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Literacy

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.

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