Child Study Language Arts Assessment Portfolio LAE4414- Language Arts for Pre-K/Primary Education Professor Cross St. Petersburg College Shy Taber

Goals The primary goal of this Language Arts assessment is to display and showcase the students accomplishments, skills, assets, and attributes related to the Language Arts. The end goal of this Language Arts assessment is to evaluate any weaknesses related to Emergent Literacy skills.

Introduction Eric is one of a set of triplets. He was born on January 1, He was born premature at 31 weeks. He weighed 2lbs. 9 oz. and was in the NICU for six weeks. Eric lives in a household with his mother, father, six year old brother, and his twin sister and brother. To date, Eric is a perfectly thriving little boy. He is on target for all age appropriate developmental milestones.

V. Emergent Literacy Standards: Reading & Writing Reading A. Emergent Reading 1.Shows Motivation for Reading B. Child uses books and other written materials appropriately. A. Emergent Reading 3. Shows alphabetic knowledge B. Child names most letters (e.g., when shown a letter, can accurately say its name). A. Emergent Reading 3. Shows alphabetic knowledge C. Child names some letter sounds (e.g., when shown a letter, can accurately say the sound the letter makes). A. Emergent Reading 4. Shows understanding of text read aloud A. Child retells or reenacts story after it is read aloud. A. Emergent Reading 4. Shows understanding of text read aloud B. Child asks and answers appropriate questions about the story (e.g., “What just happened? “What might happen next?” “What would happen if…?” “What was so silly about…?”

Evaluative and Diagnostic Measures For Reading V.A.1.B. Method for Assessment: -Soft: Photograph -Hard: Creative Curriculum Measurable Skill: Shows motivation for reading and uses books and other written materials appropriately. Detailed and Descriptive Procedure: During outside time, a blanket and books were laid out for children to look at. Eric came over and started looking at the books with the other children. He held book correctly and turned pages correctly. Educational Goal: To imitate the act of reading in play. V.A.1.B. Motivation to read (11/21/2010) V.A.3.B. Shows alphabetic knowledge (10/26/2010) V.A.3.B. Method for Assessment: -Soft: Checklist -Hard: Creative Curriculum Measurable Skill: Shows alphabetic knowledge and child can names most letters. Detailed and Descriptive Procedure: During center time, Eric finds the matching upper and lowercase letters (Rr,Ss,Tt,Bb,Cc,Nn) Educational Goal: Uses letters that represent sounds in writing words.

Evaluative and Diagnostic Measures For Reading, cont. V.A.3.C. Method for Assessment: Interview -Soft: Picture -Hard: Creative Curriculum Measurable Skill: Child shows alphabetic knowledge and can name some letter sounds Detailed and Descriptive Procedure: While Eric was looking at a book, I pointed to a letter and asked him what sound that letter made. (10/13/2010) Educational Goal: To recognize and name many letters V.A.4.A. Eric reenacting the “Very Hungry Caterpillar” (11/21/2010) V.A.4.A. Method for Assessment: Interview -Soft: Picture -Hard: Creative Curriculum Measurable Skill: Child shows understanding of text read aloud and can retell or reenact story after it is read aloud. Detailed and Descriptive Procedure: After reading the “Very Hungry Caterpillar” by Eric Carle, Eric can reenact the story using felt board pieces. Educational Goal: Is able to retell story using many details.

Evaluative and Diagnostic Measures For Reading, cont. V.A.4.B. Method for Assessment: -Soft: Interview -Hard: Creative Curriculum Measurable Skill: Child Shows understanding of text read aloud and asks and answers appropriate questions about the story. Detailed and Descriptive Procedure: (10/15/2010) Teacher has read a book to the class. At the end of the story the teacher asks students questions. Eric raises his hand to answer question and answers the question correctly. Educational Goal: Child will be able to draw connections between story events.

V. Emergent Literacy Standards: Reading & Writing (Cont.) Writing B. Emergent Writing 1.Shows Motivation to engage in written expression Benchmark: Child intentionally uses scribbles/writing to convey meaning (e.g., signing artwork, captioning, labeling, creating lists, making notes). B. Emergent Writing 2. Uses letter-like shapes, symbols, and letters to convey meaning A. Child independently uses letters or symbols to make words or parts of words. B. Emergent Writing 2. Uses letter-like shapes, symbols, and letters to convey meaning B. Child writes own name (e.g., first name, last name, or frequent nickname), not necessarily with full correct spelling or well-formed words. B. Emergent Writing 3. Demonstrates age-appropriate ability to write letters Benchmark: Child independently writes some letters on request B. Emergent Writing 4. Shows knowledge of structure of written composition Benchmark: When writing or dictating, child uses appropriate writing conventions (e.g., a letter starts with “Dear” or the idea that a story has a beginning, middle, and end).

Evaluative and Diagnostic Measures For Writing V.B.1 Method for Assessment: -Soft: Picture -Hard: Creative Curriculum Measurable Skill: Child shows motivation to engage in written expression and intentionally uses scribbles/writing to convey meaning. Detailed and Descriptive Procedure: Eric was asked if he wanted to paint some A’s, and he accepted. He used finger paint to trace the uppercase and lowercase A’s. Educational Goal: Eric will be able to write to convey meaning. V.B.2.A. Method for Assessment: -Soft: Picture -Hard: Creative Curriculum Measurable Skill: Child uses letter-like shapes, symbols, and letters to convey meaning and can independently uses letters or symbols to make words or parts of words. Detailed and Descriptive Procedure: Eric was given feathers with the letters in his name on them. They were out of order and Eric had to put them in order, Educational Goal: Eric will know that each spoken word can be written down and read. V.B.2.A. Eric rearranging feathers to spell his name correctly. 11/24/2010 V.B.1 Eric using paint to trace the letter A. 11/10/2010

Evaluative and Diagnostic Measures For Writing (cont.) V.B.2.B. Method for Assessment: -Soft: Picture -Hard: Creative Curriculum Measurable Skill: Uses letter-like shapes, symbols, and letters to convey meaning and child writes own name (e.g., first name, last name, or frequent nickname), not necessarily with full correct spelling or well-formed words. Detailed and Descriptive Procedure: Eric was given paper to practice writing his name. Teacher worked one on one with Eric. Educational Goal: Uses letters that represent sounds in writing words. V.B.3 Method for Assessment: -Soft: Picture -Hard: Creative Curriculum Measurable Skill: Demonstrates age-appropriate ability to write letters and will independently write some letters on request Detailed and Descriptive Procedure: Eric was making a hand turkey in the writing center. He brought his paper up to the teacher to show her his work. She praised Eric for such a good job, but reminded him that he needed his name on his paper. He took the paper back to the writing center and added his name. He then came back to the teacher and asked her how to write his brothers name, because he wanted to give the picture to his brother. Educational Goal: For Eric to independently write to convey meaning. V.B.2.B. Eric practicing his first name. 11/3/2010 V.B.3 Eric holding up his picture of a hand turkey (11/21/2010

Evaluative and Diagnostic Measures For Writing (cont.) V.B.4 Method for Assessment: -Soft: Interview -Hard: Creative Curriculum Measurable Skill: Shows knowledge of structure of written composition and when writing or dictating, child uses appropriate writing conventions (e.g., a letter starts with “Dear” or the idea that a story has a beginning, middle, and end). Detailed and Descriptive Procedure: After reading a story to the children in small group, the teacher asks what happens at the beginning, middle, and end of story. Eric raises his hand and answers all three questions correctly. (10/12/2010) Educational Goal: Eric will be able to draw connections between story events.

Hard Assessment

Hard Assessment, (cont.)

Summary Eric’s portfolio was designed to provide the teacher with data that will be used to differentiate instruction and meet the needs of all individuals in the class. This information will be used to help the teacher, parent, and school. At this time, Eric is on target with his emergent literacy skills. Drawing identifiable objects is a challenge for Eric. I would like to see Eric strengthen his fine motor skills by working with play dough, paint, and manipulating small objects. I would also like Eric to play with letter sounds and rhymes to strengthen his language skills. In order to promote achievement in this area, I will provide Eric with rhyming activities, letter sound songs, and encourage him to extend conversation.