Case Study

CALVIN: ONE CHILD CONTINUALLY IMPROVING 1
Calvin: One Child Continually Improving
Bailey N. Dismore
James Madison University

INTRODUCTION
The National Association for the Education of Young Children (NAEYC) (2009) says,
From the earliest years of life, warm, nurturing relationships with responsive adults are
necessary for many key areas of childrens development (p. 13). I have not only seen the truth
in this statement but come to realize my own: Promoting a warm relationship with children is
necessary for an educators deeper understanding of their students growth and development.
Throughout my practical study, this statement has made itself evident as I became closely
invested in the well-being of the childs development I studied.
Field experience is of upmost importance in the teaching profession, so focusing on a
child in an authentic classroom was the best way to strengthen my understanding of how children
develop. In dedicated time to interact with one child in particular, I have gained a deeper
understanding of the usefulness of the material studied throughout my college career, and see the
importance of continual research and being a life-long learner. In studying to be a teacher, this
experience has had immeasurable benefits that will assist me in my continual strive to be a
strong, aware, and able future teacher.
Upon entering my practicum placement, I was introduced to twenty students and many
faculty members, and although I had many options for my case study child, my cooperating
teacher, Mrs. Goodberry, offered up some suggestions. She suggested a child who was mild-
mannered, who would benefit from one-on-one interactions with an adult, and who would be a
willing participant in assessments and ongoing conversations. Not knowing the classroom
dynamic or individual student backgrounds during my first day in practicum, I graciously
accepted her advice as she directed me to a well-behaved child named Calvin. At first glance, he
seemed like a good student who was perhaps above average, and during continual observation
and investigation, he continued to astound me by way of his mature demeanor in his interactions
with others and his completed class assignments.
METHODS
I was given the opportunity to be in Mrs. Goodberrys Kindergarten classroom at William
Perry Elementary School in Waynesboro, Virginia every Wednesday from the last week in
August 2017, until the first week in December. In addition to that time, I spent an entire week
from October 30th to November 3rd with this classroom and arrived at 7:30 am and left at
approximately 2:50 pm. To collect data on Calvin, I mostly observed him working, interacting
with other students and adults, and playing on the playground. I conversed with him in a variety
of settings such as in the classroom during the independent time, during small group rotations,
and at the table with other students present. In addition to informal observations and
conversations, I took anecdotal records and performed formal literacy assessments to gauge his
literary abilities.
CONTEXT
William Perry Elementary School is in a rural area, approximately five miles from a
small, historic downtown area. Waynesboros population, estimated by the United States Census
Bureau in 2016, is 21,887 people. Waynesboro is 82.5% white, 12.4% Black, 1.1% Asian, 3.4%
two or more races, and 8.1% Hispanic. (Quickfacts: Waynesboro City, Virginia (County)) The
school population is 487 students, with approximately sixteen students per teacher. According to
the Virginia Department of Education, this school is 53.4% White, 16.9% Black, 14.8%
Hispanic, 13.6% two or more races, and 1.3% Asian (William Perry Elementary School Quality
Profile, 2017). Mrs. Goodberrys classroom ranked in at 67% White, 14% Black, 14%
Hispanic, 5% two or more races, and 0% Asian. In the school, 65.5% of students are from low-
income families and 57.4% are eligible for free or reduced lunch (William Perry Elementary
School Quality Profile, 2017). Five students in the classroom receive food at the end of the
week to take home, and at least one of the students is currently facing homelessness.
According to the Virginia Department of Education, William Perry Elementary School is
below average on academics and is currently does not have accreditation, so the principle has
created a strict classroom schedule for each grade to follow (William Perry Elementary School
Quality Profile, 2017). In this schedule for Kindergarten, there is no time for play and a four
hour long academic period with no breaks for lunch, recess, or specialty. As a result of this
limited play time, Mrs. Goodberry does frequent brain breaks with the students because they
become unengaged after participating in academics for such a long time.
BACKGROUND, DATA AND INTERPRETATIONS
CHILD AND FAMILY SYSTEM
At the beginning of the study, Calvin was five years and five months old. He is from a
two-parent household in which his mother is working towards her masters in teaching and is
regularly at the school. His dad works full time but sees Calvin on the weekends and at dinner.
Calvin has a sister who is in fourth grade at the same school and while their mother is at the
school, she comes to Mrs. Goodberrys classroom after school to wait for her with Calvin. Calvin
brings a packed lunch every day that is filled with healthy foods such as peanut butter and
banana wraps, taco soup, and chicken sandwiches. He always has a vegetable or fruit as a side
item and usually has a healthy snack, such as apples, bananas, and popcorn. From the
observations I have made about his food consumption in school, I can infer that he is a healthy
young boy who is getting the nutrients he needs. Additionally, the abundance of healthy food
items given to him for school leads me to believe he is from a financially stable household, as
these items are more expensive than junk food items.
PHYSICAL AND MOTOR DEVELOPMENT
HEALTH AND NUTRITION
Calvin weighs approximately forty pounds, putting him between the 50th and 75th
percentiles for weight. Also between the 50th and 75th percentiles for height, Calvin stands
approximately 43 inches tall. Since he is not above or below average weight-for-age or height-
for-age, there are no concerns present. According to Charlesworth, (2011), weight-for-age and
height-for-age indicate a childs physical and cognitive maturity (pg. 336). Because he is on
track for height and weight, he should also be on track for cognitive maturity.
GROSS MOTOR DEVELOPMENT
Kindergarteners should be able to move with balance and control (Dichtelmiller, Jablon,
Marsden & Meisels, 2013, p. 33). Calvin demonstrates his ability to move with balance and
control when he participates in brain breaks in the classroom. The brain break songs ask the
students to perform motions that coincide with the lyrics and rhythm. One song, in particular,
asked the students to freeze in the middle of a phrase and then to
continue dancing when the music started up again. Calvin was
able to freeze and restart his movement once the song started
playing again. The sudden stop and start of his motions
demonstrated the control he had over his own body and the
ability to maintain balance when he froze in any position.
Calvin also is able to coordinate increasingly complex
movement patterns to perform tasks (Dichtelmiller et al., 2013,
p. 33). Calvin is able to climb to the top of a play structure that
resembles a rock climbing wall with holes instead of rocks. He
has the strength and coordination to hoist himself up with his
upper body strength and feel for the holes with his feet while
maintaining full balance and control. He is able to use his upper

Figure 1: Calvin climbing a tall play structure
body strength separately from his lower body to keep him held
high while he coordinates lower body position, as seen in Figure 1. He is also able to skip around
the playground and run after friends in a zig-zag fashion. While playing with friends, he loves to
jump and spin and fails to lose control.

FINE MOTOR DEVELOPMENT
According to Dichtelmiller et al., Kindergarteners should be able to use increased
strength and control to perform tasks (2013, p. 33). Calvin demonstrates this often, but the most
exceptional case I observed was one day at lunch when his mom packed him a thermos of hot
taco soup. At first, when he tried to open it, it wouldnt budge, but after adjusting his grip and
using more strength, he was able to remove the tight lid and did not ask for assistance. Calvin
also uses eye-hand coordination to perform tasks effectively (Dichtelmiller et al., 2013, p. 34)
by cutting around shapes on the line, barely leaving any blank space outside the shape and
without cutting into the shape. Similar to this skill, Calvin is also able to use writing and drawing
tools with control (Dichtelmiller et al., 2013, p. 34). According to Charlesworth (2011), children
should hold the pencil with a loose finger grip above the shaved tip to about an inch from the
tip. Only one index finger should remain on top of the pencil, not two or three fingers (p. 359).
Calvin lets his index and middle finger rest on top of the pencil, but is still able to maintain full
control of his writing and use of writing and drawing materials. He is capable of writing his
name without any assistance and it is legible and controlled. He is on track because according to
the Kindergarten Developmental Guidelines, he should be able to use a pencil with [his]
preferred hand while holding the paper in position with the other hand (Dichtelmiller et al.,
2013, p. 34).
SELF CARE, HEALTH, AND SAFETY
As an ever increasingly independent five-year-old, Calvin is learning self-care tasks and
is on track for Dichtelmillers objective for being able to perform them without assistance (2013,
p. 34). The first week in November was particularly cold, and when the class was preparing to go
outside for recess, he was able to put on his coat with no assistance and remembered that it
needed to be on before leaving the classroom. In addition to dressing appropriately for the
weather with no assistance, he also realizes the importance of hand sanitizer before going to
lunch. While standing in line, he always holds his hands out in a cupped fashion to receive hand
sanitizer. Although Calvin understands dressing for the weather and the importance of cleaning
his hands before eating, Calvin does not make an effort to re-tie his shoes when they come
undone. Despite the fact that he knows how to tie his shoes, he frequently accepts help from an
adult who offers to re-tie them for him.
Understanding and accepting safety rules in school is a critical skill for Kindergarteners
to learn and in conversation with Calvin, it was clear that he, like most kindergarteners, has met
this objective (Dichtelmiller et al., 2013, p.34). I saw him behaving well in the hallway with his
pointer finger over his lips and a hand on his hips. This is a school safety rule that is expected to
be followed by any grade level traveling in the hallway. When we returned to the classroom, I
told him he was doing a good job walking appropriately in the hallway. He responded, Those
are the rules and I have to follow them. I asked, Why do you think there are rules about
walking in the hallway? He answered, To keep us safe. We cant be running through the halls
or we could get hurt! The example he used to demonstrate his understanding was accurate and
relevant to him, so it is clear he fully understands safety rules, specifically in the school hallway.
EMOTIONAL AND SOCIAL DEVELOPMENT AND MORAL AND ETHICAL
DEVELOPMENT
PERSONAL AND SOCIAL DEVELOPMENT
SELF-CONCEPT
Calvin demonstrates self-confidence while playing on the playground (Dichtelmiller et
al., 2013, p.1). He is able to play with others in the forms of chasing, playing tag, and basketball,
but also is content with solitary play. He is able to move comfortably between social and
solitary activities (Dichtelmiller et al., 2013, p.1). Not only does he demonstrate this skill while
playing recess, he is also comfortable doing this in the classroom. For example, when moving
from doing group work with the teacher during literacy stations to independent station work, he
does not have a difficult time transitioning. He is also comfortable moving from a whole-group
lesson on the carpet to his seat for independent work. In addition, Calvin shows initiative and
self-direction by keeping the classroom clean without being asked to do so (Dichtelmiller et al.,
2013, p.1). I have seen Calvin take care of the classroom by picking up paper scraps off the floor,
organizing his table basket, and making sure his chair is pushed in when he leaves the table. His
actions demonstrate that he understands the importance of doing what is expected of him without
needing reminders. His area of self-concept is strong because he is able to feel comfortable in
solitary or associative play and takes initiative in classroom chores.
SELF-CONTROL
Calvin demonstrates meeting the Kindergarten Developmental Guidelines objective of
[Following] classroom rules and routines (Dichtelmiller et al., 2013, p. 1). Calvin follows rules
very well. He knows how to behave in the hallways and sets an example of what is expected of
his classmates. While at his seat, I observed him reminding another student of the rule to get a
book from the book box when they were finished with work. From this observation, and many
others, I can conclude that he is not only familiar with the rules of the classroom, but also accepts
them and encourages others to accept them. In regards to routines, Calvin understands the way
the classroom runs, but often needs reminders. For example, in the mornings, he occasionally
forgets to move his name into a lunch choice box. After a reminder such as Calvin, you need to
come make your lunch choice, we do this every morning, he jumps out of his seat in disbelief
that he forgot and makes his choice.
Although some routine items such as making a lunch choice still need some work, Calvin
proficiently Manages transitions and adapts to changes in routine (Dichtelmiller et al., 2013,
p.1). He arrives in the morning with a smile on his face, hangs up his backpack, and starts his
morning work. He transitions well from one activity to another during the regular school day
schedule. Although I did not observe him learning the routines, his teacher said he learned them
well. I have, however, had the chance to observe Calvin during several routine changes. His class
went to an assembly instead of specials, went to another teachers classroom after lunch, and
experienced a half day. In each of these instances, Calvin did not act any differently than he does
on a normal day. He remembered to use his manners, to keep quiet when others were speaking,
and to wait patiently to hear directions on what was next to come. He is able to adapt to changes
in schedule and does not seem anxious like the Kindergarten Developmental Guidelines says
five-year-olds might be.
APPROACHES TO LEARNING
Calvin Shows eagerness and curiosity as a learner, by participating in whole group
lessons with enthusiasm, such as raising his hand to answer questions and engaging with the
teacher during a read aloud (Dichtelmiller et al., 2013, p. 1). I have never, however, experienced
Calvin asking a new question about a topic being learned or share an experience he had on the
playground. He seems to accept what is given to him and not inquire further. On several
occasions, I ask follow-up questions about something he is doing, like a drawing he is coloring,
and if he answers, there is little elaboration. If he does not know the answer to something he
responds I dont know, shrugs his shoulders and moves on.
I have not observed Calvin experiencing extreme difficulty, but during minor
inconveniences, he still sustains attention to a task. While I performed literary assessments, that
will be mentioned and explained in a later section, on Calvin, there were some questions he did
not know. During this time where he encountered difficulty, he fidgeted and looked around more
than he did while he answered questions he knew the answer to. He did, however, ask to go back
to some of the questions, which shows his willingness to try again at the answer. When he
doesnt know, it is clear he gets frustrated because he would squish his face up and clench his
hands into fists. After assurance that it was okay to not know, he calmed down and moved on.
His continual strive to do well during this assessment shows his intrinsic motivation, or internal
motivation to do his best at his work (Charlesworth, 2011, p. 96). Intrinsic motivation develops
through the elementary years, so when he was offered an extrinsic reward, a sticker, at the end of
an assessment, he was thrilled. This is an example of how he is intrinsically motivated to do well
but still responds to extrinsic rewards.
In my assessment, I witnessed Calvin approach a task with flexibility and inventiveness
(Dichtelmiller et al., 2013, p. 3). The single instance I witnessed was when Calvin was building a
block tower with large Lego blocks during indoor recess and wanted to use all of the blocks. He
noticed that when he put the last block on the top of the tower, that it started to lean. He took off
the top five blocks, repositioned them so they would all balance, and then put the last one on the
top. His tower did not lean and he was so proud. He most likely used previous experiences to
know how to make his tower balance better and he was not panicked or frustrated when it started
to lean. His inventiveness and flexibility were demonstrated when he solved the problem of his
leaning tower.
INTERACTION WITH OTHERS
Calvin interacts easily with familiar peers such as his classmates (Dichtelmiller et al.,
2013, p.3). One instance I witnessed was when a classmate exclaimed aloud, I need a glue
stick! He then got one from his table and said, Here you go. He also asks questions about
another students work, such as a picture of another students family. On the carpet, he is able to
position himself around other students with appropriate proximity and does not distance himself
from the group. On the playground, he is able to run and play with other students and will
occasionally run from one group of students to another. In addition to interacting with friends
with ease, Calvin also interacts easily with familiar adults (Dichtelmiller et al., 2013, p. 3).
Calvin greets all the teachers in the room when he first arrives. He high-fives the vice principal
and the P.E. teacher when he sees them in the hallways and always listens to an adults
instruction. He rarely will start his own conversation with an adult, but will respond to questions
from an adult with ease and will follow directions given by an adult, including all the specialty
teachers, other classroom teachers, and custodians.
Calvin easily participates in the group life of the class by contributing ideas, cleaning
the classroom, and not being disruptive during the school day (Dichtelmiller et al., 2013, p. 3).
For example, during the whole-group time, Calvin raises his hand if he knows the answer or
wants to contribute something. He contributes to the discussion with the class and is not shy
about raising his hand. While participating, he does not shout out or pout when he is not called
on, which shows his respect for the class community and others responses. I have also seen
Calvin take care of the classroom. Previously mentioned, he picks up paper scraps off the floor,
organizes his table basket, and makes sure his chair is pushed in when he leaves the table. His
actions demonstrate that he understands that there is the importance of a cleanly classroom in
regards to the classroom as a community. Calvins ability to console other students during times
of need is evident when he interacts with other students. One day during group carpet time, there
was a student who was crying. Calvin was sitting near her and without being disruptive, he
scooted closer to her and rubbed her back while the teacher read a read aloud. He recognized her
feelings and consoled her. This is clear evidence that he has the ability to identify feelings of
others and demonstrate empathy, as defined by the Kindergarten Developmental Guidelines
(Dichtelmiller et al., 2013, p. 4). In addition to identifying with others, he is able to use simple
strategies to resolve conflicts, as instructed by an adult (Dichtelmiller et al., 2013, p. 4).
Calvins teacher recently reviewed ways to deal with problems that arise in the classroom. One
tool she gave them is to ignore when someone is being disruptive or rude. I recognized Calvin
did this when another student at his table was saying rude things to him during independent
work. He shifted his things to the other corner of the table and did not acknowledge her
comments. Calvin was able to use the strategy of ignoring a problem that was suggested to him
by an adult to resolve a conflict he was facing.
Calvins overall ability to connect with others fosters his learning. His relationships with
classmates and adults clearly help him to learn and develop in all domains expressed in the
remainder of this study. According to NAEYC, Children develop best when they have secure,
consistent relationships with responsive adults and opportunities for positive relationships with
peers (2009, p. 13).
TEMPERAMENT
Based on the above findings in Calvins self-concept, self-control, and interaction with
others, it can be concluded that he is a mild-mannered child. He can be defined as an easy, or
flexible child based on Charlesworth's definition, He is easy to fall into routines, is happy, and
adapts well and since temperament is positively related throughout the first years, I can
conclude that he has been a relatively easy child for the majority of his young life (Charlesworth,
2011, p. 192).
COGNITIVE DEVELOPMENT
MATHEMATICAL THINKING
PROCESSES AND PRACTICES
Calvin exhibits signs that he is on track in mathematics for his grade level based on the
Kindergarten Developmental Guidelines. He is able to make sense of problems and [use] simple
strategies to solve them (Dichtelmiller et al., 2013, p. 15). For example, while taking a formal
mathematics assessment, nine blocks were placed in front of him. When asked how many blocks
were in front of him during a formal assessment, he picked up five blocks one by one and moved
them to a separate location to count them. Once he counted five and put them into a cluster, he
counted the rest up from five until he determined there was nine in total. This example also
proves his ability to [reason] quantitatively and [begin] to use tools (Dichtelmiller et al., 2013,
p. 15). He moved the blocks into a physical group he was familiar with; a group of five, and
counted up from that group, knowing that the group of five would not change and that he would
be able to continue counting from that point forward.
The first portion of the mathematical block I have observed is sorting. Mrs. Goodberry
often passes out buckets of objects for the children to hold. Once each child has an object, they
must discuss ways to sort the objects and then configure themselves into groups based on the
way they are sorting. This particular sort was on shapes. There were small shapes, thin shapes,
shapes of different colors, and shapes of different type. When Mrs. Goodberry asked the class
how they could sort the shapes, Calvin raised his hand and said, We can sort by color!
Although this was a large group experience, Calvin was able to describe a sorting rule without
assistance, expressing his knowledge of the concept of sorting concrete items. This demonstrates
that Calvin has the ability to use words to describe the mathematical concept of sorting, meeting
the objective of the Kindergarten Developmental Guidelines (Dichtelmiller et al., 2013, p. 15).
The second portion of the mathematics block I have experienced is the pattern unit. For
several weeks, this Kindergarten class has been going over patterns. They started with AB
patterns, and have been working their way through understanding AAB, ABB, and AABB
patterns and identifying the core of each pattern. Calvin was in my math small group for five
sessions during the last week in October, so I was able to monitor his progress with patterns. He
started off understanding that patterns go ABABABAB, but it took him two days to
understand that the core of a pattern is only AB because that is the part that repeats. After this,
I did a make-your-own-pattern worksheet with the small group. I suggested doing an AB pattern
to start, but when I looked at Calvins worksheet, he started with an AABB pattern, which had
not been discussed in class prior. Although
he understands what a pattern is and how it
repeats, when asked for the core of his
pattern, he responded
AABBAABBAABB instead of AABB.
He needed some assistance understanding
the core of his pattern and simpler ones,
which leads me to believe he is on the right
path to solidifying his understanding of
patterns, but in order to ensure him meeting
the Kindergarten Developmental Guideline
goal of identifying patterns and Figure 2: Pattern assessment
generalizing, it would be justified to take a step back before moving onto more complex patterns
(Dichtelmiller et al., 2013, p. 16). The assessment completed by Mrs. Goodberry in mid-
November, however, shows growth in understanding AB, AAB, ABB, and ABC patterns (see
Figure 2). He was able to circle the core of an ABC pattern during individual assessment for
Mrs. Goodberry, but when working in a small group on patterns, he was unable to recognize the
core of the pattern. Calvin is already showing signs of improvement in identifying the core of
patterns.
NUMBER
During the same formal math assessment previously mentioned, Calvin was asked to
demonstrate his counting ability. First, the assessment asked him to write his numbers, from 0-10
in the blanks. Upon writing his numbers 0-10, he forgot 0 and then realized it when he was
finished with 10. He put 0 after 10 and said Oops! I forgot this one, so I put it at the end but it
really goes before 1. Calvin recognized his mistake and corrected it the best way he knew how
and then told me about it. This example shows that he is able to count with understanding
(Dichtelmiller et al., 2013, p. 16). Another example that demonstrates his ability to count
proficiently is the second portion of the assessment where he was asked to count to as high as he
could, with the goal of counting to at least twenty. When asked, he smiled and said, I can count
to one-hundred! I responded, Prove it! Let me hear. He took a big gasp and started counting
confidently until he reached sixty-nine. After counting to sixty-nine, he skipped seventy and
went onto seventy-one. He then proceeded to count to one-hundred but hesitated at eighty and
ninety. In his formal assessment, he officially was able to count to sixty-nine with complete
proficiency, which far surpassed the requirement of counting to twenty.
My observations of Calvins ability to demonstrate his understanding of number and
quantity and the relationships between quantities has been limited, but in the mornings, the class
looks out the window to check the weather and then plots it on a classroom graph. On the day he
was chosen to color in the weather, he told the class there were more sunny days than any other
weather. He was able to look at the graph and determine that the bar for sunny days was longer
than the bars for other weather, which shows his understanding number, quantity and the
relationships between quantities (Dichtelmiller et al., 2013, p. 16).
So far there has not been an opportunity to observe estimation of quantity that is
mentioned in the Kindergarten Developmental Guidelines. This is covered in the curriculum, but
because I was only there for two and a half months, I did not have the opportunity to observe
Calvin estimating quantity or using language that goes along with estimation such as about,
around, or near (Dichtelmiller et al., 2013, p. 17). Pressing for this information would not be
developmentally appropriate because he has not been introduced to this topic, and it might
further confuse him.
OPERATIONS AND ALGEBRAIC THINKING
Calvins class has not yet started addition or subtraction, but he has some understanding
and demonstrates some application of subtraction and addition problems (Dichtelmiller et al.,
2013, p. 17). During morning meeting, his teacher counts the days they have been in school. This
particular day, she counted to day 58. Calvin raised his hand and said, We have two more days
until 60 days! He was able to count up from 58 to 60 in his head and say his results out loud for
the class. Even though he did not think of this as a conventional addition problem, he used
addition to see how many more days until they were in school for 60 days. This demonstrates his
understanding of the counting up method of addition to determine how many days were in
between the 58th and 60th day of school.
As previously mentioned, Calvin demonstrated basic number combination and
computational fluency during the formal assessment given to him (Dichtelmiller et al., 2013, p.
17). He was asked to identify the number of cubes placed in front of him. Four blocks were
placed in front of him and he was asked how many there were. He pointed to each block and
counted to four. He then looked at the remaining five blocks and said, There are five left! I
asked how many there were in total, and he said, Theres four already, and five over here, so
he then counted up from four all the way to nine and concluded there were nine in total.
According to Dichtelmiller et al. (2013), Calvin should have addition and subtraction
combinations memorized (p. 17). He does not have this memorized, but it is clear that he has the
ability to learn and memorize addition and subtraction with more instruction in this area. In
addition to some basic number computations, Calvin has begun to understand the base ten
system (Dichtelmiller et al., 2013, p. 18). During morning meeting, Calvins teacher bundles
colorful sticks in groups of ten every ten days. For example, on day 59, she had five bundles of
ten sticks and nine loose sticks. The next day, day 60, she picked up the sticks and Calvin,
without prompting said, We can bundle them now because there are ten. In addition to
understanding that bundling ten individual sticks together is ten, he is able to count by tens to
find out how many days they have been in school. For example, on day 64, he counted ten,
twenty, thirty, forty, fifty, sixty, sixty-one, sixty-two, sixty-three, sixty-four. There has not been
individual work on the base ten system given to this class, but his understanding of bundling ten
items as one group will help prepare him for learning more about the base ten system later in the
year.
MEASUREMENT
Calvin demonstrates some understanding of measurement in the aspect of [ordering,
comparing, and describing] objects by size, length, capacity, and weight (Dichtelmiller et al.,
2013, p. 18). So far, I have only observed him comparing sizes and lengths of blocks when
pushing cars down makeshift ramps during indoor recess. He put a car on top of a low ramp and
noted that it was slow. Then he put the car on top of a steep ramp and noted that it was faster
than the other one. This comparison demonstrates his ability to compare two objects based on the
results he sees when acting upon them. There have not been any other substantial observations in
this area, so I cannot confidently say whether he has mastered this objective.
An objective he has mastered is his understanding of measuring processes and tools
(Dichtelmiller et al., 2013, p. 18). While observing Calvin at the writing station, I noticed he was
playing with the markers, crayons, and the activity folder after completing his writing. I realized
he was using markers to measure the long side of the folder, and crayons to measure the shorter
side of the folder. I asked, What are you measuring? he responded, The smaller side of this
folder. We should probably use crayons. I asked, Why do you want to use crayons instead of
markers to measure the smaller side? He responded, Markers are too big. He then proceeded
to count the number of markers and crayons and concluded that the long edge of the folder is two
and a half markers long and that the shorter side was three crayons long. This interaction shows
that Calvin understands measuring processes and that he can use unconventional tools to
measure. Noticing that crayons are smaller than markers and will more accurately measure the
folder is an important measuring process that he has grasp of.
DATA ANALYSIS
In respect to data analysis, Calvins class has only gone as far in the curriculum as
sorting, but they unknowingly are collecting, classifying, and representing data about their sorts
(Dichtelmiller et al., 2013, p.19). For example, Calvin collected a bucket of shapes one day
during math time. He sorted the shapes by shape. I prompted him by asking, Is there any other
way we could sort these? He said By color, or size or maybe number of sides! He then
proceeded to investigate whether he could sort them in these ways by pulling out shapes and
grouping based on different properties. Although he is not representing this data, he is classifying
different properties without assistance, which offers the conclusion that he is on track for
learning how to represent data according to the Virginia Standard of Learning, K.14, by
displaying gathered data in object graphs, picture graphs, and tables, (Mathematics standards
of learning curriculum framework, 2009, p. 23).
GEOMETRY
Geometry is by far Calvins greatest area of strength in regard to exceeding the
expectations of each objective in the Kindergarten Developmental Guidelines by Dichtelmiller et
al (2013). He shows understanding of and uses direction, location, and position words, in many
aspects of his learning (Dichtelmiller et al., 2013, p. 19). For example, while Calvin was creating
shape outlines with markers and crayons, I
asked him to make another square directly
next to his preexisting square. He was able to
do this with accuracy and realized that two
squares next to each other created a
rectangle. Additionally, Calvin is able to
follow instructions that mention directional
words such as above and below. One
instruction was write your sentence above
your drawing and your name below your

Figure 3: Sorting and shape assessment
drawing. After he was finished, I saw that
he did this accurately and without having to be told twice where his name, sentence, or drawing
should be located on the page. A final example of understanding directionality was in class
during social studies block. The students made a map of their classroom, including the carpet,
each table, and bookshelves in respect to the windows, wall shapes, and doors. Calvin
participated in this and put the large table in the back of the room without assistance,
demonstrating his concept of location. When he put it up, he said It is near the back in between
the bathroom and sink.

Calvin also exceeds the objective of recognizing and describing some attributes of
shapes, (Dichtelmiller et al., 2013, p. 19). During the shape unit, he worked on a worksheet about
shapes at his table group that asked about the number of sides specific shapes had. I monitored
his responses and he knew the number of sides a triangle, square, rectangle, circle, and diamond
had. Calvin was also given an assessment by Mrs. Goodberry about shapes and sorting, which he
earned a 16/16 on (see Figure 3). While I stood nearby, I heard him talk about other shapes and
the number of sides they have. He told them that hexagons have six sides and octagons have
eight sides. This surpasses the Virginia Standard of Learning: K.11: The student will identify,
describe, and trace plane geometric figures (circle, triangle, square, and rectangle)
(Mathematics standards of learning curriculum framework, 2009, p. 19). Calvin is performing
above average in recognizing shape attributes on the Kindergarten Developmental Guidelines
and the Virginia Standards of Learning.
Calvin is able to compose and decompose shapes using unconventional materials,
(Dichtelmiller et al., 2013, p. 19). While observing him playing with markers and crayons, I saw
him creating figures on the table. I asked what he was making, and he responded Shapes! Look,
here is a circle, and here is a square! He could use the markers and crayons as the straight edges
to the shapes he knew. He also was able to turn a triangle that he made with crayons into a
square without decomposing the entire shape. He moved two adjacent sides apart and made
enough room in between their ends to add an additional crayon side.
SCIENTIFIC THINKING
INQUIRY SKILLS AND PRACTICES

According to the WSS, five-year-olds should [identify] questions and problems and
[suggest] solutions during investigations (Dichtelmiller et al., 2013, p. 21). I have not had the
experience to observe Calvin in this aspect because as a class there is no investigative science
exploration time. In regards to his curiosity, he is not vocal to me about questions or problems he
may have. I wonder if this is because he is uncomfortable asking me specifically, or if he is
unaware that he is allowed to ask why questions. While in group discussions, he does not raise
questions to Mrs. Goodberry and seems content with the information presented to him.
Additionally, Kindergarteners should be carrying out investigations in which they collect and
record the found data, according to Dichtelmiller et al. (2013), but there is no opportunity for
him to do this, as a result of the strict schedule the principle made for Kindergarten (p. 21).
Regardless, I have observed Calvin participate enthusiastically in a lesson I taught in which the
class made a picture of their eye color and graphed it all together. He raised his hand to make the
observation that the brown eyes group had the most pictures on the graph. Given more
opportunities to independently explore the idea of investigations, it is my belief that he would
meet this objective.
Two other objectives state how he should be able to formulate his own idea and come up
with an explanation or solution based on experience, and that he should be able to communicate
that information in a variety of ways based on evidence (Dichtelmiller et al., 2013, p. 21-22). I
noticed both of these objectives one day during indoor recess when Calvin was playing with
blocks. He was building a block tower with large Lego blocks during indoor recess and wanted
to use all of the blocks. He noticed that when he put the last block on the top of the tower, that it
started to lean. He took off the top five blocks, repositioned
them so they would all balance, and then put the last one on
the top. His tower did not lean and he was so proud that he
pulled me and another student over to see his tower that is
shown in Figure 4. He most likely used previous experiences
to know how to make his tower balance better. His trial and
error approach helped him to tell me and another classmate
how his tower balanced better after adjusting the blocks. He
was able to back up his argument that adjusting his blocks
would help his tower to balance with his trial and error
approach verbally to another student and physically with the

Figure 4: Calvin standing next to his
completed block tower.
evidence of his standing Lego tower.
PHYSICAL SCIENCE
Calvin should be able to observe changing properties of matter and articulate their
observations through comparisons and descriptive language (Dichtelmiller et al., 2013, p. 22). I
also have not experienced Calvin as he Investigates, observes, and describes the properties of
light, heat, and sound (Dichtelmiller et al., 2013, p. 23). As I have not had an opportunity to
observe either of these behaviors, I have been able to observe one other objective in the physical
science category. Calvin easily observes, investigates and describes force, motion, and
stability, when given the opportunity to play with blocks at indoor recess (Dichtelmiller et al.,
2013, p. 23). While he played with blocks and cars, he tested out two ramp blocks. He put a car
on top of a low ramp and noted that it was slow. Then he put the car on top of a steep ramp and
noted that it was faster than the other one. His simple observation that one was faster than the
other demonstrates some understanding of motion and what impacts it.
LIFE SCIENCE
Calvin seems very interested in life science because there have been many opportunities
that I have observed him engaged in the subject. He observes, describes, and compares the
characteristics of living things and how they grow, change, and survive (Dichtelmiller et al.,
2013, p. 23). For example, the students made a rotating diagram of the life cycle of an apple. It
went in order of seed, sprout, blossom, and apple. I asked him about which direction he should
turn the diagram so that it would be in order and he accurately told me that he would turn it in
order from seed, sprout, blossom, and finally apple. This shows that, for apples and potentially
other living things, that he understands that living things grow and change. On a trip to the zoo
Calvin told me about, he was able to investigate how living things depend on and interact with
the environment (Dichtelmiller et al., 2013, p. 24). He brought this up after he shared that his
favorite animal was a bobcat with the class. I asked about why it was his favorite and he said, I
saw one in the zoo and it was really cool! I asked how he knew it was a real-life bobcat and not
pretend and he said It was eating and playing and it lived in its own environment! His ability to
share that he knew the animal was living because it needed food and shelter was telling of his
knowledge on living things interacting with the environment.
Calvin also explores variation and diversity of living things (Dichtelmiller et al., 2013,
p. 24). His class all made pictures of their families. Upon making his picture, he also looked at
the pictures that his classmates made and noticed that one of the boys had many more siblings
than him and that one of the girls did not live with her mother anymore. He explored the slight
differences of family structures at his table group by asking details about other pictures such as
Who is this? and Why are you next to your dad? This intrigue in the differences of families
his ability to understand that not all living things or systems are the same.
EARTH SCIENCE
One conversation I had with Calvin was about the recent solar eclipse and proved that he
is meeting the objective about observing and describing phenomena related to the sun, moon,
and stars (Dichtelmiller et al., 2013, p. 25). While we talked about the solar eclipse, so I asked
him if he knew how it happened and he said I dont know. We talked about how the moon
moves around the earth and I drew a picture of the moon phases and asked him what the pictures
were. He knew the picture was of the moon phases and that even though they all look different,
they are still the moon, however, he did not know that the shape difference was made because of
a shadow. He mentioned that the sun was what created light for the daytime and that stars were
present at night. His surface-level understanding of the sun, moon, and stars is appropriate for
this point in the year because the curriculum for this topic has not been presented yet.
There has not been an opportunity to observe or converse with Calvin about conservation
of resources yet, so I can not accurately assess whether or not he Observes and describes the
environment and demonstrates beginning understanding of conservation of resources
(Dichtelmiller et al., 2013, p. 25). I have, however, been able to observe Calvin observing and
describing the current weather and seasons, defined by Dichtelmiller et al. (2013 p. 25) He is
able to recognize the weather outside and help plot it on the classroom graph. He noticed that
there were more sunny days than cloudy or rainy days by looking at the graph. There have not
been any specific measurements taken on temperatures, wind speed, or precipitation, but he was
able to give a general overview of the weather for the past week for the class when observing the
weather graph made in the classroom.

SOCIAL STUDIES
PEOPLE, PAST AND PRESENT
Calvin is able to identify how peoples characteristics, habits, and living patterns have
differed or stayed the same from the past to the present, and understands the past and present
(Dichtelmiller et al., 2013, p. 27). During a social studies unit on past versus present, Calvin was
able to complete a concept sort about the ways people lived in the past compared to today. One
example of Calvin comparing the two beyond what was required of his assignment, was when he
told me that the chalk and slate picture that is from the past could also be used today because
we have chalkboards around the room that are used for instruction. On the flip side, he said But,
I guess it would be silly if we used chalk for all of our work! Then we couldnt remember
everything we wrote. He was able to make a connection between past and present using his
personal experiences of chalkboards. Calvin is also beginning to understand his community in
relationship to his city, county, and country (Dichtelmiller et al., 2013, p. 27). I interviewed
Calvin after saying the Pledge of Allegiance one morning as a class. I asked him What flag did
we just pledge to? He was unable to answer this, so I prompted him by asking him what country
we were in. He knew that we live in the United States, and it sparked his memory about the
American flag. He also went on to say I live in Waynesboro, Virginia and go to William
Perry, without prompting. He seems to be aware of where he lives, meeting this objective.
HUMAN INTERDEPENDENCE
Calvin has mentioned how he and his mom go to the store together and how she cooks
for his family. He also has brought up that food he buys at the grocery store, like apples, grows
from the ground. His experience at an apple orchard taught him that humans rely on the earth for
food, and how people rely on others to meet their needs (Dichtelmiller et al., 2013, p. 28).
During a unit on community helpers, Calvin mentioned that he wants to be a train driver
when he grows up. When expressing this, he said I want to be a train driver! Choo choo! He
was able to describe this job and what someone would have to do in that field (Dichtelmiller et
al., 2013, p. 28). He noted that train drivers were necessary for transporting coal, wood, and even
people. His love of trains has impacted the future he sees for himself. He clearly understands
what it takes to be a train driver, and based on this unit and concept sorts that corresponded, he
understands a variety of jobs such as doctors, teachers, and construction workers.
Previously mentioned was the past and present unit the class participated in. During this
unit, Calvin demonstrated awareness of how technology affects everyday life (Dichtelmiller et
al., 2013, p. 29). He made a comment in whole-group-discussion about how there were no
electronics in the past compared to the present. He said, There were no cars or TVs or iPhones
back then! Although this is a superficial understanding of how technology affects his life
continuously, he has the foundational understanding that electronics did not exist in the past and
that he has them now.
CITIZENSHIP AND GOVERNMENT

Calvin meets the objective of [demonstrating] awareness
of the reasons for rules (Dichtelmiller et al., 2013, p. 29). He
follows safety rules, and during a conversation with him, I told
him how well he walks in the hallways. He said that using hips
and lips (seen in Figure 5) was the school rule and that he
follows them. I asked him why rules are made and he replied To
keep us safe. We cant be running through the halls or we could
get hurt. In doing this, he also shows beginning understanding
of what it means to be a leader because he leads by example and

Figure 5: Calvin showing Mrs.
does not stray from what he knows is right to participate in Goodberry his readiness for the hall
using "hips and lips" formation
distracting and unacceptable hallway behavior (Dichtelmiller et
al., 2013, p. 29).
PEOPLE AND WHERE THEY LIVE
Calvin expresses beginning geographic thinking in a previous example given on
location awareness (Dichtelmiller et al., 2013, p. 29). In class, when the students made a map of
their classroom, Calvin participated and put the large table in the back of the room in between
the bathroom and the sink in the back without assistance, demonstrating his concept of location.
Although this is not geographic, his spatial awareness of the classroom will help him when
learning about geographical local.
Calvin is beginning to understand how the environment can affect a population, but has
only gone as far to recognize the weather outside and plot it on the classroom graph
(Dichtelmiller et al., 2013, p. 30). He recognizes the weather, but has not made any comments
regarding how the weather affects him personally. He has, however, begun to recognize ways
people affect their environment, by being helpful in keeping the classroom community clean
(Dichtelmiller et al., 2013, p. 30). I have seen him take care of the classroom by picking up paper
scraps off the floor, organizing his table basket, and making sure his chair is pushed in when he
leaves the table. His actions demonstrate that he understands the importance of keeping the
classroom environment clean. His teacher has mentioned many times about how the classroom is
like a community and how keeping it clean is an important responsibility for everyone. This
message has clearly made an impact on him because of how he cleans up after himself and after
others
THE ARTS
EXPRESSION AND REPRESENTATION
I was able to experience the music specialty with Calvins class one day, and he was
enthusiastic about participating in group music experiences
which was seen by a smile on his face and his forward, focused
body language (Dichtelmiller et al., 2013, p. 31). Calvin is able to
maintain a steady beat by finger clapping with his class as a
group. In addition to being able to maintain a steady beat with his
fingers, he was also able to maintain a steady beat by swaying to
the music. Additionally, brain breaks are a huge part of the
classroom experience and Calvin loves them. When the silly
music pays, he jumps around and twists his body about to the
music with a huge smile on his face. He participates with the
entire class appropriately, not distracting other students with

Figure 6: Calvin's appropriate proximity
and participation during a brain break
disruptive behaviors and not separating himself from the group.
This appropriate behavior and expression are demonstrated by Calvin in Figure 6. By doing this,
he also meets the Kindergarten Developmental Guidelines objective of participating in creative
movement, dance, and drama (Dichtelmiller et al., 2013, p. 31)
In Mrs. Goodberrys class has a 40-minute writing time every day that usually involves a
prompt based on a read aloud or topic in the curriculum. The students are expected to draw a
picture on the prompt and write a sentence about their picture. One prompt, in particular, was
about his family, so he used a variety of colors to draw his family and his two cats. In addition to
using colors to express his ideas, he also used construction paper to make a pumpkin that
expressed his emotions at the time of the art project. The students were to configure pieces of
construction paper in the form of a face that represented how they were feeling. Calvin told me
he was feeling silly, so he pasted a large smile on the pumpkin, cut out silly looking teeth, and
drew on eyes that were looking in separate directions. His use of a variety of art materials to
explore and express his ideas and emotions, were present in these two examples (Dichtelmiller
et al., 2013, p. 31).
UNDERSTANDING AND APPRECIATION
Calvin also responds to artistic creations or events through his body language and
through drawings (Dichtelmiller et al., 2013, p. 32). In music class, the music teacher
demonstrated a chromaharp and Calvin leaned forward with a smile as she played it. The smile
on his face as they sang along to the chromaharp was another indication of the pleasure he took
in that particular musical experience. Not only does Calvin take pleasure in musical events, he
also takes pleasure in illustrations in books. He relates his feelings of appreciation about
illustrations based on his prior experiences and current interests. During free reading time, he
was able to pick out his own book to read. When asked why he chose the book he did, he said it
was because of the cat characters in the story. At this station, students are given an opportunity to
draw his or her favorite part and when he chose his favorite part, he chose to replicate an
illustration of cats. When asked why he said it is because bobcats are his favorite animal and he
has two cats at home that he loves. His response to this specific artistic creation demonstrates his
appreciation of the illustration and how it connects to him personally.
LANGUAGE DEVELOPMENT
LANGUAGE AND LITERACY
LISTENING
Listening is a strong suit of Calvins. It is easy to tell that he
gains meaning by listening (Dichtelmiller et al., 2013, p. 5).
Calvins interest is easily gauged by his body language and I had
several opportunities to observe him at the height of his
engagement. It is easy to tell when Calvin is interested in
something, because he leans forward and smiles while listening, as
exhibited in Figure 7. During circle time, students were taking turns
sharing their favorite animal. While each student went around and
Figure 7: Calvin's engaged body
language during a read aloud
shared, Calvin listened and another student had a similar favorite
animal. He responded to this student by saying Me too! and jumped in place. He was able to
bring up the information about the other students favorite animal in a conversation with me later
that day. His overall body language during read alouds and during music specialty was forward
and his eyes did not waiver from the teachers as they shared new information or books with him.
Calvin also Follows directions that involve a series of actions with effortlessness,
(Dichtelmiller et al., 2013, p. 5). At carpet time, the teacher gave instructions about what was
going to happen after they finished up on the carpet. She said, First, put your name on this
paper, then start the worksheet. After giving these directions, she went on to explain the
worksheet, the directions, and how to complete the assignment. Then, she sent students table by
table back to their seats. After everyone had gone back to their seats and started their work, she
asked who had all put their names on their papers and Calvin was one of two students who had
put their names on their paper before starting the assignment. Calvin was able to recall a two-
step direction that the teacher did not have to repeat.
SPEAKING
Calvin is able to [speak] clearly and [convey] ideas effectively with his peers and
adults (Dichtelmiller et al., 2013, p. 6). I have had many conversations with Calvin about what
he likes to do, but the most animated one was about his enjoyment of soccer. When asked about
this, he was able to recount details from his last game and discuss his favorite parts of the game.
He even mentioned that his mom, dad, and sister were watching him play. From this
conversation, I got a clear picture about his love for soccer and the reasons he loves it so much.
I hear Calvin converse with classmates at his table group often, and he follows rules for
conversation and discussion with them (Dichtelmiller et al., 2013, p. 6). He waits his turn to talk
and does not interrupt others while they tell stories. For example, he remained engaged in a story
told by a particularly elaborate friend. While she told her story, he listened and worked on his
drawing at the same time. When it was his turn, he replied with a similar experience and kept the
conversation going. In addition to this example, he also understands the classroom protocol for
discussions. When he has something to say during carpet time, he raises his hand and waits to be
called on. His patient demeanor helps him engage in discussions with friends and the class as a
whole. Unfortunately, in regards to Calvin using expanded vocabulary and language for a
variety of purposes, I did not observe him using learned vocabulary or new words in
conversation (Dichtelmiller et al., 2013, p. 6).
Calvin is, however, beginning to present knowledge and ideas with the help of morning
sharing time (Dichtelmiller et al., 2013, p. 7). In the mornings, Mrs. Goodberry gives the
students an opportunity to share an aspect about themselves in regard to a prompt such as
favorite animal or names of siblings in ones family. During this time, Calvin expresses
knowledge about himself and what he likes loud enough for the whole class to hear him. His
projection about his authentic ideas demonstrates this objective well.
READING
To assess Calvins
reading ability, I used a
literacy assessment that
addressed many areas of
literacy such as phonemic
awareness, phonological
awareness, concept or word,
concept of print and alphabet
recognition. Calvin is on Figure 8: Print concepts observations and assessment
track for print concepts because he shows some understanding of concepts of print and Shows
some understanding of the structure of text (Dichtelmiller et al., 2013, p. 7-8). Calvin mastered
one through six in the print concept assessment shown in Figure 8. He could hold a book with
correct orientation (see Figure 9), distinguish pictures from words, locate where to start reading
on a page with multiple lines of text, demonstrates the left side of book is where to start reading,
track text with finger from left to right, and turn pages one at a time from front to back. Although
he can track words from left to right, his one-to-one correspondence is not fully developed. He
will mostly track one-to-one while working with one-
syllable words (see Figure 10), but regularly gets off
track with multi-syllable words. For example, in the
poem Black Birds, Black Birds, he will have one-to-
one correspondence until he reaches the word sitting
in the first line. For the rest of the poem, he is off
because of the two syllable word. Calvin performed
perfectly on print concepts numbers eight through
eleven. After reading a sentence, he is able to supply
the word that is asked for after reading a sentence. Figure 9: Calvin's ability to hold a book correctly
Even if he does not know how to spell the word, he
will use phonics and word analysis to decode the
word (Dichtelmiller et al., 2013, p. 7). He also was
able to identify his name in the sentence Calvin is a
smart student in my class. He got excited about the
sentence and smiled after it was read aloud to him.
Calvin easily distinguished letters from numbers on a
page by saying whether it was a number or letter. He

Figure 10: Calvin's one-to-one correspondence of
told me the letter name and that numbers were one-syllable words
numbers. He did not ask to go back to any character and finished this assessment very quickly.
Finally, Calvin completed number eleven, language awareness. He repeated the sentence I like
to read. back to me without running the words together. His repetition was fluid and natural
without stuttering or forgetting the sentence.
In demonstrating phonological awareness, Calvin has fairly easy time recognizing the
alphabet (Dichtelmiller et al., 2013, p. 7). He was very confident about the majority of the letters
even if he got them wrong.
The ones he was unable to
identify were T, J, and
K. The first time through,
he asked to go back to T,
J, and K, but did not Figure 12: Letter sound identification assessment
Figure 11: Alphabet recognition assessment

know them upon second
return. Total, he knew 23 of 26 uppercase letters, as seen in skill 1 in Figure 11. When asked to
identify the lowercase letters, he was able to with less ease than the uppercase. He misidentified
h as w, l as i, t as f, and q as p, as seen in skill 2 of Figure 11. When asked if he
was sure about them he said he was certain. When asked to identify g and g, he was unable
to and said, I dont know that one for both of them. Upon second return to the g and g, he
was still unable to identify them. The different font for g threw him off, but the different fonts
for a and a did not throw him off. It is possible he recognized both a fonts better because
there is an a in his name and there is not a g in his name. Overall, Calvin was able to identify
22 of 28 lowercase letters.
Calvin
performed
worse on the
letter sounds
Figure 13 Letter sound identification assessment
identification
test. He misidentified the sound of p with the sound of d, and misidentified the sound of d
with the sound of b. He asked to go back to n, w, and g, but upon second return, he only
knew the sound of w. These responses are collected in Figure 13. Overall, he did not know the
sounds for sh, ch, th, wh, p, d, n, g, q or y and received a score of 20 of 30
letter sounds.
Calvin had a more difficult time identifying final sounds than he did beginning sounds.
At the beginning of the assessment, he started off identifying the beginning sounds because he
did not understand the directions given. I stopped the assessment and repeated the directions. He
then understood and
we started again. As
seen in Figure 14,

Figure 14: Identifying final sounds assessment
Calvin identified that
pick had an ending p sound, and that come had an ending o sound. He asked to go back
to feet and the second time around he identified the final sound correctly. Overall, Calvin
received 8 out of 10 for the final sound assessment.
In the areas mentioned above, Calvin performed well on print concepts and uppercase
alphabet recognition. The areas that were lacking were lowercase alphabet recognition, letter
sound identification (especially with blended sounds), identifying final sounds in words, and
one-to-one correspondence.
Calvin should also be able to [recount] key ideas and details from text (Dichtelmiller et
al., 2013, p. 8). I assessed this using a story retelling. I pulled him out of the classroom during a
review session on rhyming that was happening as a whole class group. Before I told him the
story of The Three Billy Goats Gruff, I asked him if he had ever heard the story before. He said
no, so his retelling assessment is not based on any prior knowledge of the story. I told him that I
was going to read him the story, retell the story for him using puppets, and that he would get to
retell the story using puppets when I was finished. Calvin listened well to the story and to the
initial retelling. While I used the puppets to retell the story, he grabbed the ones I was not using
and played with them until I asked him to use them. He was excited to get his hands on the
puppets and retell. Calvin easily retold the major events and the resolution, but left out the setting
and characters. He was able to partially mention the reaction of the characters at the end of the
story, and only reiterate the story problem fragmentarily. His total score was a nine out of fifteen,
for an overall developing retelling score. Calvin did not retell the setting and characters, so he
received a score of zero for that story element. He retold the story problem by saying They
wanted to cross the bridge. Because this does not mention the troll, or mention why they wanted
to cross the bridge, he received a one of three for the problem element. During the three
episodes, Calvin said almost exactly what was mentioned on the assessment sheet, so he received
a three of three for the sequence of major events. The resolution aspect of retelling was also
sufficient. He said, Big Billy knocks the troll off the bridge and crosses. Calvin was able to
give the detail that Big Billy knocked the troll off the bridge, so his resolution response earned a
three of three.
Finally, Calvin
mentioned only part of the
character reaction by
saying, After that, they
crossed whenever they
liked. The end. He did not
mention the grass or who
was able to cross the
bridge. Because of his
partial response, Calvin
received two of three.
Scoring information can be
found in Figure 15 and
indicates that Calvins total
score of nine out of fifteen,
shows that he is
developing his retelling

Figure 15: Story retelling assessment compilation
abilities. He was able to
understand and reiterate the story sequence, but details were lacking in his story retell.
Through this retelling, he was also able to analyze and integrate knowledge and ideas
from text, because he discussed the book read to him and described the story plot (Dichtelmiller
et al., 2013, p. 8). Describing the story shows that he retained information from the text and was
able to tell it again in his own words.

Although Calvin is excited about his emergent reading skills, he does not attempt to read
words he does not know, which keeps him from exploring text in a variety of ways and for a
variety of purposes (Dichtelmiller et al., 2013, p. 9). Unfortunately, he does demonstrate this
objective for me naturally.
WRITING
The writing block of Mrs. Goodberrys class is forty
minutes and the students are given prompts to write about.
Calvin is beginning to use writing strategies to convey
ideas, about his favorite sport and about his family
(Dichtelmiller et al., 2013, p. 9). An example of this was when
he was asked to write about his favorite thing to do. He drew a
picture of himself playing soccer and spelled out the word
soccer on the paper (see Figure 16). This also shows that he
has met the objective of using letter-like shapes, symbols,
letters and words to convey meaning (Dichtelmiller et al.,

Figure 16: Using letters to convey meaning
2013, p. 9). To him, his word soccer meant I like to play
soccer, but he was limited in his ability to write the complete sentence. During this assignment,
I walked around and give feedback to students who could use it and when seeing Calvins
backward s, I told him that it was backward and to refer to the letter list on his nametag. After
this interaction, he used feedback to add detail to writing, in this case, feedback to correctly
write each letter (Dichtelmiller et al., 2013, p. 10).
So far, there has not been opportunity to observe Calvins understanding of purposes for
writing or his ability to gather and use information for research purposes (Dichtelmiller et al.,
2013, p. 10). The curriculum has not reached this point yet, but based on Calvins writing
abilities this far, I have come to the conclusion that he will be able to meet these objectives.
IMPLICATIONS AND REFLECTION
FURTHER EXPLANATION
If I was given the opportunity to continue my studies on Calvin, I would focus on
determining Calvins ability to estimate quantity. According to the Kindergarten Developmental
Guidelines, Kindergarteners should be able to reasonably estimate because of the understanding
of number quantity (Dichtelmiller et al., 2013, p. 17). I would provide Calvin the opportunity to
guess how many items are in a jar, or allow him to move a concrete object up and down a
number line to determine if a number is closer to five or ten. By asking these questions and
prompting the use of words such as almost, between and about, I would be able to
determine if he is on track for estimating quantity for his grade level.
I would also inquire further about Calvins knowledge of resource conservation. Seeing
as he is the future generation that will grow up to participate in resource conservation, it is
important for him to have an understanding and appreciation of the Earth. To determine his
knowledge of the environment, I would engage in conversation about his experiences in the
environment, if he has outdoor areas to play in and explore near his house, or if he has visited
any local water sources. Any of these experiences would equip him with the beginning
understanding of resources Earth has to offer and provide the foundation for later understanding
of the importance of protecting natural resources.
CONTINUED GROWTH
PHYSICAL DEVELOPMENT
In promoting Calvins betterment in regard to physical development, the area of greatest
concern deals with his ability to perform self-care tasks without reminders. Although he is able
to go to the restroom on his own, and dress appropriately for the weather, he needs help
remembering to tie his shoes. This may seem unimportant to him seeing as he has the skills to tie
his shoes but rarely does. The concern is justified because untied laces can increase the
likelihood of him tripping during recess, while walking down the stairs, or even transitioning
from one activity to another in the classroom. To increase his awareness about this small, but
important issue, I would find a book or an online video describing the importance of tied laces,
so that he may take more responsibility for his personal safety.
PERSONAL AND SOCIAL DEVELOPMENT
In the area of Calvins approaches to learning, a concern I see is his overall curiosity as a
learner. He does not inquire about new topics or expand on topics being taught. This could be
because he is not confident in his competence as a learner. To increase his natural motivation to
learn, I would implement sensory stations around the classroom so he would be offered the
choice to explore and investigate new activities. According to Charlesworth, it is the adults job
to provide child-centered activities that focus away from drill and practice, so not to hinder the
development of his motivation to learn (2011, p. 97). Providing choices for Calvin would boost
his curiosity and inquiry about a variety of subjects.
COGNITIVE DEVELOPMENT
An additional domain of cognitive development I see of concern for Calvin is in his
mathematics area of determining the core of patterns. He understands the concept of patterns,
but understanding that the core is the small section of a pattern that repeats does not come as
naturally to him. To help him understand cores of patterns, I would introduce a stamp that
resembles the core of a pattern and let him explore how stamping the core over and over in line
creates a pattern. This more concrete way of demonstrating the core would give him more to
grasp than Mrs. Goodberry and I simply explaining the abstract meaning of core to him.
In scientific thinking, a subject of concern is Calvins understanding of the sun, moon,
and stars. Although his class has not reviewed this concept yet, I would provide Calvin with
experiences to learn about those aspects of space. According to the Kindergarten Developmental
Guidelines, Calvin should be able to discuss the position of the sun during different times of the
day and describe differences between the sky at night and the sky during the day (Dichtelmiller
et al., 2013, p. 25). I would introduce a concept sort about differences between daytime and
nighttime, and a non-fiction read aloud to introduce the ideas of the sun, moon, and stars.
Additionally, I would encourage Calvins parents to take him outside to observe the night sky, so
he could reflect on his observations in school during free writing time.
LANGUAGE DEVELOPMENT
The most important area of concern I see in Calvins language development is his
concept of word acquisition. In order to get him to track words better in his one-to-one
correspondence, I would give instruction in small groups about syllables. Since he gets off track
while he is reading multi-syllable words, I would make sure he knew that even though a word
has more than one syllable, it is still one word. To hone in on tracking, I would use more
engaging materials to help him track words he is reading. For example, I would let him use beads
to drop on each word so he would slow down his reading and think about the starting and the
ending sounds to decode the words. To help Calvin in the areas he is lacking, I would change the
literacy diet from 20% concept of word (COW), 20% concept about print (CAP), 20% Alphabet,
20% Phonological Awareness, and 20% writing, to 25% COW, 15% CAP, 20% Alphabet, 20%
phonological awareness, and 20% writing. Calvins literacy diet would consist majorly of
phonemic awareness and concept of word, but less importance would be placed on phonological
awareness and concepts about print because he was sufficient in those areas.
In continuing Calvins growth, I would first start off with his literacy abilities. Since
literacy encompasses reading, writing, listening, vocabulary, and many other subjects, I see the
importance of taking a couple steps back and reintroduce the alphabet and letter sounds.
Working on letters with him for five to ten minutes a day might be all the help he needs. Since he
gets the majority of letter identification, he would probably need less time focusing on letters
than on letter sounds. I would reinforce the single letter sounds and the ending letter sounds in
words in small group time for approximately ten minutes a day and start instruction on blended
letter sounds for the whole class. Calvins class has not yet started to learn blended letter sounds,
so this would be an appropriate topic to introduce as a whole group.
ASSESSMENT OF DEVELOPMENT
Development Strengths Areas of Concern Progress Regression

al Observed Observed
Domain
Physical Increased strength Remembering Recognizes Off balance
in fine and motor to perform forgetfulnes when
abilities self-case tasks s when extremely
Mature eye-hand independently addressed excited
coordination by an adult about an
Control using activity
writing utensils
Social/ Comfortable Lacks natural Relates to When not
Emotional transitioning from curiosity topics called on,
independent to through displays
group play personal signs of
Follows rules anecdotes discourage
ment and
Takes initiative in fails to

classroom chores raise his
hand for
the
duration of
the lesson
Cognitive Describing Slow to Recent No
characteristics of recognize the assessment regression
living things, core of of cores observed
shapes, and the patterns of patterns
differences Superficial shows he
between past and understanding has gained
present of space understandi
Constructing and concepts such ng of
deconstructing as the sun, cores in a
shapes moon, and more
Number sense stars. concrete
and counting way.
Quantitative Using
reasoning and use experiences
of tools to connect
to material
presented in
class
Language Uses phonics One-to-one Corrects One-to-one
analysis to decode correspondenc himself correspond
sounds in e while when ence is
unfamiliar words reading identifying continuing
Excellent ability memorized words to lack
to determine texts Takes more Inability to
onset and rime Misidentificat time to point out a
Listens to and ions in recognize specific
follows through alphabet upper and word in a
with verbal recognition lowercase sentence
instruction Ending word letters that he
Uses experiences sounds behind Takes more recently
to communicate when time read
ideas effectively compared to sounding
ability in out words to
beginning determine
word sounds. both
beginning
and ending
word sounds
PERSONAL IMPACT
This practicum experience studying Calvin has impacted me through more gain than a
textbook or lecture ever could. Throughout my study of Calvin, I learned about his abilities
academically and how they relate to developmental guidelines for his age. More importantly,
however, Calvin taught me that personal connection to children in the classroom should be a
highlighted part of teaching them. Learning that the connection between students and teachers
makes for an exceptionally better understanding of a childs development is by far the most
meaningful part of this study. While building my personal connection with him, I was able to
learn his academic abilities and areas of concern through conversations and observations. Before
studying Calvin, I did not realize there could be so many conclusions made about a childs
development by just listening to what he or she has to say and watching their behavior. I will use
the information gained about Calvins development to guide my ability to monitor the progress
of students in my future professional experiences. Overall, from this study, it is clear that
children have the ability to grow profoundly in short periods of time and expand their
understandings of a variety of subjects. This experience has made me truly excited to explore the
ways children develop and learn at all ages so that I can provide them with an exceptional quality
of education.
EXECUTIVE SUMMARY
To the parents of Calvin,

I would like to thank you and express my deepest appreciation to you for allowing me to
study Calvin. The observations and conversations I had with Calvin allowed me to deepen my
understanding of Kindergarten development in my preparation of becoming a teacher. I have
been able to experience my textbook understanding of young children manifest itself in real life
while studying Calvins development.
Calvin is an extremely well-mannered and fun young boy to work with. He is an
excellent student who listens actively, displays strong competency in following directions, and
contributes to the exciting tone of the classroom by participating in whole-group discussions. His
ability to engage in the classroom community by taking initiative in helping others and
completing classroom chores is endearing and a nice change of pace.
Based on my study, Calvin is on target in his academics through his advanced
understanding of geometrical concepts, number sense, and the differences in past and present.
Not only does he display extreme promise in the areas of mathematics and social studies, he also
is able to convey experiences, passions, and familiar people with excited speech and story
retelling. These areas will help him in continuing his academic growth throughout and beyond
his school-age years.
An area that I have seen growth in, is in Calvins phonological awareness. His ability to
hear beginning and ending sounds in unfamiliar words is promising. From the beginning of this
study in August to the end in late November, I have witnessed his concept of word improve and I
have no doubt that with more encouragement and practice that he will soar in this area just as he
has other areas. Calvin shows great promise and is bound for an exciting academic journey!
Thank you again for allowing me the exceptional opportunity of studying your son these
past two and a half months. It has enhanced my academic understanding of child development
and is, without a doubt, the most exciting and beneficial experience of my college career.
Sincerely,
Bailey Dismore
References
Charlesworth, R. (2011). Understanding child development: 8th edition. Belmont, CA:
Wadsworth, Cengage Learning.
Dichtelmiller, M.L., Jablon, J.R., Marsden, D.B., Meisels, S.J. (2013). Kindergarten
developmental guidelines: 5th edition. Bloomington: Pearson.
Literacy Resources, Inc. (2014). Phonemic awareness skills assessment: Kindergarten [Skills
assessment]. Retrieved from
https://www.literacyresourcesinc.com/assets/1/7/Kindergarten_PA_Assessments.July_20
14.pdf
National Association for the Education of Young Children. (2009). Developmentally appropriate
practice in early childhood programs serving children from birth through age 8. Position
statement.
United States Census Bureau. (2016). Quickfacts: Waynesboro city, virginia (county). Retrieved
from
https://www.census.gov/quickfacts/fact/table/waynesborocityvirginiacounty/RHI225216#
viewtop
Virginia Department of Education (2017). William perry elementary school quality profile (data
file). Retrieved from http://schoolquality.virginia.gov/schools/william-perry-elementary
Virginia Department of Education. (2009). Mathematics standards of learning curriculum
framework 2009. 1-26. [PDF]. Retrieved from

http://www.doe.virginia.gov/testing/sol/frameworks/mathematics_framewks/2009/frame
wk_mathk.pdf
Appendix A
Handwritten notes based on observation of Calvin
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Handwritten notes based on conversation with Calvin

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CALVIN: ONE CHILD CONTINUALLY IMPROVING 1

Calvin: One Child Continually Improving

James Madison University

invested in the well-being of the childs development I studied.

Field experience is of upmost importance in the teaching profession, so focusing on a

strong, aware, and able future teacher.

dynamic or individual student backgrounds during my first day in practicum, I graciously

with others and his completed class assignments.

I was given the opportunity to be in Mrs. Goodberrys Kindergarten classroom at William

According to the Virginia Department of Education, William Perry Elementary School is

become unengaged after participating in academics for such a long time.

BACKGROUND, DATA AND INTERPRETATIONS

CHILD AND FAMILY SYSTEM

these items are more expensive than junk food items.

PHYSICAL AND MOTOR DEVELOPMENT

HEALTH AND NUTRITION

GROSS MOTOR DEVELOPMENT

asked the students to freeze in the middle of a phrase and then to

continue dancing when the music started up again. Calvin was

playing again. The sudden stop and start of his motions

ability to maintain balance when he froze in any position.

Calvin also is able to coordinate increasingly complex

movement patterns to perform tasks (Dichtelmiller et al., 2013,

p. 33). Calvin is able to climb to the top of a play structure that

resembles a rock climbing wall with holes instead of rocks. He

has the strength and coordination to hoist himself up with his

maintaining full balance and control. He is able to use his upper

jump and spin and fails to lose control.

FINE MOTOR DEVELOPMENT

According to Dichtelmiller et al., Kindergarteners should be able to use increased

SELF CARE, HEALTH, AND SAFETY

As an ever increasingly independent five-year-old, Calvin is learning self-care tasks and

adult who offers to re-tie them for him.

EMOTIONAL AND SOCIAL DEVELOPMENT AND MORAL AND ETHICAL

PERSONAL AND SOCIAL DEVELOPMENT

Calvin demonstrates self-confidence while playing on the playground (Dichtelmiller et

solitary or associative play and takes initiative in classroom chores.

Calvin demonstrates meeting the Kindergarten Developmental Guidelines objective of

that he forgot and makes his choice.

five-year-olds might be.

Calvin Shows eagerness and curiosity as a learner, by participating in whole group

responds I dont know, shrugs his shoulders and moves on.

an assessment, he was thrilled. This is an example of how he is intrinsically motivated to do well

but still responds to extrinsic rewards.

In my assessment, I witnessed Calvin approach a task with flexibility and inventiveness

INTERACTION WITH OTHERS

teachers, other classroom teachers, and custodians.

others and demonstrate empathy, as defined by the Kindergarten Developmental Guidelines

strategies to resolve conflicts, as instructed by an adult (Dichtelmiller et al., 2013, p. 4).

by an adult to resolve a conflict he was facing.

peers (2009, p. 13).

others, it can be concluded that he is a mild-mannered child. He can be defined as an easy, or

PROCESSES AND PRACTICES

be able to continue counting from that point forward.

not been discussed in class prior. Although

he understands what a pattern is and how it

repeats, when asked for the core of his

AABBAABBAABB instead of AABB.

He needed some assistance understanding

the core of his pattern and simpler ones,

which leads me to believe he is on the right

path to solidifying his understanding of