As the documented assessment of children becomes a taken-for-granted function of "what teachers do", concerns are rightly raised about the time involved and the usefulness of this to enhance learning and teaching. This article draws on data collected as part of the development of "Kei Tua o te Pae, Assessment for Learning: Early Childhood Exemplars" (Ministry of Education, 2004), a New Zealand resource designed to engage teachers in reflection about assessment practices within the framework of "Te Whariki". It tells the story--the author's story--of the ways in which documented assessment, using techniques more associated with storytelling than with observation, invites participation of children, families and teachers and thereby becomes the means through which a community of literacy-learners and participants is developed. It is argued that, given the increasing pressure on centres to provide for literacy, documented assessments offer many possibilities for not just describing but also constructing literacy learning in meaningful contexts.