Kendra Carrier

Literacy Assessment Write-Up

I conducted the literacy assessment on two different days with a three-year-old preschool

student. The story retelling with The Three Billy Goats Gruff was completed on Monday, March

20th and the Emergent/Beginner Assessment was completed on Monday, March 27th. I completed

the assessment on two different days to ensure that such a young student would remain interested

and engaged in the activity and so I would achieve valid results. The results obtained from the

assessment show that the student is an emergent reader with early story retelling skills.

For the retelling portion of the assessment, the student showed great interest in The Three

Billy Goats Gruff story. They had read the story in class several times over the weeks prior, so

she was familiar with the plot. She also showed interest in the paper character figures, and she

played with them as I read the story the first time through. After reading the story, we looked at

the figures together, going over who each character was first and then retelling it together. When

it was the students turn to retell the story by herself, I only had to ask her to use the characters to

tell me the story once, and she seemed to know exactly what I wanted. She immediately began

retelling at the beginning of the story. She only missed the story problem part of the story

elements, and every other portion she retold with either fragmented or partial accuracy. Her

scored added up to six, placing her as having early story retelling skills according to the rubric.

For the Emergent/Beginner Assessment portion, I was very pleasantly surprised at how

much knowledge the student demonstrated. While she was uninterested in drawing a picture, and

writing her name, she was very eager to start the assessment with a read aloud, during which I

asked the concept of print questions. She scored rather high on this section, getting nine out of

twelve correct. The student seemed to have a partial understanding of rhyme, though it was hard
to tell if the pictures were confusing to her. She also displayed a partial understanding of the

beginning sounds section, though this portion also used pictures, some of which were confusing

and unclear even to me.

The student excelled in the Alphabetics portion of the assessment, as she displayed

knowledge of all 26 uppercase letters, 25 lower case letters, 21 letter sounds. She seemed very

familiar with the alphabet, as she hesitated very little when identifying both upper and lower case

letters. She was less familiar with the letter sounds, but still she seemed to be advanced for her

age considering she is not explicitly taught this material while at school.

The student struggled more when it came to letter production, and she was only able to

produce 7 letters, one which was a reversal. The student seemed to have to think carefully before

attempting to write each letter, and she quickly appeared to become bored. About half way

through the alphabet, she began scribbling instead of trying to write the letters. We tried the first

three words in the spelling section just to see how she would do. In that situation, she simply

wrote strings of letter-like scribbles, and we stopped after three tries.

These results show that the student has room to improve in her sound production skills as

well as her letter writing skills. In order to improve the students development in these areas, I

will be creating a lesson that incorporates letter sounds as well as writing the letters.