A. is 4.5 years old and he attends pre-school, where I observed him. A. participates well on both the social activities as well as the academic activities. A. can see and hear well, and that was observed through the reading of three different books and questions I asked him about these books.
A. is beginning to have print concepts. He always recognizes left-to-right sequencing and top, down directionality. However, he doesn’t always ask (he asked 2 times only) what the print says. I am not sure if he is just more interested in the illustration or if he is “reading” the story through the pictures. He sometimes can connect meaning between two objects (“He is using the same hat. He stole the hat from the big fish”). A. can read some three letter words, so he read me a book with such words out loud. However, when the book had too many words that he couldn’t read, he opted for reading it quietly. A. knew that there was a difference between a magazine, a book, and a newspaper (“they are all different”) but he could not exactly pin point what it was (“some have picture and this one …show more content…
has developed most of his comprehension behaviors. He follows oral instructions well and draws correct picture from oral directions; I told him to draw an alien with 3 eyes, 4 noses, 2 mouths, 4 arms, and 2 feet and he did it just as he was told. He recognizes story sequence in pictures; I presented him with pictures (from the very hungry caterpillar) of a butterfly cycle and he was able to put it in order. He interprets pictures well; I showed A. a picture of children in a pumpkin patch, and he said they were picking pumpkin to carve it for Halloween. He also can reason story plot; he pointed out that the fish did not like the cat in the hat because he was messy, but that the cat in the hat always cleaned up his mess. However, A. doesn’t always link personal experiences with text nor sees link in story ideas, this only happened one time, when he said he was messy like the cat in the
A. is beginning to have print concepts. He always recognizes left-to-right sequencing and top, down directionality. However, he doesn’t always ask (he asked 2 times only) what the print says. I am not sure if he is just more interested in the illustration or if he is “reading” the story through the pictures. He sometimes can connect meaning between two objects (“He is using the same hat. He stole the hat from the big fish”). A. can read some three letter words, so he read me a book with such words out loud. However, when the book had too many words that he couldn’t read, he opted for reading it quietly. A. knew that there was a difference between a magazine, a book, and a newspaper (“they are all different”) but he could not exactly pin point what it was (“some have picture and this one …show more content…
has developed most of his comprehension behaviors. He follows oral instructions well and draws correct picture from oral directions; I told him to draw an alien with 3 eyes, 4 noses, 2 mouths, 4 arms, and 2 feet and he did it just as he was told. He recognizes story sequence in pictures; I presented him with pictures (from the very hungry caterpillar) of a butterfly cycle and he was able to put it in order. He interprets pictures well; I showed A. a picture of children in a pumpkin patch, and he said they were picking pumpkin to carve it for Halloween. He also can reason story plot; he pointed out that the fish did not like the cat in the hat because he was messy, but that the cat in the hat always cleaned up his mess. However, A. doesn’t always link personal experiences with text nor sees link in story ideas, this only happened one time, when he said he was messy like the cat in the