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In terms of the analysis of Hank's present level of performance on writing, he should improve his learning of punctuations. As he has a well-understanding and demonstration of knowledge on sentence structure and grammatical features, he can further develop his ability in spelling. Therefore, the learning goals for the literacy learner are as following (VCAA, 2019):

- Able to accurately use punctuations at the end of sentences by the end of year 2.

- Able to use knowledge letter-sound relationships and high-frequency words to spell words accurately, and can write words with complex consonant and vowel clusters by the end of year 2.

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The planned sequence of the assessments is a quick chat with the child, story reading, asking open-ended questions of the story, doing the worksheet, and evaluate the child's performance assessment sheet.

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The assessment tools being chosen are the picture book The Wonky Donkey, a worksheet of finishing sentences to write a story, as well as an Emergent and Early writing assessment sheet and observations through assessing.

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Literacy behavioural objectives for the child

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Literacy behavioural objectives for the child

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Punctuation
- During the literacy session, Hank will use his grey lead pencil to correctly add a full stop, question mark or exclamation mark at the end of a sentence five out of eight opportunities given by the end of term 2.

Spelling
-  At the literacy block every week, Hank will answer the questions about consonant clusters proposed by teacher orally three out of four opportunities.
After that, Hank will sort and write the vowels correctly in accordance with the given criterion by the end of term 2.

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- Greetings (introduce each other, asking habits and favourite things)
- Ask him if he knows what a noun and a verb is (name a noun, a verb)

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- Ask the child if he can read the book for me
- Ask him what the title is, which page will he read first
- Ask him to point to each word while reading and ask him open-ended questions such as "Can you tell me about...", "How do you know...", " What makes you say that", etc
- Imitate the donkey's postures and tones in the story for provoking his interest
- Offering assistance when it is necessary, and observe if he can notice the visual cues in the story
- At the end of the reading, ask him who is the character in the story, where did the story take place, name some words to describe the donkey and draw or write it down
- Take notes of what he has demonstrated

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1. Responses to the questions after reading the book

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1. Responses to the questions after reading the book

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This site demonstrates how I assess a young literacy learner by using a picture book, worksheet, observations and checklists. The pins encompass the focus area of writing, estimate the learner's literacy skill from different perspectives, analyse his present level of performance on writing and introduce a plan that helps him achieve better learning outcomes on literacy.

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2. Worksheet (Finish the sentences to write a story)

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2. Worksheet (Finish the sentences to write a story)

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- Grade 2
- Animal lover
- Have writing experiences

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3. Emergent and early writing assessment sheet

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3. Emergent and early writing assessment sheet

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Emergent and early writing assessment sheet

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- This assessment tool is a predictable resource that includes various repetitive structures in which a certain word or sentence is repeated at different pages of the story. The predictable materials increase child's acquisition of sight vocabulary; encourage their use of context when encountering new words; and help them create confidence about reading (Hill, 2012).

- Picture books offer young children an aesthetic experience combining both visual and oral language learning, which allows children to extend ideas of relationships, develop understandings of written and spoken language, make contact with others, and thinking creatively by using imagination (Hill, 2012).

- The book contains plenty of illustrations, which demonstrates the story in a visual way and can be used to inspire the child's critical thinking, communication and literacy skills. The child can use visual meaning to decode the information in the story (Whitehead, 2010). The Visual thinking strategies can also help the child develop verbal language skills to assist transfer from oral to written ability (Castellani art museum, 2019).

- It contains various rhyming words that arouse the child's interest to read and promote the child's phonological skills and emergent reading abilities (Raban, 2017).

- It is suggested reading the books that children are familiar with helps them to express their opinions and develop their understanding of meaning and structures (Flemington, Hewins & Villiers, 2011). The theme of the book is about animal and the child is fond of animals. Whorrall and Cabell (2015) argue that purposeful interactions based on topics that interest children foster them to learn new vocabulary and use complex languages.

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Analysis of the child's literacy learning 

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Analysis of the child's literacy learning 

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- Before the assessment, Hank told me that he loves animals and his favourite books are Peter Rabbit and the book series Don't open the book. He had read the Wonky Donkey before and he thinks it is a funny book with funny pictures. He and his parents usually read books together at home. Sometimes he goes to the library with his parents on weekends. And he did plenty of in-class writing tasks. When I asked him if he knows what a noun and a verb is. He said that a noun is something like a pencil or a book. And a verb is something you are doing. Thus, Hank has a basic knowledge of words and sentence structures of language, but he appears to

- At the beginning of the assessment, I noticed that he could recognise where the cover page is rapidly and held the book correctly. Then, I asked him to show me the title and the first page to read. He could identify them correctly. Besides, he was able to point to the words properly when reading. He has shown a good understanding of letter-sound correspondence. And he could proficiently read and turn the pages from left to right, return sweep. He could also recognise where the full stop and comma is. It can be seen that Hank has a good understanding of the concepts of print. He is equipped with the book handling skills, print tracking skills, knowing the directionality and mechanics (Luongo-Orlando, 2010).

- During the reading, I asked him "what would you see on the next page?". He answered the donkey and explained it was because the sign beside the road draws a donkey. He could determine the information from both the prints and the pictures. Additionally, he did not know what the word mischief means until he saw the illustration that shows the donkey is eating a pantie. He laughed and said the donkey was naughty. Hank demonstrates his strategic thinking by integrating visual cues to make meaning from texts (Hill, 2012). Hank used the Top down approach that he focused intently on visual information to process the print when he lost the meaning (Mackenzie, 2014). Furthermore, Hank began to read faster and louder when he came to the repetitive sentences. The child uses memory to understand the predictable language pattern, which helps him create confidence and positive feelings when reading (Lambirth, 2012).

-Overall, the literacy learner is at the level 3 of reading fluency, in which he can read mixture of word-by-word and phrased reading, have a syntactic awareness and attention to punctuation, able to reread to correct errors. He is currently between early reading and transitional reading phase, showing some transitional reading behaviours. He presented attendance to print rather than pictures, combined visual cues and their memories to read (Hill, 2012).

- After reading, I asked Hank who the character is in the story, what the donkey looks like, where the story took place and some words to describe the story. He grasped and held the pencil appropriately, then he wrote down his answers at the top of the paper and from left to right in lines and finished a simple sentence to describe what the donkey looks like (see appendix 1). He did not use any punctuation or start with a new line to write another answer although he was aware of the space between words. Moreover, Hank used a capital letter at the start of each answer. The child knows where one word ends and another begins (leaving space between words), comprehends directionality, uses a combination of upper and lower case letters (Luongo-Orlando, 2010).

- When it comes to the worksheet (see appendix 2), Hank wrote his name down at the start. He shows a clear understanding of what is required and is well on the way to writing his name for himself. After that, he quickly finished the first sentence by naming the dog Frank. It is apparent that the child can make connections to letters, words and writing concepts, and begin the process of naming other objects in writing (Raban, 2017). Then, he finished the second sentence by adding a preposition and a noun. Hank chose the word "vet" to express his own idea to structure the sentence. Apart from that, he could use the causal conjunction "because" to construct a sentence to answer the "why" and use the tense properly when explaining the reason for his prior sentences.
The child shows his word usage, vocabulary, grammar and ability to build sentence at the same time. He could use simple, single-clause sentences that are combined, with details included to make his intended meaning clear (Scull & Mackenzie, 2017). However, he did not use any punctuation throughout the story. Hence, the literacy learner is capable to recognise and know how to use simple grammatical morphemes; create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, and appropriate multimodal elements; write words using combinations of unjoined upper- and lower-case letters (Victorian Curriculum and Assessment Authority, 2019).

- According to the evaluation result of the Emergent and early writing assessment sheet (see appendix 3), the child scored 4 marks in written language as he could construct and write simple sentences. And he scored 5 marks in ideas as he was able to records his own ideas in a sentence properly. He scored 3 marks in text conventions as he could write from left to right and from top to bottom, as well as leave spaces between words and lines. But he did not write any punctuation or check the spelling and punctuation.

- All in all, the child is moving to transitional writing. He is able to present one or more ideas that are connected; use simple sentences with appropriate conjunctions and nouns, verbs to when, where, whom; use everyday vocabulary; use orthographic patterns or common English letter sequences, correctly spell common words; and form letters correctly, most of them are well spaced and positioned (Mackenzie, Scull & Munsie, 2015). On the other hand, the child lacks knowledge of punctuation like the sentence-boundary punctuation. And he should enhance his learning on spelling like phonetic spelling and correcting the spelling of high-frequency words.

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The planned activities and assessments/Rationale

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The planned activities and assessments/Rationale

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Punctuation (see appendix 4)
- The resource lists eight sentences with missing punctuations, which needs the child to choose the appropriate punctuation to complete the sentences. It is a standardised assessment that evaluates the child's learning on using sentence-boundary punctuation, check if the child is able to use either correct or incorrect punctuations including a full stop, question mark or exclamation mark at the end of a sentence (Mackenzie et al., 2015). Furthermore, Scull and Mackenzie (2017) highlight that children need to learn how to use punctuation to remove ambiguity to enhance the meaning of the text, which is also helpful to improve ability to constructing sentences. Likewise, the Victorian Curriculum asks children to use punctuations accurately in creating texts by the end of level 2 (VCAA, 2019).

Spelling
- The resource enables the child to show his understanding of consonant clusters by choosing the right letters to complete the given words every week (see appendix 5). It is a play-based assessment tool that effectively assesses the child's ability and comprehension on semi-phonetic, consonant framework in writing (Mackenzie et al., 2015). The teacher-made resources offers an assessable moment that the child is highly engaged and stretches himself to solve problems, in which the child can develops his phonetic spelling and word knowledge through the ongoing conversations (Fleer, 2017). It is believed that children's curiosity and persistence are supported by people who direct their attention, structure their experiences, support their learning attempts, regulate the complexity and difficulty levels of information and share with them appropriate language through focused conversations (Raban, 2000).

-  The resource provides a weekly opportunity for the child to practice his skills in identifying and writing vowels (see appendix 6). It is a cognitive assessment that reflects what the child current level is and whether or not he has any misunderstanding in representation of dominant vowel sounds (Mackenzie et al., 2015). The worksheet also provides some visual cues to help the child recognise the word and identify the vowels, which develop his visual thinking as well. And it addresses the uses of unjoined upper and lower-case letters, which is an achievement standard of level 2 outlined by Victorian Curriculum (VCAA, 2019). Moreover, the Victorian Curriculum requires that children accurately spell words with regular spelling patterns and can write words with long vowels, blends, silent letters and syllabification as well as compound words by the end of level 2 (VCAA, 2019).

- Additionally, it is recommended that the teacher should create a portfolio for the literacy learner to keep records of the assessments in order to reflect on his learning progress, check if he achieves the expected learning outcomes, and set new learning objective for him (Rhodes, 1993).

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- Explain what the sheet is about
- Observe if he write down his name and date
- Observe his responses without detailed instructions and provide support if he has any questions
- Giving positive responses and reactions when he writes down his own thinking
- Take notes of what he has achieved and need to improve

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3. Emergent and early writing assessment sheet

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3. Emergent and early writing assessment sheet

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- Review assessments he has done and observations during assessment
- Summarise the information from the notes and mark his understanding in accordance with the criteria

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Castellani art museum. (2019). What is VTS. Retrieved from http://www.castellaniartmuseum.org/assets/Images/Documents-pdfs-applications/All-Lessons-VTS-Resourse.pdf

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Fleer, M. (2017). Play in the early years (2nd ed.). Port Melbourne, VIC: Cambridge University Press.

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Flemington, K., Hewins, L., & Villiers, U. (2011). Journey to literacy: No worksheets required. Markham, ONT: Pembroke.

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Hill, S. (2012). Developing early literacy: Assessment and teaching (2nd ed.). South Yarra, VIC: Eleanor Curtain Publishing.

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2. Worksheet: Finish sentences to write a story (FORMAL)

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2. Worksheet: Finish sentences to write a story (FORMAL)

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- The worksheet is a standard-based assessment that provides valid, reliable and practical feedbacks of the child's understanding and learning of early writing (Kauchak & Eggen, 2012).

- The assessment tool evaluates the child's learning on sentence structure, grammatical features, vocabulary, handwriting and spelling. Specifically, the child could builds and expands noun, adds verbs and prepositions, elaborates simple sentences to show who, where, why, when through writing this worksheet (Scull & Mackenzie, 2017).

- It also develops the child's creative, imaginative and critical thinking skills by constructing the words and transfer his ideas into written language.

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Finish that Sentence! | Worksheet | Education.com

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This worksheet challenges young learners to finish the sentences and write their own story about where the dog is going.

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3. Emergent and early writing assessment sheet (FORMAL)

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3. Emergent and early writing assessment sheet (FORMAL)

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- The sheet is criterion-referenced and it assesses three key elements of emergent and early writing, which are written language, ideas and text conventions.

- It evaluates the child's current ability of written language, ability to convey an idea or ownership, placement and directionality (Raban, 2017). It also checks if the child learns the return sweep and move from left to right down the page.

- This assessment sheet allows teachers to know what the child's present level of writing is, what the child strength and weakness are,  set goals and make educational decisions for future learning on writing (Hill, 2012).

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- The intending observations include the child's responses to questions being asked, facial expressions, postures to hold a pencil and to write, eye-hand coordination, etc.

- The observations can corroborate what students perceive and observe during assessment; enables teachers to rethink instructions more effectively; and help teachers to better understand the children's expectations and values about writing (Rhodes, 1993).

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Kauchak, D. & Eggen, P. (2012). Assessing learning. In D. Kauchak & P. Eggen, Learning and teaching: Research-based methods (6th ed., pp. 407-477). Upper Saddle River, NJ: Pearson Education, Inc.

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Lambirth, A. (2012). Reading. In R. Cox (Ed.), Primary English teaching: An introduction to language, literacy and learning. Moorabbin, VIC: Hawker Brownlow Education.

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Luongo-Orlando, K. (2010). The cornerstones to early literacy: Childhood experiences that promote learning in reading, writing, and oral language. Markham, ONT: Pembroke Publishers.

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Mackenzie, N. (2014). Understanding and supporting emergent writing. Retrieved from https://lms.monash.edu/pluginfile.php/7602320/mod_resource/content/1/Mackenzie%20presentation%20on%20writing.pdf

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Mackenzie, N., Scull, J., & Munsie, L. (2015). Writing analysis tool. Retrieved from https://doms.csu.edu.au/csu/file/832c364a-855c-4e39-aac5-1dc9a96fa8cf/1/Writing%20Analysis%20Tool.zip/Writing%20Analysis%20Tool/index.html

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Raban, B. (2000). Just the beginning. Canberra: Department of Education, Training and Youth Affairs.

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Raban, B. (2017). Writing in the preschool years. In J. Scull & N. M. Mackenzie (Eds.), Understanding and supporting young writers from birth to 8 (pp. 50-70). Retrieved from https://lms.monash.edu/pluginfile.php/7602318/mod_resource/content/1/RABAN_Writing%20in%20the%20Preschool%20Years.pdf

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Rhodes, L. K. (1993). Literacy assessment: A handbook of instruments. Portsmouth, NH: Heinemann.

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Scull, J. & Mackenzie, N. M. (2017). Developing authorial skills. In J. Scull & N. M. Mackenzie (Eds.), Understanding and supporting young writers from birth to 8 (pp. 89-115). Retrieved from https://lms.monash.edu/pluginfile.php/7602317/mod_resource/content/1/SCULL%20%20MACKENZIE_Developing%20Authorial%20Skills-Child%20language%20leading%20to%20text%20construction%2C%20sentence%20construction%20%20vocabulary%20development.pdf

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- Willingness to participate
- Degree of participation
- Degree of voice-print match (letter-sound correspondence)
- How the child uses memory, pictures, other cues to support reading
- Comment or questions the child has
- How much reading I did in order to keep the child going
- Whether there are particular sections of the text that the child needed more assistance than others
- Whether the child can draw inferences from the illustrations
- Able to synthesising and determine the most important information

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Victorian Curriculum and Assessment Authority. (2019). English. Retrieved from https://victoriancurriculum.vcaa.vic.edu.au/english/curriculum/f-10?layout=1#level=B

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Whitehead, M. (2010). Language and literacy in the early years 0-7 (4th ed.). London: Sage.

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Whorrall, J. & Cabell, S. Q. (2015). Supporting children's oral language development in the preschool classroom. Early Childhood Education Journal, 44(4), 335-341. Retrieved from https://lms.monash.edu/pluginfile.php/7602290/mod_resource/content/1/Supporting_Childrens_Oral_Lan.pdf

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sample of the consonant blends

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sample of the worksheet

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Writing