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Home > Language Arts > Literacy Portfolio

Literacy Portfolio

NC- North Carolina DPI Elementary Education Specialty Area Standards
Standard: Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy.
Indicator: Indicator 1: Teachers know the developmental stages of language acquisition.
Indicator: Indicator 4: Teachers understand the elementary school child’s social, cultural, linguistic, cognitive, and affective backgrounds as they relate to the ability to develop effective communication processes (listening, speaking, reading, and writing).
Indicator: Indicator 5: Teachers know and understand that reading is taught as a process of constructing meaning through the interaction of the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation.
Standard: Standard 7 : Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.
Indicator: Indicator 4: Teachers implement a variety of teaching and communication strategies for instruction.
Indicator: Indicator 6: Teachers modify instruction and assessments to meet the needs of individual students.
Indicator: Indicator 7: Teachers develop and use a variety of formal and alternative assessment strategies as an integral part of instruction and learning appropriate for assessing individual, peer, team, and collaborative skills.

Rationale for RE 3030 assignments

Context

In my RE 3030 class during Block I, I completed assignments including a spelling test where I evaluated a specific child and the class as a whole. In addition, I performed the ASU word recognition inventory assessment on a fifth grade student.

Impact

I can use these assessments when teaching any grade in a school setting to evaluate spelling and reading skills. 

I will use the ASU WRI reflection that I have written, to remind me of the benefits of these types of assessment.

My goal is for students to learn the value of spelling and literacy.

Alignment

I have met North Carolina DPI Elementary Education standards.

I have met DPI standard 1, indicator 1 because I assessed students' levels of literacy development.  By performing the ASU WRI, I was able to evaluate a student's level of accuracy and fluency of reading.

I have met DPI standard 1, indicator 4 because I was able to determine a student's cognitive and linguistic abilities by finding her independent, instructional, and frustrational levels.

I have met DPI standard 1, indicator 5 because I was able to determine a student's levels of fluency and decoding skills through flash and untimed word recognition.

I have met DPI standard 7, indicator 4 because I used a variety of communication skills during the implementation of the spelling assessment.  I did this by repeating the given word several times, and constructing a sentence using the word so that students could use decoding skills to determine the accurate spelling.

I have met DPI standard 7, indicator 6 because I used different types of communication skills in order to reach diverse learning styles in the classroom.  I did this by repeating the given word several times, and constructing a sentence using the word so that students could use decoding skills to determine the accurate spelling.

I have met DPI standard 7, indicator 7 because I assessed student evaluation based on the spelling test and the ASU WRI on an individual and classroom basis.
File Attachments:
  1. Classroom Assessment of the Qualitative Inventory of Word Knowledge Classroom Assessment of the Qualitative Inventory of Word Knowledge
  2. Individual Child Performance for the Qualitative Word Knowledge Inventory. Individual Child Performance for the Qualitative Word Knowledge Inventory.
  3. Word Recognition Assessment of an Individual Student Word Recognition Assessment of an Individual Student
Author: Lori M. Dillard
Last modified: 11/15/2006 2:59 PM (EST)