During the assessment, I would take anecdotal notes to record the child's performances, responses and his description of the story. 

From the child’s response and his description of the story, I can assess the child’s ability of :

1.       Listening comprehension: does the child fully comprehend my instructions and questions; is there any evidence of misunderstandings?

2.       Sentence use: what types of sentences does the child use? Is the syntax correct?

3.       Vocabulary: what vocabulary does the child use? Does he use only simple, high fluency words or use less common words? Are some new words used correctly in the story? 

4.       Oraganisation of story: is the story well organized? Is the setting described? Are the characters in the picture and their actions clearly described?

5.       Detail: how much detail is given in the story?

6.       Expression: does the child retell the story with expression and enjoyment? 
(Fellow & Oakley, 2014)

In the beginning of the assessment, I could observe that Sam was initially soft-spoken, a little confident, and shy. After encouragements, he became more vocal and willing to engage in assessment. 

I think that Sam should be provided with various opportunities like the dramatic play that helps vocabulary development, in order to help him quickly learn less common words and use these words to better express his ideas and communicate with others.

I think that Sam needs many bits of help in his syntactic development, in order to support him to construct more complex sentences with correct word orders and fewer grammar errors.

I believe that it is important to encourage Sam to engage in play, conversation, and in interactions with others so that he can build confidence to initiate conversation and use more language to express and share his ideas.

Monitor the child’s progress: educators can organize another assessment like picture cards activity to assess children’s knowledge of vocabulary. From the assessment, educators can assess if Sam’s vocabulary knowledge is increased and if he can recognize the words and its meaning and have good knowledge to use the word appropriately and comfortably in his sentences and speeches. 

*Italic: the child's specific literacy performance objective

Monitor the child’s progress: educators can take anecdotes about Sam’s performance and conversations with other peers or educators during his play. And then, educators can analysis notes to see if he can comprehend questions and respond with appropriate answers, if he can construct simple sentences with correct word orders and fewer grammar errors, if he is able to use less common vocabulary in his sentences and makes his speech more fluent and detailed. 

Furthermore, Fellow and Oakley (2014, p. 89) suggests that “children’s oral language competency benefits when educators are involved during their socio-dramatic play”. Educators are responsible to ensure the set up environment with all relevant material is included; observe children’s interaction with peers and supply help and guidance when children needed; engage in children’s play and actively interact with children; model oral language and instigate new conversation while taking on a role and actively interacting with children (Fellow & Oakley, 2014). 

Socio-dramatic play example: the children have been learning about buy and sell. As part of the play, the play corner can be set as a supermarket. Five children can be play role as costumers, and the teacher can be cashier. The teacher will stand at the check counter, and five children will go shopping in the market. Each item in the shop has a price. The children will choose the item they want to buy and give the cashier to check out. 

Teacher: what stuff did you buy?
Children: carrots, mango, tomato sauces…
Teacher: wow, so many things. What are you making for your dinner tonight?
Children: chicken soup.
Teacher: yummy, it’s 20 dollars. Do you want to pay by cash or card?
Children: I want to pay by card.

Monitor the child’s progress: educators will video record of children’s group activities. After finishing the activities, educators need to view the recordings as soon as possible so that the memory can help fill in the gaps in unintelligible parts of the recording. From recording, educators can observe if Sam can confidently take part in the classroom activities and become more confident as initiators of conversations. Also, if it’s possible, educators can write down Sam’s language and sentences to assess if he can produce original utterances rather than relying on formulaic and learned language and if he can confidently ask questions and use longer sentences to negotiate with other peers about the roles that he wants to act in the play. Moreover, educators can check if Sam can successfully achieve most of the oral activities that required. 

Educators can encourage parents to frequently read storybooks to children, in order to scaffold children's engagement with the text to develop their vocabulary knowledge as well as increased ability with the structuring of sentences. There are amounts of research shows that adults spent more time reading storybooks to children will facilitate their oral language developments. The stories, pictures, and accompanying adults-to-children interactions promote language use and increase expressive and receptive vocabulary (Christie, et al., 2007). Children are able to learn new vocabulary during storytelling time as they point to pictures and new words they see on the page and when an adult reads and explains the new words to them. Besides, parents are encouraged to discuss the story plots with children by asking open-ended questions (Vasquez et al., 2013). For example, the questions can be, “what part of the story did you like the most? Which character did you like best in the story? Why?” to promote children to use more vocabularies and construct more complex sentences responding to the questions more detailed.