Date: 10/29/2020

Student Name: Katie Neddo

Age of child: 4 years old

Book: Goodnight Moon

Setting: virtual or in person Where? Zoom

PREASSESSMENT/CONCEPTS OF PRINT

Dat Fron Bac Star Next/Line Letter Word Period/Stop 1:1

e t k t
Pre   x    x x
2nd   x  x x x x
opp.
3rd   x  x x x x
opp.

Part One

During my initial assessment I wanted to try to get Timmy to relax and

so I started a conversation with him and asked if he would be willing to
help me with some homework. He nodded his head and started to tell
me about his new bedroom. After letting him talk for a few minutes I
asked his mom to set the book in front of him and started asking the
questions. He was talkative when showing me his bedroom but started
to get quiet when I was asking him questions.

When I asked him to show me the front and the back of the book he
did so quickly. When I asked him to show me where we start the book,
he turned it back to the beginning again but did not open it up. Then I
asked him to open the book and follow a sentence with me as I read. He
followed with his finger but was moving it quicker than my reading and
was not keeping with my words. I then asked him to show me a letter
and he pointed to one before asking, “which letter”. I told him any
letter he wanted, and he pointed to another one. I then asked him to
show me a word and he pointed to the same word that his letter was in.
I then read the sentence and asked him what the dot at the end meant
and he shrugged his shoulders. I then asked him to tell me where we
read next and he pointed to the next line and said “um, here.”

After this assessment I set a date to meet again and do soe teaching
with Timmy about the things he missed. I believe this was an accurate
assessment; I didn’t correct Timmy at all and gave him time to think
about my question and answer.

Part Two

During the second meeting I went over two more books with him since
I didn’t realize we were supposed to do three the first meeting. While
going through the books I realized my first assessment may not have
been as accurate as I thought. Timmy didn’t seem to know the
difference between a letter and a word. I decided to mark during
these books that he didn’t know either because I wanted to make sure
he understood this concept before adding more difficult skills. I then
gave Timmy time to play while I spent time with his parents because he
was squirming in his seat and wasn’t listening to directions by the end
of the assessment.

After giving him time to play we sat back down, and I started to teach.
I tried my best to incorporate the teaching while I was reading the
story so that it was natural, and he didn’t get bored or feel like it was
a lesson. I talked about what a period was while reading sentences I
would say “here a period so I need to stop” then I would pause and
continue with the book. I also say things like “lets go to the start so I
can read this story” and then I would point and start reading. I
followed this pattern with words and letters and one to one
correspondence. He was listening but I couldn’t tell if he was picking up
on what I was doing.

After this I left for the day to give Timmy a break so that when I
came back for the post assessment, he was able to give his full
attention.

When I came back Timmy greeted me and asked if we were going to

read again. I confirmed that we were, and he ran to his room to grab
his books. We went through the book and I asked about the different
concepts and tried not to give him the answers. He was able to show me
the start, point to a word and tell me what a period meant. I
scaffolded by saying “can you point to each word as I read” and then
telling him to pick up his finger between each word. After some
prompting, he was able to do it but not on his own. I also talked about
the letters inside of a word but I struggled to have him understand
without giving him the answer. After the review We started the post
assessment.

Start Letter Word Period/Stop 1:1

 x   x

Part Three

Post assessment: I started by asking him to show me where we started

the story, and he opened the book and showed me the start. After I
asked him to point to a word and he pointed to the last word on the
page. I then asked him to show me a letter and he pointed to a
different word but didn’t point to a specific word. He then correctly
told me that a dot at the end of a sentence means to stop. He did
follow through the words one to one as I read the story, but he did not
pick up his finger in between.

Start Letter Word Period/Stop 1:1

 x   

Summary: I believe overall that the assessment and teaching went well.
Timmy struggled to understand the concept of a letter inside of a
word, but I also struggled to teach it. I think that with a little more
teaching he could learn this concept and move on to other literacy
skills. He progressed well with the other four skills and I think the
post assessment was accurate to Timmy’s knowledge. The
preassessment went well but I think I misinterpreted Timmy’s
knowledge of letter and word recognition. Going forward I would like to
continue to work with Timmy on this difference and add in other forms
of punctuation because he picked up on period quit quickly.

Timmy had a great demeanour during the whole process and although
he needed breaks to let out energy, he seemed positive and interested
for most of the experience.