Portfolio+Assignment

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 * PORTFOLIO: Using student samples of spelling, grammar, handwriting & written expression, candidates will assess samples for student proficiencies and difficulties and design effective interventions. **
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Georgia Performance Standards for English Language Arts – Kindergarten The following work samples and corresponding analysis, next steps, and commentary are meant to serve as reference tools only. They in no way imply that teachers must create this three part product for each piece of student work that they receive. While teachers are encouraged to analyze student work using the appropriate standards as a guide and plan instruction accordingly, a written product such as these examples is not always required. Teachers are strongly urged to share commentary with students regarding their work regularly throughout units or tasks. Feedback that occurs on a regular basis is most effective when delivered in “dollops”/small segments. This commentary can be delivered in a variety of formats including a verbal discussion. For more information regarding commentary, see the Georgia Performance Standards training module Day Seven (http://www.georgiastandards.org/training.aspx)

Grade: K Date of Completion: January 2007 Unit/Genre: Conventions Title: Kangaroo Analysis Contributed by: Virginia Gurley, Kay Scherich

Description/Directions: As a part of an Author Study on Eric Carle the class read the book Does a Kangaroo Have a Mother, Too? Students were asked to respond to the literature while using conventions as appropriate to the grade. Circumstances of the Task: This was a performance task. The student initially worked alone and then conferenced with the teacher. The work was completed in class. The student had opportunity for revision. Analysis of the Work Standards: ELAKW1 The student begins to understand the principles of writing. The student (b) Usesdrawings,letters,andphoneticallyspelledwordstocreatemeaning. (d) Uses left-to-right pattern of writing. (e) Beginstousecapitalizationatthebeginningofsentencesandpunctuation(periodsandquestionmarks)atthe end of sentences. (c) Accuratelyprintsname,alluppercaseandlowercaselettersofthealphabet,andteacher-selectedwords. (g)

Communicates effectively when relating experiences and retelling stories heard. The student uses drawings to recreate meaning. The student‟s writing refers to a kangaroo, and there is a kangaroo in the picture. The student‟s writing refers to the kangaroo mom and the student‟s own mother. The picture contains both a kangaroo mom and the student‟s mom. The student used the word wall to assist with spelling words like: the, baby, much. The student also used phonetic spelling such as in the word “gas”. The student correctly uses a left to right pattern of writing. The student begins to correctly use capitalization and punctuation where the student writes, “I like the Kangaroo The Kangaroo had colors on it.” Georgia Department of Education Kathy Cox, State Superintendent of Schools English Language ArtsKindergartenConventions Page 1 of 4 Copyright 2007 © All Rights Reserved One Stop Shop For Teachers Georgia Performance Standards for English Language Arts – Kindergarten The student accurately prints all upper and lowercase letters. For instance: “I love my mom too.” The student communicates effectively when relating experiences and retelling stories heard by retelling parts of the book. The student referenced Eric Carle‟s book, Does a Kangaroo Have a Mother, Too?, when she talked about the kangaroo and the kangaroo loving her baby. These are specific to the book. The student drew on her own experiences by telling that she also loves her mom. Additional analysis: The writer responded to the book Does a Kangaroo Have a Mother, Too?, by telling her favorite part, “I like the kangaroo,” The student also retold parts of the book, “The kangaroo had colors on it. The kangaroo was brown. The kangaroo had a baby. The kangaroo loved her baby so much.” The student made a text to self connection when she wrote, “I love my mom too.” Student Work (See next page)

Georgia Performance Standards for English Language Arts – Kindergarten Next Step Instructional Plans

The student would need further instruction and opportunities to practice proper capitalization and punctuation. If the problem was persistent throughout the class, teach mini-lessons to reinforce these conventions. Include examples from student work on my chart. If the problem was limited to this student, cover it in conferencing. Conference with the student regarding the use of a capital „K‟ repeatedly in the story and clarify the proper use of capitals. Commentary provided to the student (verbal or written) You did an excellent job of beginning to incorporate capitals and periods when you wrote, “I love my mom too.” Wonderful job! You also did well in writing in a left to right pattern and forming all your letters correctly. You did well writing to describe a familiar book. You wrote about the kangaroo from Eric Carle‟s book, Does a Kangaroo Have a Mother, Too? You must have been really listening when we read the book. Georgia Department of Education Kathy Cox, State Superintendent of Schools English Language ArtsKindergartenConventions Page 4 of 4