Literacy Assessment Portfolio

Courtney Meeker 

November 19th, 2020

EDTE 500 

Instructor: Jodi Latremouille

Vancouver Island University 

 Table of Contents

Content                                                                                     

Overview of A.                                                                                 

A’s reading interest questions

A’s reading Interest/Attitude survey 

A’s reading screener

A’s assessment record + Analysis

A’s Assessment Summary 

A’s Reading Behaviour + Analysis

A’s Writing Survey Questions             

A’s writing samples 1-3

A’s quick scale 

A’s writing scoring guide 

A’s Learning + Teaching Plan 

Next Steps 
 Overview of A 

A is in the third grade at Springwood Elementary. A was very excited and eager to work with

me. A completed the grade 3 reading screener which focusing on nonsense words and the

reading lists. I began by asking A a few questions from the reading and writing surveys to allow

A to become more comfortable with me before diving into the reading screener. A was very

comfortable with sounding out the nonsense words and decoding the vowels. I was able to get a

few writing samples from A when we were working together, it was shown that A worked hard

on her writing but still needs goals with punctuation and spelling. A had a very positive attitude

towards reading and writing and is excited to continue learning throughout the year. The strength

of A is her ability to stop and sound out words, using her finger to either stop at each letter or

help the flow of the story. A stretch for A is comprehension and flow but with some

opportunities and practice, A will gain more confidence. 

A’s Reading Interests questions/Attitude Survey

1. What types of books do you enjoy reading? 

 I like dog man, because there are different series and easy to read. 

2. Do you like it when someone reads aloud to you? Why or why not? 

 I like it when someone reads to me because it calms me down and I understand

the book better. 

3. When you are reading what do you do when you come to a word you don’t know how to

read? 

 When I don’t know a word I sound it out or skip it. 

Reading Attitude Survey

Reading Interest Survey 
From doing this survey with A, she showed a large interest in reading. With very minimal things

under the not yet column. 

NLPS Reading Screener

On this sheet there are just some brief quick notes I had taken before and during the reader

screener. 
Here A showed significant knowledge and understanding of this section identifying the nonsense

words. A still needs some more improvement identifying and decoding the complex vowel

patterns. But as her comprehension improves that will benefit her in learning those complex

patterns.  
With having a good portion of time with A, I decided to start with the grade 1 sight words and

move up from there. A has shown that she does know the majority of these words, and a few of

them she either did not know, or visual read the word wrong. 

Reading Record 
 Analysis of Reading Record

A was very quick to start reading and decoding certain words. Her ability to sound and

decode was noticed at a very high level right from the start. However, when we continued on

with the book, A began to take guesses on certain words she didn’t know and began getting

distracted very easily. Although there were some distractions, A began to notice that there were

words that were the same throughout the book, she quickly realized this strategy and started

looking out for these words. A’s comprehension is still quite weak, but for this A needs some

more practice and a book that is at her level and she will be able to pick up more comprehension

very quickly. One thing about A is that she is very determined to read and wants to learn all that

she can.   

Assessment Record 
 Reading Behaviour and Reading Record Analysis

During my time with A, some of the reading behaviours I had noticed were, she is very

good at using her finger to help guide her through her reading, not moving her finger ahead of

herself. Her self correcting strategies were very strong when reading most of her self corrections

lie under the meaning and visual sections. She is also very strong at sounding the letters out and

putting them as one to make the word. A’s fluency is at the meeting stage as her comprehension

is not quite as strong yet. So with this, I only asked A, one question when retelling me the story.

While retelling me the story A was able to use a few supporting details, while her level of

understanding was very limited or some. 

    A got around a 93% accuracy rate shown while reading, with this A has shown that she

is well on her way to achieving the goal of reading. With continuing to stop, sound out, and

decode words her fluency and comprehension will be right behind her. For fluency, A must

begin with learning her punctuations, phrasing and tone that she uses in her voice. 

The next steps for A would be to find a book she likes, but at the right reading level for

her. If A can find a book like this, then bringing it home and sharing it with her parents/guardians

would be so beneficial in her learning. A stated that she likes reading comic books, I think it is

important for A to continue reading these as well, maybe at home, to help build up her

comprehension. And as always with more practice and guidance A will gain more confidence in

herself, and begin exploring various ways of reading. 

Writing Survey Questions 

1. Do you like to write? Why or why not? 

  Yes, because I like to think about my stuffies and toy and make a story 

2. Do you like to share your writing? Why or why not? 

 Sometimes no and sometimes yes. No because they don’t make sense to other

people it just makes sense to me. And yes because sometimes I want some help

thinking of other ideas to write. 

3. What do you think is hard about writing? Why? 

 Big letter, small letter (capitalization), and period, question marks. 

Writing Sample #1 

^ I am thankful for. I like how I get to spend time with dad and Shayla.^

A’s answer is very vague, but makes the connection to personal feelings. 

Writing Sample #2 

^ For christmas I want. Lol dolls and lego and stuffies and pearler beads and board games.^

A has shown she has sounded out the words that she didn’t know and wrote down each letter that

she heard when trying to decode. 

Writing Sample

#3 
   ^ One thing I did this weekend was. Me and Nikki played horses. Nikkie came over for a little
bit. ^   
             

A has begun providing more details and ideas into her writing sample, next step is adding some

more descriptive ideas and correct punctuation                               

Quick Scale Writing Sample 

The quick scale has shown that A is in  meeting expectations for her reading, while in, not yet

within meeting in just a couple aspects. Again, once A’s comprehension is larger these elements

will be worked on. 

Writing Score Guide

 A’s Learning/Teaching Plan 

Strengths: 

Reading: 
 Self- corrects errors
 Sounding out letters 
 Decoding words
Writing: 
 Has lots of ideas to write about 
 Spelling most words
 Neat printing 

Stretches:
 
Reading: 
 Comprehension 
 Fluency 
Writing: 
 Lack of detail 
 Punctuations and expression

4 Priorities and Next Steps: 

1. Find a “good-fit” book

 Next Step: The teacher will have an idea of the level of books appropriate for A to

start at. Allowing A to take those books home to read to parents/ guardians to gain

more confidence. 

2. Begin working in punctuation and expression to writing 

 Next Step: At the beginning of the week give A one of the elements of

punctuation to focus on for the week. (E.g. period, comma, exclamation mark,

question mark). This will help A to practice using one of these all week to really

gain an understanding of where/how to place it in her sentence       

3. Focus on fluency 
  Next Step: Once A has found the right selection for a book, she will be able to

begin reading more fluently as she becomes more familiar with words and her

vocabulary grows.

4. Learn how to properly form a paragraph or short entry in a journal 

 Next Step: With A’s writing sample being very brief, it is important for A to

begin looking at how to organize her thinking in a way that makes sense to

everyone, not just her. For A, having a writing prompt and then being able to

brainstorm some ideas before writing would be very beneficial for further

organization and sequencing.