Student Portfolio
Keeley
Table of Contents
1. Assessments
i.
Comprehensive Reading Assessment
ii.
Qualitative Spelling Inventory
iii.
Elementary Reading Attitude Survey
 These assessments were completed upon meeting Keeley and guided five lessons to
work on this student’s areas of need.
2. Assessment Analysis
 This analysis includes a breakdown of the assessments included in Section 1. Goals are
explained that can be seen throughout the following artifacts.
3. Lesson 1
i.
Word Study
4. Lesson 2
i.
Word Study Game
ii.
Inference Passages
5. Lesson 3
i.
Word Study
ii.
Anticipation Guide
6. Lesson 4
i.
Character Inferencing
7. Lesson 5
i.
Word Study
ii.
Character Inferencing
 The focus for lessons with Keeley was word study (middle syllables and affixes stage)
and inferential comprehension (character inferencing). Each artifact for Sections 3-7
demonstrates student work in those two areas.
8. Student Progress Letters
i.
Letter to Teacher
ii.
Letter to Parents
 These letters explain the assessments and lessons that were completed with Keeley.
They also suggest ways to continue developing her areas of need.
Elementary Reading Attitude Survey
On February 15, 2012 the Elementary Reading Attitude Survey (McKenna & Kear, 1990) was
administered. The purpose is to learn about students’ attitudes towards reading academically and
recreationally.
Full Raw Score: 48; Academic Raw Score: 24, Recreational Raw Score: 24
Full Scale Percentile Rank: 23
Recreationally, K views reading negatively in situations where other options would be available,
such as playing outside. Academically, K seems to be confident in her reading ability but not
interested in school books or discussing what she has read.
Goal: Increase K’s interest in books and reading. Her interests should be further examined to
find books that will engage and hold her attention. In addition, K’s ability should be analyzed to
determine if books she reads are instructionally appropriate; providing material at her level may
increase a positive attitude.
Qualitative Spelling Inventory
On February 16, 2012, K completed the Qualitative Spelling Inventory (Bear, Invernizzi,
Templeton, & Johnston, 2008) to identify her level of orthographic knowledge.
K has mastered the use of short vowels, consonant digraphs and blends, vowel patterns, and
complex consonants in the letter name-alphabetic and within word pattern stages of orthography.
K is in the syllables and affixes stage with a clear understanding of syllable junctures and easy
prefixes and suffixes. Words in the middle syllables and affixes stage use harder prefixes,
suffixes, and unaccented syllables.
Goal: Develop K’s word knowledge and spelling ability. K should be given a book list which
will have many words at the middle syllables and affixes stage. Word study activities will focus
on prefixes, suffixes, and unaccented final syllables by extending on what K has previously
mastered and currently uses but confuses.
Comprehensive Reading Inventory
On March 7, 2012 a portion of the Comprehensive Reading Inventory (Cooter, Flynt, & Cooter,
2007) was administered to K to determine an appropriate level of literacy instruction based on
her individual strengths and needs.
Sentences for Initial Passage Selection were administered and determined that reading
comprehension assessment should begin at level 6. Keeley showed increasing comprehension
with each assessment through level 8; the level 9 assessment was unavailable so we did not
continue with reading comprehension analysis.
K responded to most questions correctly. From the silent reading comprehension assessment, I
identified strengths as understanding of some literal information, for example, story problems
and problem resolution; K also understood evaluative and inferential information, for example,
identifying character feelings and story theme. Her comprehension weakness is identifying
detailed literal information, for example, the name of a specific location or character. The results
indicated that level 8 was easy for her reading level.
*I should have had the level 9 assessment protocol and reading passage available. I would have
liked to administer that level to further evaluate her ability; I did not reevaluate K because I did
not know if it was appropriate to go back and start again. My instructional focus will be on
word study and I did not want to cause any confusion or anxiety by going back to comprehension
assessment.
The oral reading section showed much strength. K uses left to right directionality and 1 to 1
matching. Errors occurred as substitutions, and mispronunciations. Substitutions were visually
similar to the printed text and did not alter the meaning of the passage. K attempted to self
correct mispronunciations with repetition, segmenting, and, in one instance, teacher assistance.
Goal: Increase literal comprehension. K will benefit from repeated readings and story mapping
with graphic organizers to retain literal details.
May 1, 2012
Dear Mr. and Mrs. Eberhart
It has been my pleasure to work with Keeley during six weekly tutoring sessions at Eureka Elementary
School during the spring of 2012. As her reading and writing tutor, I have found that Keeley excels at
reading and quickly picks up new concepts in spelling.
During our early sessions, I used several assessments with Keeley for the purpose of determining her
reading and writing levels. I set several goals based on the results of the assessments.
 Increase Keeley’s interest in books and reading with engaging options.
 Develop Keeley’s knowledge of words with unaccented final syllables, prefixes, and suffixes.
Example words: muffle and local (words that end with an ‘l’ sound but have different spellings),
recycle and dislike (words with re- and dis- prefixes), and kindly and luckily (words with –ly and –
ily suffixes).
 Increase Keeley’s ability to make character inferences with the phrase “what the text says +
what I know = inference”.
In order to work on these goals, we applied many strategies to the books Middle School is Worse than
Meatloaf by Jennifer L. Holm and The Graveyard Book by Neil Gaiman. One part of our weekly meetings
was word study. I would give Keeley a list of words to sort based on spelling patterns at the beginning
or end of each word. We talked about what the prefixes and suffixes mean, practiced spelling, and
made up sentences to use the words. We worked on remembering what we read each day by drawing
pictures in our journals. The Graveyard Book doesn’t have many pictures but Keeley learned how to
make a comic strip so that the events are easier to remember. To help Keeley develop inferencing skills,
I created worksheets for her to combine what the text said with her own knowledge. Copies of Keeley’s
work are included.
As a parent, I know you are supportive of your child’s education, and here are a few things you can do at
home to help:
 Ask Keeley to explain what is happening in the books she reads. After she explains, have her
come up with some “I wonder” statements. “I wonder” statements are questions about what is
happening or what will happen next. Keeley can combine words from the author and thoughts
from her brain to make inferences, or answers, to those questions.
 Give Keeley a notebook to draw pictures about the story while she reads. Look over the comic
strip with her to learn about the story. She will remember even more about what she reads by
explaining the pictures to you.
It has been a pleasure to work with Keeley. She is kind, funny, and very smart.
Sincerely,
Alysa Eberhart
Nevada State College Tutor