from a Preprimer list and moving on to a higher list until he or she cannot get 90% of the words listed. Unknown words are recorded as well as for each self-correction. It is intended that the student will read known words quickly without hesitation. Morgan was able to get past the Preprimer list with 18 out of 20 words correct and finished on the Primer list with 14 out of 20 words correct. From her performance on this task, it was determined

Bethany Blount April 3, 2014 Literary Assessment that she would move to a guided reading of level F. Many of the words that were missed on the isolation word lists, Morgan also missed on the leveled reading. She scored an 86 percent on the level F reading. When allowing Morgan to read the level C reading, she scored a nearly perfect score except for an insertion of one word. From the reading activity, Morgan is between reading levels, C and F. An appropriate reading level for this student would be level D or level E at this time. She is not for off from maturing to a higher reading level. Many or the words that she missed were long vowel words. Her class is just now starting the unit on long vowel words and with more practice and exposer; she should not have an issue with these variables in the future. A beginner reader can recognize high frequency words (20-100) as Morgan has successfully done so. A student at the beginner stage can spell phonetically in developing phonic knowledge to spell words as Morgan has done within her spelling assessment. She still points to individual words while reading which happens in the beginning stage as well as self-correcting while reading and uses context cues to identify words within a text. When writing, Morgan is now capitalizing her sentences and often looks at a word wall to spell some of the high frequency words. She is able to recognize and retell the beginning, middle and end of a story as well as form predictions. From the assessments completed and the criteria witnessed, Morgan shows characteristics of a beginner reader/writer. At the beginner level, modeled and independent reading and writing activities are crucial in curriculum. Teachers can scaffold students through interactive writing, choral reading, guided readings and mini lessons. Teaching the 100 high frequency sight words are appropriate at this stage as well as writing in reading logs, making predictions on stories read, teaching punctuation marks as well as teaching elements of story structure. Four main components are focused when instructing beginner reader and writers. The beginner reader and writers curriculum diet should consist of fluency, word study, comprehension and writing.

Bethany Blount April 3, 2014 Literary Assessment Each component is allotted a percentage of instruction time that is developmentally appropriate for the student of this level. Forty percent of instruction should be focused on fluency. From choral readings to repeated reading are good activities for this category. Twenty percent of instruction time should be scheduled for word study. Students can sort beginning, middle and ending sounds and work towards short vowel spelling and rhyming. Another twenty percent is given to comprehension. Predicting what will happen next in a text as well as concept sorts and simply answering questions before, during or after a reading are all great activities to promote comprehension. Lastly, writing receives twenty percent. Correcting dictated sentences, captions under pictures, spelling words from sound, punctuation and free style writing are all avenues to practice in the writing domain. Overall, Morgan shows characteristics of an advancing Beginner Reader and Writer who should follow the Beginners Diet and by doing so will more than likely show great improvement.