I'd also take a slightly different note than most of the chorus here -- not of *fear* -- what you're describing is within developmental norms for the population at large -- but I'd step up my vigilance a notch.
In particular, I'd start informally checking -- through read alouds, games in the car, messing around in the kitchen -- with her *oral* pre-literary skills. Reading a familiar rhyming book like Cat in the Hat, can she (orally) work out what rhyming word will fill the sentence?
Can she "hear" the word pattern of cat / bat / mat / rat / "something that goes on my head is _____" ?
Can she "hear" the initial sound pattern of Fat / Far / Frog / Fin / "something I hold in my hand and use to eat my food is _____" ?
(and eventually -- this is substantially harder -- the ending sound pattern of piN / faN / teN / "not boy but a grown up _____" ?
And I'd also flood her with opportunities to do *any activity at all* that entails holding a pencil or marker or pen in her hand -- drawing, coloring, tracing, so she has opportunities to develop motor coordination.
She may well be fine -- an off day, or a bit dreamier than your other kids and a bit slower to pick up preK skills, or relatively stronger in other (maybe gross motor, it sounds like?) skills.
If she has trouble with the oral pre-reading skills, and/or avoids all real-implement pre-writing over long intervals of time (as opposed to a one-off in a doctor's office)... that is a red flag for reading and writing.
(I'm certified in special ed; and also have two daughters who were early & voracious readers with a dyslexic son in between. It is a hard row to hoe, to be a kid with reading problems plonked in a family of advanced and early readers. He;s 19 now and he got there, but it took *intensive* intervention and -- this is so critical -- the earlier issues are uncovered and intensively addressed, the better the outcomes.)
You're a good mom to take this seriously.