Literacy Portfolio

Jamie Isnor
EDTE 500
October 17, 2019

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 Table of Contents

Page 1 Title
Page 2 Table of Contents
Page 3 Student 1 – Overview
Page 4 Student 1- Running Record
Page 5 Student 1- Concepts of Print
Page 6-8 Student 1- Primary Screener (analysis and
documents)
Page 8 Student 1 Learning Plan
Page 9 Next Steps

Page 10 Student 2- Overview and Reading Record

Page 11 Student 2- Concepts of Print
Page 12 -16 Student 2- Primary Screener (analysis and
documents)
Page 16-17 Student 2- Learning Plan and Next Steps

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Student 1
Overview
Student 1 is in grade 2 this year. This student enjoyed learning to read. This student was always
excited and happy when it was our time to read together. The student liked when adults read
to them. This student had a solid understanding of the different concepts of print and enjoyed
the book we read together during their reading record. The student read with fluency and
made a few errors of inserting additional words and substituting different words for the ones in
the text .During my interactions with this particular student I noticed some specific things that
happened during the primary screener that I thought were interesting. While participating in
the primary screener, the student acted quite silly and wanted to engage in off topic
conversations with me about what they liked to do with their friends at recess and TV shows
they like to watch; I am not sure if that was their way of deflecting because they found the
situation stressful or challenging for them. As I mentioned previously the student was always
enthusiastic and positive throughout my reading visits with them, the student never voiced that
they found reading hard or that they did not enjoy the experience.

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Running Record
Student 1 at first wanted me to read the story to
them, they told me that they could not read and
that they did not know how. After some
encouragement from me the student decided to try
to read by themselves. The student asked if I would
use my finger to point to each word for them, they
said that they preferred it better when I did it for
them. The student read quite fluently with few
errors (5 in total). On page 7 the student inserted
the word “lunch” on the end of the sentence, which
I interpreted as a meaning error because the image
showed the boy eating his sandwich. One page 11
the student again inserted an additional word, this
time it was “water” at the end of the sentence. I
interpreted this error as a meaning error because
the corresponding image was the boy drinking out
of the water fountain. This similar style of meaning
error happened again on page 13 with “on the
playground” at the end of the sentence. Towards
the end of the reading the student began using
substitutions. On line 15 the student replaced
“climbing” with “going up the stairs”. On line 17 the
student replaced “sliding” with “going down the
slide”. My analysis of both of these substitutions
were again meaning errors. The student looked at
the corresponding images with the words they
could not read and made meaning that way. My
overall impression of this student’s running record
was that student began to recognize the repetitive
pattern of the book and then when a unknown
word came up the student would either insert an
additional word or substitute the unknown word
with one that made sense by looking at the picture.

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Concepts of Print

This student had a solid understanding of the

different concepts of print. The student was able
to point to several different words in the book to
show me the beginning and ending letters of
those words. I think this student has an
understanding that print conveys meaning.
Before the student read their running record
book to me, they were able to go through the
book and tell me a story with just the pictures
that made sense and related to the text well.

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Primary Screener
As I mentioned previously Student 1 did not fully participate in the primary screener. I am not
sure if it was because they did not understand the way I delivered the instructions of the
certain sections or if they were looking for a way to deflect because they felt uncomfortable or
not confidant in this situation. The student did not read any of the Grade 2 sight words on their
list. The student read every word as “hi”, “hello” or “goodbye” and would laugh and smile while
doing so. I wrote my observations about this particular activity on the recording sheet. I
thought that maybe the child behaved this way because they found the words too challenging,
so I did the grade 1 as well as the kindergarten sight word lists with them. The student had
more success with these words but still continued to display some of the silly behaviours. I
wonder if it was because I was a new adult in a new situation with this child; that the child
participated in the activity differently with their classroom teacher. We then moved onto the
phonological awareness section of the screener. The student did not participate in the medial
substitution portion of the activity and asked me if we could do the next section of the booklet
instead, for the medial phoneme section the student told me definitions of the words instead of
the middle sound of the word. I wrote all of my observations on the corresponding sheets for
the teachers to look at. The student was able to identify some of the consonant and vowel
sounds in CVC word list. I also did a letter ID with this student, because I could sense they were
getting a bit frustrated; the student was very successful with the letter ID recognizing almost all
of the upper- and lower-case letters and their sounds.

Key Points
- Positive attitude towards learning to read
- Solid understanding of the different concepts of print
- Disengaged in certain activities in the primary screener (sight words and phonemes
particularly)

 Writing sample was unavailable for this student *

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 This is the
corresponding
sheet for the
Grade
We then2 sight
tried some sight
word list. My
words from the kindergarten
notes say “was
and grade notThe student
1 list.
really
had more success with these
participating.
words (4/13) for Kindergarten
Reading
words andevery (6/25) for grade 1
word as “hi”,
words. My notes say, “tried
“bye”
words or from
“hello”grade 1 and
not sure if they
kinder lists- read many of
didn’t
themunderstand
as “hi”, “hello” or “bye”
activity or did not
want to engage”

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Student 1 Learning Plan
Strengths
-Can identify parts of a book
-Can tell a story with pictures that makes sense
-Reads left to right
-Recognizes upper case and lower-case letters and their sounds
Stretches
Priority 1-more engagement in text
Priority 2 -sight word recognition
Priority 3 -phoneme recognition
Priority 4 -substituting words when reading- avoiding changing a word in the text to another
word that means the same thing (example- “going up the stairs” instead of “climbing”)

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Next Steps
Building Engagement with Text:
Resource: The Reading Strategies Book by Jennifer Serravallo
Activity 1.1 Be an Explorer Who Finds Treasure in Books- Page 24

Sight Words
-having everyday exposure and opportunities to practice engaging with these words
-write the room
-have list of sight words the class is working on that week on the door to outside and have child
touch and read each one before the go out for recess each day
-work using manipulatives (fridge magnets to build sight words, bingo dabbers to dab each the
certain sight word on the sheet, using letters stamps to stamp out the words)

Phonemes:
Resource: Phonological and Phoneme Awareness Intervention Binder- Clever Classroom
Teachers Pay Teachers (VIU Learn)
Page 30-31 Phoneme Isolation
Page 32 Phoneme Blending

Word Substitution:
Resource: The Reading Strategies Book by Jennifer Serravallo
Activity 3.10 Juggle All Three Balls- Page 89

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Student 2
Overview
Student 2 is in grade 1 this year. The student had a positive attitude towards reading and was
excited when it was our time to read together; enjoyed the one on one time with an adult. The
student was very confidant and proud to show me what they already knew and what they could
do all by themselves in regard to reading. Student 2 can easily recognize almost all of the upper-
and lower-case letters and the sounds the letters make. Student had a solid understanding of
the initial and ending sounds of words in the phonological awareness section of the primary
screener. Student could identify most of the different concepts of print and understood that
print conveys meaning. The student read with fluency and could tell a story with pictures that
made sense with the corresponding text. There were times where the student would look to
me for guidance when coming across words that they were unfamiliar with, sometimes needed
me to tell them what the word was.

Reading Record Student 2 read the passage quite fluently

and enthusiastically with little errors (5 in
total). The student liked when I used my
finger to point to each word for them, as
opposed to their own finger. On lines 3, 5
and 7 the student looked to me to give
them assistance with reading the unknown
words at the end of the sentence (reading-
line 3, painting- line 5 and singing for line 7).
I prompted the student to try for
themselves and then after a few seconds of
wait time I would tell the student to word.
The student would then explain to me that
they haven’t learned that word in grade 1
yet. On lines 13 and 17 the student
substituted the text for a different word. On
line 13 the student replaced the word
“running” for “playing” . On line 17 the
student replaced the word “sliding” for the
phrase “going down the slide”. My analysis
of these two particular errors were meaning
errors. The student looked to the
corresponding pictures for clues to what the
unknown words could mean and made
meaning that way. My interpretation of
student 2’s record was that the student
began to understand the repetition of the
way the book was written and once they
figured out the pattern, they would
substitute the words they were unfamiliar
10 with by looking to the visuals for clues
Concepts of Print

This student has a solid understanding

of the different concepts of print. The
student was able to flip through
different parts of a book and show me
the first and last letters of different
words and was excited to show me the
different words on the page that they
could identify. I believe that this
student understands that print conveys
meaning; before we read together the
student was able to tell me a story that
made sense with the text through the
pictures. The student was unclear
about different types of punctuation,
but again reminded me that they have
not learned that in grade 1 yet.

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Primary Screener
Student 2 was very eager to participate in the primary screener activity. As I mentioned
previously this particular student was proud and excited to show me what they knew and could
do independently. Student 2 was successful in identifying almost all of the upper-case letters as
well as identifying the letter sounds of both the upper-case and lower-case letters. The
identification of some of the lower case letters I think were difficult for the student (student
would get letters “b” and “d” confused).We attempted the sight word list for grade 1 but the
student seemed to be getting a bit discouraged because they were unsure of some of the
words. We then moved onto the kindergarten fry word list where the student was able to
confidently identify almost all of the words. The student had a solid understanding of phoneme
blending as well as initial and final sound isolation in the screener (was able to identify all of the
sounds correctly). The student had a bit of difficulty with the syllable blending portion of the
screener. The student was able to recognize that “s and h” together make the “shh” sound;
however, for the other combinations the student was unsure and told me that “they haven’t
learned that one yet”. Overall the student was enthusiastic to participate in all components of
the screener and if was unsure of any of the activities always told me that they have not
learned about that yet. It was my assumption that the student would say this to justify why
they were not able to tell me the answer by themselves.

Key Points
-Confidant and positive attitude towards learning to read
-Solid understanding of many components of the primary screener (much of the letter ID,
phoneme blending, initial and final sound isolation)
-Additional support with sight words and syllable blending would benefit this student
-Justified to me when unsure about a certain word or activity (“ I haven’t learned that yet)

*Reading sample was unavailable for this student*

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 Student first attempted some of the fry
words for grade 1, after a few attempts we
moved on to kindergarten words. Beside the
grade 1 word attempts my notes say the
student’s response of “don’t know that
one” as well as “don’t know”. The student
had more success with the kindergarten
words (identified 8/14)

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 Student was able to identify the letter
names of the initial sound isolation,
however during the final sound portion
the student was able to identify the
sounds (4/5)

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 Student was very successful in this
portion of the screener. Student
could identify each word correctly
in the phoneme blending section.
In the segmentation section the
student was able to correctly
identify 11 of the 17 sounds

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 Student was able to identify that
together letters “s” an “h” makes a
“shh” sound. For many of the other
combinations the student would
respond with “haven’t learned that
one” or “I don’t know”

Student 2 Learning Plan

Strengths
-Can identify the different concepts of print
-Reads with fluency and can tell a story with pictures that makes sense with the corresponding
text
-Strong understanding of phoneme blending (can tell if a word is cut up and you squish the
letter sounds together what word it is)
-Initial and final sound isolation (understanding of that concept is strong)
Stretches
Priority 1- sight word recognition
Priority 2 -syllable blending
Priority 3 -substituting words – avoiding changing a word in the text to another word that
means the same thing (example “playing” instead of “running”)
Priority 4- more confidence in reading ability (student was very confident in what they knew
they could do; however often looked to me for help if they came across a word they didn’t
know or would justify why they did not know it themselves)

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Next Steps
Sight Word Recognition
-Having everyday exposures and opportunities to practice engaging with sight words
Activities such as:
-write the room
-having words written on cards and having them taped to the doors to go outside. When
students enter and exit the door have them touch each word and say them before they come
inside or go outside
-using manipulatives (using letter stamps to stamp out the word, using bingo dabbers to dab
the selected word out of a list of different words, using magnet letters with cookie sheets, using
letter beads and twine to make bracelets with the different sight words)

Syllable Blending
Resource: The Reading Strategies Book by Jennifer Serravallo
Activity 3.12 Group Letters That Make Sounds Together

Substituting Words
Resource: The Reading Strategies Book by Jennifer Serravallo
Activity 3.10 Juggle All Three Balls

Gaining Confidence in Reading Ability

Resource: The Reading Strategies Book by Jennifer Serravallo
Activity 1.14 If You Don’t Know, Guess

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