Assessment Portfolio 1 First and foremost, confidentiality will be maintained throughout this assignment, thus the student discussed

throughout this paper will be referred to as Sally. The Interest/Attitude Interview yielded a great deal of relevant information about the subject of the assessment. Sally is ten years old and in the fifth grade at Millstone River Elementary School. Sally lives at home with her two parents and younger brother. While at home, Sally participates in many of the household chores, such as dusting the house and folding the laundry. In addition, Sally emphasizes the importance her and her parents place on education. For example, Sally is required each night to finish her homework before she can play. Also, Sally is not permitted to have a television in her room and her parents closely monitor the amount of television that their children watch. Sally does not express any dislike for her parent’s rules. Instead, she prefers reading her books to watching television. Lastly, while at home Sally participates in several extra-curricular activities. For example, Sally participates in several dance classes after school, as well as being a member of the Girl Scouts organization. Sally expresses that she thoroughly enjoys school. She reports that her favorite subject is Language Arts, and her least favorite is Social Studies. Through observations, it is apparent that Sally is a very diligent and active student who socializes very well with others. Although Sally is a very hard-working student, it is apparent that she lacks organizational skills. Furthermore, Sally has a difficult time finding her materials when searching through her disorganized and cluttered desk. In summation, Sally appears to enjoy her time in school, and her grades validate that she is a strong student.

Assessment Portfolio 2 On October 20th, 2011, Sally participated in an informal reading conference. During this time, Sally was asked to read aloud from the book, Babymouse Puppy Love by Holm and Holm. Sally reported that she selected this book as her independent reading book because it was fun, relaxing, had an attractive cover, was part of a series, and was easy for her to read. At this time, Sally demonstrated her ability to read aloud with expression, accuracy, and understanding. When asked about her strengths, Sally stated that she was a very fluent reader. For example, Sally replied, “My strengths are reading with expression, such as when reading onomatopoeia, because if you don’t read it right you understand it.” In contrast, Sally also claimed that she should work on increasing the amount of books that she reads. On October 20th, 2011, Sally was administered a Developmental Reading Assessment (DRA). At this time, she read independently at level Q, Instructionally at level R, and with frustration at level S. First, Sally was administered a level Q DRA, at which time she read rapidly, had a small amount of self-corrected miscues, and was able to thoroughly comprehend the material. After reading at this level, Sally correctly noted that the material was far too easy for her. While reading her appropriate instructional level, Sally demonstrated a strong ability to comprehend the material by providing a great deal of detail while answering the content related questions. While answering the abovementioned questions Sally did not consult the text to reaffirm her thinking, instead it was apparent that she able to understand, as well as provide explanation, for the main details of the story. When asked to read

Assessment Portfolio 3 the beginning portion of the S level text aloud, Sally’s reading rate slowed, her fluency decreased, and the number of miscues she made increased significantly. The last form of assessment administered to Sally was a Ganske Word Study Evaluation performed by her teacher on September 21st, 2011. The Word Study Evaluation demonstrated that Sally was spelling at a Derivational Constancy (DC) level, thus Sally is making the transition into becoming a conventional speller. The DC spelling level encompasses many low frequency words, such as hymn, permissive, condemn, and impression. This level proved to be quite difficult for her, as she did not attain a very high score (Score: 9). Consequently, she was placed at the DC level because the previous, Syllable Juncture (SJ) level was far too easy for her (score: 21). In addition, a majority of the suffixes at the DC level were spelled correctly, thus demonstrating that she is a strong speller at this level. Throughout a period of time, Sally was asked to write a personal narrative in which she was asked to “zoom” in on small moments, also referred to as a small “seed” idea as opposed to an entire “watermelon” event, as well as use examples of strong verbs and sensory writing throughout. Sally chose to write a story about her seventh birthday party in which she and a group of her friends went to a pizza parlor and made their own individual pizzas. Sally was not happy about the “square” pizza she accidentally made, but finished the story with a lesson she learned: “never get mad at pizza. You will regret it. Because pizza always has a dreamy taste.” Sally created three drafts of her narrative before she decided it was fit for submission. In terms of content, Sally displayed a great deal of creative writing abilities. For example, Sally used examples of onomatopoeia, strong verbs, and sensory writing.

Assessment Portfolio 4 In addition, Sally was also able to correctly follow the requirements of the assignment. Specifically, Sally “zoomed” in on her small “seed” idea, and remained focused on it throughout the entire story. Also, she used appropriate sequencing of events while expressing creativity by using a strong and interesting lead and conclusion. This assessment demonstrated Sally’s strong abilities in writing, following directions, and creativity. In terms of mechanics, Sally expresses a bit of difficulty using appropriate grammar. For example, in Sally’s final draft of her narrative she sometimes forgot punctuation when necessary. Overall, Sally demonstrated that she is a very strong writer who can employ accurate mechanics, detail, and sequencing while following the parameters of the assignment. In conclusion, after conducting and evaluating a handful of informal assessments, it is evident that Sally’s strengths as a reader are comprehension, ease, and fluency. In addition, another strength Sally posses as a reader is that she thoroughly enjoys to read. She has the most difficulty reading with accuracy and, from my observations, independently choosing books that are within her appropriate reading level. For example, the independent reading book that she decided to read from during the informal reading conference was significantly below her reading level. Although, Sally did seem to independently address this problem, and expressed that she chooses books that are much easier for her when she would like to “relax” and simply enjoy a good book. Therefore, I do not believe Sally’s difficulty with choosing “just right” books is a concern since she identified the problem herself, but as a plan for action, she should most definitely be encouraged to read more books that are appropriate for her particular reading level. Finding a

Assessment Portfolio 5 book that relates to her interests, such as dance, and suggesting that she would enjoy reading it can accomplish the goal of encouraging Sally to independently choose books at her level. In addition, since Sally displays a great deal of fluency while reading, but seems to make several self-corrected miscues, she should be encouraged to read a bit slower through a guided reading lesson. The abovementioned idea is emphasized by Fountas and Pinnell in the following quote, “Fluency requires readers to use language systems; it is not necessarily ‘fast,’ although it should move along at a good pace” (491). Secondly, Sally’s strengths as a writer are her ability to be creative, implement various strategies learned in class, and adhere to a rubric. She expresses the most difficulty in her incorrect usage of grammar and spelling. Typically, Sally uses the correct punctuation and spelling, but at times, throughout her final draft, she made a few grammatical errors that could be addressed through a writing conference, peer edit, lesson on paying more attention to detail, and a general grammar lesson that emphasizes common mistakes made in the class. Lastly, to further develop her skills in the language arts, Sally should be encouraged to read and write more frequently and this will ultimately improve the areas in which she experiences trouble.

Assessment Portfolio 6