Beruflich Dokumente
Kultur Dokumente
Assessment
Madelyn
is
5.4
years
old
and
in
preschool.
She
is
in
the
four
year-old
class.
Her
personality
is
more
reserved
than
others
in
the
class.
Madelyn
has
great
insight
to
things,
but
often
does
not
share
unless
prompted.
She
is
typically
content
with
playing
by
herself
in
either
the
message
center
or
reading
center.
Madelyn
is
very
friendly
and
gets
along
with
all
her
peers.
She
completed
three
different
types
of
tasks
for
this
overall
literacy
assessment.
These
were
the
Picture
and
Name
Task,
the
Concepts
About
Print
Task,
and
the
Retelling
Task.
Retelling
Task
Madelyn
completed
a
retelling
task
on
March
20,
2017
where
she
was
read
the
story,
The
Three
Billy
Goats
Gruff
and
was
shown
how
to
retell
the
story
through
the
figures.
She
was
then
asked
to
retell
the
story
using
the
figures
herself.
It
appears
as
though
she
had
possibly
done
the
retelling
assessment
before
because
she
spoke
about
a
college
student
reading
this
story
to
her.
Madelyn
paid
attention
the
entire
time
as
well
as
during
the
model
of
retelling
with
figures.
While
the
story
was
being
retold
to
her
with
the
figures,
she
often
stepped
in
and
moved
the
pieces
as
she
anticipated
what
was
next
in
the
story.
Even
though
she
was
engaged
with
participation
for
the
model,
she
did
not
use
much
language.
Madelyn
was
reluctant
to
retell
the
story
herself.
She
began
using
the
figures
and
not
words
until
questions
were
asked
to
her
about
the
figures
she
was
moving.
Madelyn
skipped
the
setting
and
characters
as
she
began
by
placing
the
troll
under
the
bridge
and
picked
out
Little
Billy.
She
did
not
mention
of
the
sweet
grass
the
goats
were
trying
to
get
on
the
other
side
of
the
bridge.
Next,
she
moved
Little
Billy
to
the
middle
of
the
bridge
and
brought
the
troll
up
on
top
of
the
bridge
and
said
nothing
so
she
was
asked,
What
did
the
troll
say?
to
which
she
responded,
Im
gonna
eat
you
up!
Madelyn
was
then
asked
what
Little
Billy
said
and
she
responded
saying,
No,
wait
for
my
big
brother,
hes
yummier.
Madelyn
then
moved
Little
Billy
across
the
bridge
without
saying
anything.
Next,
Madelyn
continued
by
bringing
Middle
Billy
onto
the
bridge
and
when
asked
what
happened
she
responded,
Im
gonna
eat
you
up!
She
did
not
proceed
with
words
so
she
was
asked
about
Middle
Billys
response
and
she
said,
No,
wait
for
my
other
brother,
hes
more
yummier
and
bigger.
When
prompted
again,
Madelyn
moved
Middle
Billy
over
the
bridge
and
began
to
move
Big
Billy
onto
the
bridge.
She
said,
The
troll
comes
up
and
says
Im
gonna
eat
you
up!
She
is
then
asked,
What
does
Big
Billy
say?
Ohhhhokay.
she
responds,
followed
by,
He
splashed
him
into
the
water.
Madelyn
then
moved
Big
Billy
over
the
bridge
and
did
not
say
anything.
She
was
asked,
What
do
the
billy
goats
get
in
the
end?
and
she
answered,
Umm,
the
sweet
grass.
At
this
point,
Madelyn
was
finished
with
the
assessment
and
went
on
to
color
a
picture.
Overall,
Madelyn
received
six
out
of
fifteen
points
for
the
assessment.
Madelyns
areas
of
strength
were
Sequence
of
major
events,
Resolution,
and
Reaction
of
characters
or
ending
categories.
She
was
able
to
tell
parts
of
the
story
when
asked,
but
her
responses
often
were
short
statements
and
not
detailed.
Her
weaker
areas
were
the
Setting
and
Characters
as
well
as
Story
Problem
because
these
areas
were
skipped
over
and/or
did
not
involve
language.
Madelyns
score
of
six
out
of
fifteen
reveals
that
she
is
at
an
early
stage
of
retelling.
Picture
and
Name
Task
On
March
20,
2017
Madelyn
completed
the
picture
and
name
task.
She
drew
a
picture
independently
and
was
asked
to
share
about
her
picture.
She
also
wrote
her
name
on
the
photo
as
shown
below.
She
drew
this
picture
directly
after
the
retelling
assessment,
which
involved
The
Three
Billy
Goats
Gruff
so
she
asked
to
see
the
figure
of
the
billy
goat
so
that
she
could
draw
it.
Madelyn
did
not
want
to
discuss
the
picture
until
she
was
completely
done
with
her
drawing.
When
asked
about
her
picture,
Madelyn
shared,
The
billy
goat
is
on
the
bridge
The
troll
is
under
the
bridge
This
is
a
rotten
flower
This
is
Pikachu
It
is
sunshine
and
I
drew
a
rainbow
all
while
pointing
to
each
part
of
the
picture.
A
photograph
of
the
drawing
is
below.
Concepts
About
Print
Task
On
March
22,
2017
Madelyn
completed
the
Concepts
About
Print
Task.
Madelyn
is
not
reading
yet,
so
she
was
read
a
book
and
asked
questions
before,
during,
and
after.
Madelyn
did
very
well
and
was
able
to
receive
a
score
of
ten
out
of
twelve.
Her
areas
of
strength
are
identifying
parts
of
the
book,
identifying
different
letters
and
words,
and
directionality
of
words
on
a
page.
The
two
concepts
that
Madelyn
will
seek
improvement
on
are
identifying
the
title
and
understanding
what
a
period
is.
She
mistook
the
title
for
the
author
and
was
not
sure
what
a
period
was
when
she
was
asked
about
it.
Overall,
Madelyn
did
well
on
this
task.
Recommendations
When
looking
at
the
data
collected
for
the
entire
literacy
assessment,
it
is
clear
that
Madelyn
is
an
emergent
reader.
Even
though
she
is
not
able
to
read,
she
can
listen
and
answer
questions
about
a
book
that
was
read
aloud
to
her
as
well
as
memorize
predictable
text.
Madelyn
also
uses
descriptive
vocabulary
and
uses
several
words
in
her
sentences.
She
is
able
to
write
her
first
name,
understands
the
difference
between
writing
and
drawing,
and
sees
the
difference
between
upper
and
lower
case
letters.
Some
recommendations
for
Madelyn
to
continue
to
improve
her
literacy
skills
would
be
to
encourage
her
to
track
print
as
someone
reads
to
her,
to
introduce
the
title
and
author
when
she
is
read
to,
to
model
and
rephrase
childrens
language
to
her,
and
to
encourage
her
to
talk
about
what
she
is
planning
to
write.
Out
of
all
the
time
spent
on
literacy
with
Madelyn
20%
should
be
spent
on
each
area,
which
are:
Concept
of
Word,
Concept
of
print,
Alphabet,
Language
Play/Phonological
Awareness,
and
Writing.