Emily is a 5-year-old in Kindergarten. This is her first year in school.

She likes to be silly and

funny, and she looses interest in tasks quickly. She likes colors and drawing Xs on her papers.
Emily also gets speech services which affects the way she reads, writes, and speaks. She tends to
omit letters in words, especially at the end, and say the sound of a w in place of an r.

Rhyme

Emily was able to complete the rhyming task with one incorrect answer; she received a score of
8/9. The words that corresponded with the pictures were read to her for each line. The first one
was demonstrated for her. On number 2, Emily circled all three pictures, but then corrected
herself by putting an X on the sock, indicating that the two rhyming objects were bed and
bread. The one she did get wrong was one number 4. She indicated that between the pictures
of a box, bell, and shell, the words box and shell rhymed.

Beginning Sounds

Emily was able to complete this task while the objects were read slowly to her; she received a
score of 8/8. This task was done in two parts. It was initially started right after the rhyming task.
However, Emily was becoming bored after number 3. An hour later, we came back to the task
and she was able to complete the other 7 in one sitting. She decided to circle the given word and
the one with the same beginning sound. Also after completing the first three, she decided to go
back and color the fan and cat for fun. After she colored these, she was asked which two had the
same beginning sound and she kept her initial answers of nose-nine and lamp-log.

Spelling

This task was harder for Emily; she received a score of 21/40. The three letter, consonant-
vowel-consonant words were easiest for him. She especially had trouble with words that
involved blending and long vowels. Emily receives speech services because she tends to leave
letters out of the end of her words. She also pronounces her Rs as Ws. This caused her to spell
rug as wog. As she said the word to herself, she pronounced it was wug, therefore, she
spelt it with a W instead of an R. As Emily wrote each word, she said the sounds to herself three
times, such as vvv aaa nnn. When she said the vowel sounds repeatedly, she would turn it into
a different letter. For example, after repeatedly saying uuu it turned into an o sound, causing
her to spell words such as plum with an o. Emily was able to pronounce the blended sounds
and identify the first letter of the word, but was not able to make out the second letter of the
blend. The only word she was able to write the blend of was skate. She scored 1/6 in this
section. Emily also had a hard time with the long vowel sounds. She scored 0/4 in this section.
In all four words containing long vowel sounds, Emily did not write any of the correct vowels in
the word.

Alphabetics

Emily received a score of 24/26 on this task. She correctly identified most of the lowercase
letters. One of the letters she got wrong was a letter l. She called this i. She also identified
the letter u as the letter q. She seemed confused by the you sound in each letter name.
However, Emily did correctly identify the letter u.

Words in Isolation Task

Emily received a score of 16/20 on this task. Some of the words she read incorrectly, she
immediately realized she was wrong. She then read the word a second time correctly. When it
was time to read the word green she responded with I dont know. After being told it was a
color, she said green after seeing the beginning letter as a g. She read the word red as
one. This could have been red but sounded like one because of her tendency to say Rs as
Ws and omitting letters at the end of words.

Leveled Reading C Sam

While reading Sam, Emily omitted the first sentence and started with the second as she read
the story. After it was pointed out, she went back and was able to read the whole page. On the
last page, she added the word the after the word out. This could have been a result of seeing
the word the below out. She also had difficulty reading the word goes. When she got to
it, she said I need help. After being told what the word was, she was able to read it the second
time it appeared. With the initial omission of the first sentence, Emily received a score of 25/30.
This gave her an accuracy of 83%.

Letter-Sound Production

Emily was able to complete this task with almost complete accuracy. She received a score of
25/26. The letter she had difficulty pronouncing a sound for was the letter L. Instead of
pronouncing more of a la sound, she pronounced an ul sound. She emphasized the u
sound in her pronunciation. She also added a u sound before the R. She pronounced it as ur.
Although Emily was not able to write blending sounds in her spelling task, she was able to read
the blends and pronounce them. She recognized that the two letters together produced a unique
sound together.

Retelling

Emily completed the story retelling of The Three Billy Goats Gruff with few details left out.
She had fun with it and used voices for each character. She scored low in the story problem
section because of her lack in detail while explaining the problem. She did not explain the
characteristics of the troll or why the goats were crossing the bridge. She was, however, able to
tell the main events of the story and quote the repeated lines form it. Emily received a score of
13/15 on this task with score of 1 in the story problem section. She has room for improvement,
but, overall, she did well at this task.

Emilys Development

It appears that Emily is in the beginning reader stage. She is building her sight word vocabulary,
is able to sound out simple word, and reads sentences word by word. She can follow instruction
that requires multiple steps, such as 3 or 4 steps. Emily also makes few grammatical errors when
she speaks regardless of speech issues. She writes legibly and understands that a sentence starts
with a capital letter, however she insists on using capital letters throughout sentences and in the
middle of words. Emily also understands that sentences require punctuation at the end, such as
periods and question marks. Emily particularly likes to draw question marks. Overall, Emilys
literacy skills are in the beginning reader stage, and her vocabulary, sight words, and reading and
writing abilities continue to grow.

Recommendations to further develop Emilys literacy skills are to explain and help her
understand how long vowel sounds are created in words. She should also practice recognizing
words with blending sounds. One recommendation would be to give her a worksheet with all
long vowel and blending words. She should further her retelling skills by being given more
chances to listen to stories and retelling them, even without character pieces. One thing she
could do is draw pictures for each scene.