Literacy Portfolios in the
Elementary Classroom
LIASCD Fall Conference
2009
Oyster Bay-East Norwich CSD
Valerie Vacchio – District Supervisor of ELA
Christine Bartell – Literacy Coach, K-2
Tracy Zambelli – Literacy Coach, 3-6
“Inspect what you expect!”
Devoting time to what you care
about the most…establishing and
remaining true to your priorities
What is a literacy portfolio?
A literacy portfolio is
a collection of artifacts
which demonstrates a student’s
growth
in reading and writing.
Our Beliefs About Literacy
Portfolios:
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Improving learning and teaching is at the
heart of the portfolio process.
Teachers talk about portfolios with a variety of
audiences.
The portfolio process is woven into daily
classroom life.
The portfolio process celebrates student
accomplishments by thoughtfully describing
the learner.
Purposes for Literacy
Portfolios:
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Track student performance
Differentiate literacy instruction
Communicate student progress with the
school community
Ensure consistency across grade levels and
schools
Hold teachers accountable
What does a literacy portfolio
contain in grades 1-5?
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Individualized reading and writing goals
Spelling inventories
Word identification assessments
Copies of published writing pieces from each
unit of study
Narrative writing assessments
Formal running records
Record of reading progress
How does the portfolio look in
kindergarten?
In addition to the portfolio components for
grades 1-5, kindergarten portfolios include:
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Letter-sound recognition assessment
Rhyming assessment
Self-portraits
A/B reading behaviors assessment
Concepts of print assessment
Our Vision for 6th Grade
Portfolios:
Used as a reflective tool by students
 Students select contents that
demonstrate literacy learning
 “Portfolio Reflection” days are
scheduled for student selections
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6th Grade Portfolio Contents:
In addition to the portfolio components for
grades 1-5, the 6th grade portfolios include:
READING
 Conference notes
 Reading responses and notebook entries
WRITING:
Published works which demonstrate
the following:
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Genre accomplishments
Control of conventions
Understanding of the writing process
Best work
The Administrator’s
Role in the Literacy
Portfolio Process
Implementation:
September Superintendent’s
Conference Day:
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Grade Level teacher meetings
Written overviews and checklists
Distribution of supplies and materials
Reflection & Action:
What happens on collection days?
Who:
Principal, ELA Supervisor, and Literacy
Coach
What:
Note student progress and discuss
intervention for students below
standards
Where: Principal’s office
When: Three times per year
(December, March and June)
Communication:
Meetings with:
Individual teachers
 Parents
 Current and future teachers
 Support service providers
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“Portfolios don’t change
evaluation per se; they only
open up the possibilities. If
you don’t look with new eyes,
you see the same old thing.”
--Jerry Harste
Final Thoughts:
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Portfolios require substantial effort, but the
rewards are great.
Teachers can easily see how successful their
students have been throughout the year.
Portfolios can be sent to the next grade level
so that colleagues can immediately assess
the strengths and needs of incoming
students.
Contact Information:
Valerie Vacchio:
vvacchio@obenschools.org
Christine Bartell:
cbartell@obenschools.org
Tracy Zambelli:
tzambelli@obenschools.org
We’d love to hear from you!
Thank you!
What questions and
suggestions do you
have?