Assess the emerging language and literacy skills of a preschool age child of your choice (ages 3-6) using the assessment tool assigned (located in Module 3- Child Assessment handouts). Determine the c

Assess the emerging language and literacy skills of a preschool age child of your choice (ages 3-6) using the assessment tool assigned (located in Module 3- Child Assessment handouts). Determine the c
Example of Child Assessment What the child knows and is able to do at the present time. Keith. Keith is a Latin American child, with medium-light brown hair, hazel color eyes, and white skin. Keith’s average height and weight are according to his age (Keith’s mother references). Keith is a little boy who likes to play his favorites games (computer), and when he wants to rest, he likes to read his favorite books. Keith’s mother encourages him to read frequently to improve his vocabulary and knowledge (English language). Keith’s observation was made on the internet (facetime). Keith is regularly attending Colony Meadow Elementary School since he was three years old. Once set up our meeting, I started the assessment of Keith’s literacy development in the English language. Recognize and name letters. – There are two types of sheets of paper to start Keith’s assessment, one of them is a sheet of paper full of uppercase letters, and the other one is a sheet of paper full of lowercase letters. Both sheets of paper help children to identify the letters. Each letter must be identified by the child correctly. Before starting the letter’s identification, I asked Keith to recite the alphabet out loud. Keith did very well, he could recite the alphabet perfectly in the English language. After I show Keith a sorting of uppercase letters such as H, M, Q, L, K, F, D, U, V, he could identify all of them fluently. Then I show him, in the same way, an amount (different/letters) of sorting letters but this time in lowercase, again Keith could identify all the letters fluently. I could see that Keith can differentiate between different letters and their shapes. While I was assessing Keith’s performance in identification letters and words. While I was asking him that he was applying visual discrimination, he could isolate the letters “what is different” or what’s is the same” to identify the letter. Having the skill to recognize letters and sounds helps children to develop and understand words and spelling patterns. I pointed the letter, and I asked Keith the following instruction “what sounds does this letter make? Keith could recognize the letter repeating each letter properly. Then I showed him sorting pictures of animals (pig, lion, bear, cat, and mouse) and then asked him, for example, what animal starts with the letter “l” or “b”, etc. Keith could respond and connect the letters and their sounds; he could correctly focus letters and their respective sounds. I could observe that Keith is familiar with letters and their sounds. Phonics and Word Analysis/ Rhyming Assessment. – I notice that Keith has a good foundation in letters and words. As we know the repetition of rhymes and stories helps children’s cognitive development. Also, children can improve their memory, concentration, spatial intelligence, and thinking skills. Also, rhymes are important for language acquisition, help with speech development, help the children become aware of the individual units of sound, known as phonemes, which make up words. To start the rhyming assessment, I set up a set of drawings such as objects, animals, and people, Keith could identify or match the images with the word. For example, I show him a picture of a rose, he looked between the drawings which one match the picture of a rose, and he found a nose. Then Keith could identify like ten drawings matching with the words’ rhyme. He did well. I did not see that Keith has any struggles identifying and matching rhyming words. Early Literacy Behaviors Assessment. – Once Keith grabbed his favorite storybook, “Let’s Go for a Drive”, I began doing my observation and assessment related to Early Literacy Behaviors according to requirement. Book Handing Behaviors: Keith was physically manipulating the book properly. Keith could turn forward the pages while he was reading the book. But I could observe that Keith didn’t point with his finger while he was reading. Looking and Recognizing: Keith paid attention to and interacted with pictures of the book (he smiled in some parts of the story). After Keith finished reading his book, I asked him to recognize some letters and words. For example, I asked him to show (pointing) me the letter “d” lowercase then, I asked him to show me what word begins with the letter “P” uppercase. Keith could identify each letter and each word that I asked him. Picture and Story Comprehension: Once Keith finished reading his book, I asked him to tell me about, what the theme of the story was? and he told me without reading the book just pointing the pictures with his finger what events of the story he found more interesting and exciting. However, I could observe that he was reading his book, he could not recognize the punctuation marks, like commas, ending marks, or exclamation points. Although Keith could read clear and loud (good articulation of words), he read without pause and skipping some storybook’s facts. b) what his/her teacher might do to plan instruction so that the child’s literacy development needs can be met. Using the Running Record form to examine Keith’s literacy skills, I could find that Keith exhibited abilities to recognize, identify (words and letters) and speak properly (phonological/rhymes). According to Keith’s age, he could read words and sentences (book story), demonstrating attention and knowledge. Also, Keith could physically manipulate or handle the book, plus he could show the ability to read from the left to the right line. (no pointing with his finger). However, although Keith did a good performance recognizing words, letters, sounds, rhymes, and story comprehension is necessary that his teacher can be focused and reinforce Keith’s lecture abilities (punctuation marks). Sometimes when children read, they do not put attention to punctuation. For example, Keith read right over commas, right over periods, etc. Keith needs reinforcement in that, so his teacher must help Keith to practice choosing the correct punctuation marks. The teacher must give to Keith the chance to improve his skills. For example, giving him a set of punctuation flashcards attached to a craft stick. He will need one for each punctuation mark the teacher is going to cover. Next, the teacher has to read some sentences out loud. Use the correct inflections and clear pauses to help him identify which card is correct. He will then pop up the card with the correct punctuation mark by holding it up. Reinforcement is the key to Keith’s improve his abilities in the fascinating world of literacy.