Running Head: Literacy Portfolio

Houlihan 1

Literacy Portfolio
Kristen Houlihan
The University of South Florida
College of Education
Elementary Ed.
Fall 2015 and Spring 2016 Semesters

Literacy Portfolio

Houlihan 2

Introduction
This portfolio includes four different assessments that I have given to four different focus
students throughout the year that I have been in my internship. After giving these assessments, I
then used the results to inform and address the instruction that I did with my four focus students.
The first assessment that was given was the Elementary Reading Attitude Survey (ERAS). This
assessed the students overall attitude towards reading. The second assessment that was given
was the Yopp-Singer Test of Phoneme Segmentation. This test measured the students ability to
separate a word by its sounds. The third assessment that was given was the Spelling Inventory
and CORE Vocabulary Screening. The spelling inventory measures what the students know
about words in general, and the CORE Vocabulary Screening assess a students knowledge of
grade level words read silently. The fourth assessment that was given was the Running Record.
A running record measures both fluency and comprehension of a text. After these assessments
were administered, I came up with different strategies and also ways to change instruction as to
better address the fluency and comprehension of the students that I worked with.
The school that these assessments were given at was at a Title 1 school in Hillsborough
County. The community surrounding this school is low SES, with a heavy influx of migrant
workers due to the surrounding farms. This school is smaller with only 450 students total.
Demographics go as follows (by %): Asian .22% Black 12.44% Hispanic 24.00% Indian .22%
Multi 6.00% White 57.11%. The school has a free breakfast program, and also an after school
program for the students who have parents that work late. The school also has an active PTA
who plan a lot of give-back events through various restaurants in the community.
My internship is in a first grade class, with 13 students total. Demographic information
includes: 1 Indian, 2 African American, 4 Hispanic, and 6 Caucasian students. Ten out of the 13

Literacy Portfolio

Houlihan 3

children are on free or reduced lunch. There is one English Language Learner in my classroom,
and the language that she speaks at home is Spanish; she gets pulled out once a day for special
services. The classroom has one student with special needs, he has Autism and he get pulled out
periodically throughout the day for special services. Two of the students are considered gifted,
and get pulled out a couple of days a week for enrichment services. All subjects are included in
this classroom. Some features that this classroom has are: an extensive classroom library, two
computers in the class, a Smartboard, and a television. Overall this is a very loving classroom,
and the students that are in it truly care about one another. We try to make our classroom
family as inclusive and respectful as possible.
As stated before, there are four focus students in total that I worked with throughout the
year. All names are pseudonyms. My first focus student is Cameron, a white male. He is six
years old. He enjoys superheroes, in particular Batman. He is on level in Math and Science, but
where he struggles is in Reading and Writing. He reads at the lowest level in the class, and
doesnt know how to write beyond his ABCs. He really enjoys working with groups and also
being read to. The assessments that he received were: The ERAS, the Yopp-Singer, and the
Spelling Inventory and CORE Vocabulary. I discontinued my work with Cameron after the Fall
semester and picked up the three other focus students in the Spring that my CT assigned to me.
My second focus student is Michael, a white male. He is six years old, and enjoys pickup trucks
and the Avengers. He really enjoys drawing pictures for me and is always looking for ways to
make the teacher happy. He is below level in all subjects, but performs better in Math. The
assessment that he received is a Running Record. My third focus student is David, an African
American male. He is my on-level student. He receives gifted services, but after seeing his
performance in class, he fell in the category of on-level. He is six years old, performs better in

Literacy Portfolio

Houlihan 4

Math, enjoys dancing and wants to be like Usher when he grows up. Behavior is something that
we constantly have to remind him about, he really likes to talk while other people are talking and
tends to get off task very quickly. The assessment that he received is a Running Record. My
fourth and last focus student is Amanda, a six year-old white female. She is my high-level
student. She performs above level in all subjects, but particularly high in Reading and Writing.
She loves princesses and her favorite is Elsa. She loves providing answers for the class, and is
not afraid to get the answer wrong. She is also in the foster program, and was just placed into
our classroom halfway through the year. The assessment that she received is a Running Record.
Component 1: ERAS
Description
The Elementary Reading Attitude Survey, or ERAS for short, is something that is used to
gauge a students attitude towards reading. The Commission on Reading observed that "the
emotional response to reading is the primary reason most readers read, and probably the primary
reason most nonreaders do not read (McKenna & Kear, 1990). This survey helps to measure a
students emotional response to reading, and has multiple questions about reading. The test has
different question posed to the student, followed by four pictures of Garfield the Cat. These four
pictures of Garfield include different emotions, ranging from extremely happy to extremely mad.
When the student takes the survey, they circle the emotion that best suits how they feel. There
are 20 questions total, and it is meant to be a written assessment. After the student completes the
survey, the scores are then calculated. In order to successfully score an ERAS, a teacher must
first separate the questions into two categories: academic and recreational reading. Next, they
must assign a score for each section. Scoring for the categories goes as follows: 4 pointshappiest face, 3 points- slightly smiling face, 2 points-midly upset face, and 1 point- very upset

Literacy Portfolio

Houlihan 5

face. Then raw scores are added up and divided by 80 to get the final scores. One must get raw
scores and final scores for each section separately, and then one raw and final score for the
combined sections. A teacher can then look at the scores compared to the averages and see
where the child falls on their overall attitude towards reading.
Administration
When I administered my test, my focus student (Cameron) and I went into the library.
There were no other students around at that time, and we were able to accomplish this survey
quickly and quietly. He was somewhat jittery throughout the lesson, but I think that he enjoyed
being in the library instead of in the classroom. Instead of just handing the survey to my student,
I read each question to him and had him point to the picture that best suited his emotion.
Results
My student enjoys recreational reading more than academic reading. His raw score for
the first ten questions, which pertained to recreational reading, were 24 out of a possible 40
points. His raw score for the second ten questions, which represented academic reading, were 19
out of a possible 40 points. With the combination of these two scores, his total raw score is 43
out of a possible 80 points. Percentile ranks go as follows: recreational reading-30%, academic
reading- 24%, and full scale-53%. These scores were much lower than the national average, and
placed him in the 6th percentile. While he does enjoy recreational reading more than academic,
both scores are very low. It seems as if his attitude towards reading is not favorable and is an
area for concern. After completing this assessment I conducted a follow-up interview with my
student. I asked him a couple of questions about where he likes to read the best, and he said on
the couches in the library. In the classroom he said that he likes reading in the classroom library.

Literacy Portfolio

Houlihan 6

I also asked him some questions about what kinds of books he would like to read, and he said
that he would like to read books about superheroes.
Informing Instruction
After reviewing the data and completing the survey, I think that there are many things
that can be done to help Cameron enjoy reading. The first of these would be reading stories out
loud to him. This will help him to actually be able to place himself in a story instead of him
getting frustrated and focusing on the words. The next thing that can be done would be picking
out books on his level that involve things that interest him. An ideal book would be one with few
words, about superheroes. Picking out books of interest would help him to create a love for
reading, and he wouldnt even know that it was for academic purposes. Creating a love for
recreational reading will help him on an academic level, and eventually help him to enjoy
academic reading.
Reflection
This survey helped me to understand my focus student tremendously. In knowing his
attitude towards reading, I am able to cater my work with him on what he likes. I learned that he
likes being read to, and does not enjoy reading out loud to the class. This information helps me
to change my lessons to cater to what he likes. This survey also lets me know that I need to work
with him on not only his fundamental reading skills, but his overall attitude towards reading. He
is going to have to read for the rest of his school career, and he is very young to already not be
enjoying reading. I really enjoyed giving this survey and I would definitely consider giving this
survey to my future classroom, as it was easy to administer. I also think that this is a great way
to get a basic knowledge of a students attitude towards reading. It is a good starting point to
know if your students like to read or not.

Literacy Portfolio

Houlihan 7

Component 2: Yopp-Singer
Description
According to the article, The Yopp-Singer Test of Phoneme Segmentation measures a
childs ability to separately articulate the sounds of a spoken word in order (Yopp, 1995). For
example, if a child is orally given the word cat, then he or she should be able to separate this
word into three separate sounds /c/ /a/ /t/. The sounds and not the letter names are what are
measured. A childs score is determined by how many words the child segments correctly, and
no partial credit is given. This test is meant to be orally administered.
Administration
During the time that the students are in centers, the library is normally unoccupied or
does not have a lot of people in it, so this is where I administered this assessment. Cameron likes
to sit on the couches in the corner and holding one of the stuffed animals that are over there when
we do assessments like this. He seemed excited to be out of the classroom. The test was
administered the way that it was written. There were no accommodations made because it was
an oral segmentation instead of a written one.
Results
My student scored a 19 out of a possible 22 correct. This is a great score, and therefore
means that my focus student is phonemically aware. He is most often able to segment words
orally after they are said out-loud to him. One area for concern would be with the words that
have a blend in them. One word that my student had trouble with is the word three, in which
he segmented as /th/ /ree/ instead of /th/ /r/ /ee/. These types of words were the ones that he got
wrong throughout this assessment.

Literacy Portfolio

Houlihan 8

Informing Instruction
Some instructional decisions that need to be made in response to the data that I collected
would be to work with my student on the word that he had the most trouble with. The words
with the blending sounds were the ones that he struggled the most with, so working on chunking
up those words would be the next steps that I would take with him. A way to chunk up and blend
these works would be to play different syllable games with him, as there are many that can be
found online. Another strategy would be to use different blending and segmenting games with
him to work on the phonemes that he had trouble with. An example of this would be different
onset/rhyme games, there are many that can be found online. A last strategy to try with him
would be to use Elkonin Boxes to help him break apart a word by its sounds.
Reflection
Being phonemically aware is an important part of literacy. Understanding the phonemes of a
word is one of the first steps in learning how to read. If a student is able to correctly break apart
words by their phonemes orally, then they are one step closer to being able to read and write
based on phonemes. This assessment helped me to learn a lot about my focus student. In giving
this assessment I was able to see that my student does not need much help in breaking apart
words based on their phonemes. This is a great thing to know, so that I can base my instruction
with him on other things that he is struggling with. Seeing his strength in this area was great and
gives me hope that he will be able to read by the end of the year.
Component 3: Spelling Inventory/CORE Vocabulary
Description (Spelling Inventory)
Spelling inventories consist of lists of words specially chosen to represent a variety of
spelling features at increasing levels of difficulty (Bear, pg 27). Spelling is a measure of what

Literacy Portfolio

Houlihan 9

students know about words in general. There are three different types of spelling inventories: The
Primary Spelling Inventory, The Elementary Spelling Inventory, and The Upper-Level Spelling
Inventory. The Primary Spelling Inventory is made for grades K-3, and the developmental range
is emergent to late within word pattern. The Elementary Spelling Inventory is made for grades
1-6, and the developmental range is letter name to early derivational relations. The Upper-Level
Spelling Inventory is for grades 5-12, and the developmental range is within word pattern to
derivational relations. These different spelling inventories measure a students orthographic
knowledge of words, and how the student reacts to different blends, diagraphs, and patterns in
written word.
Administration (Spelling Inventory)
I did all of my assessments with Cameron in the library. This area is quiet, and away
from his friends and classmates so that he is not distracted. I used the Primary Spelling
Inventory for my focus student. While giving the assessment, I read the words out loud to him
and had him write them down.
Results (Spelling Inventory)
In the first word fan, my student got the letters f and n correct, he missed the a. In the
second word pet, he got the letters p and t correct, he missed the e. In the third word dig, he got
the g correct, and instead of writing a d, he wrote a b, he also missed the i. In the fourth word
rob, he got the r and the o, and instead of writing a b he wrote a d. In the fifth word hope, he got
the letters h and p and missed the letters o and e. With these results, my student is places in the
late, emergent spelling stage. He is behind level with his spelling. According to the feature
guide, my student spelled 0 out of a possible 5 words correctly. He also received 9 out of a

Literacy Portfolio

Houlihan 10

possible 16 feature points. Cameron has basically mastered beginning and ending consonants,
and still needs to improve on recognizing his vowel sounds.
Description (CORE Vocab)
The CORE Vocabulary Screening assesses knowledge of the meaning of grade level
words read silently. Student is given 3 answer choices and chooses a synonym for each target
word. This test is administered all the way up until 8th grade. Administration of the CORE
Vocab Screening is important because it is so important that a student understands vocabulary so
that they can understand grade-level texts. Students who can decode words will still have
problems with comprehension if they do not have adequate vocabulary knowledge.
Administration (CORE Vocab)
I give all of my assessments in the library, the student is less distracted and likes sitting in
the comfy chairs and being away from the classroom setting. I administered this test orally. I
explained the directions, and pointed to the words as I read them. I then had the student orally
tell me which word he thought was the same as the original word. I know that my student is not
able to read these silently, so I provided these accommodations to get accurate data on what
words my student has knowledge of.
Results (CORE Vocab)
My student got 18 out of 30 words correct out of the form. He got 8 out of 30 incorrect
answers, and for 4 out of the 30 questions he gave no response. This data makes my student fall
in the strategic category. This means that he may have some difficulty understanding grade
level material due to insufficient vocabulary knowledge.

Literacy Portfolio

Houlihan 11

Informing Instruction (Both)

After reviewing the results, I think that there needs to be a lot done with spelling with my
focus student. Most of the letters that he wrote during the spelling test were letters that were in
the word, so that is a good sign. He is mixing his bs and his ds, so that is a thing that needs to
be worked on, there are phonogram cards in which I could use with him in order to help with
letter reversal. Also, he is not doing well at determining the vowel sounds in the middle of
words, and that is affecting his spelling. I will work with him more on determining the middle
letters of words by using middle sounds worksheets. These will help him to place the correct
vowel in traditional CVC words. After completing the CORE Vocabulary assessment, there is a
strong need for vocabulary development in my focus student. I will focus on defining words
throughout stories that we are reading in class to him so that he can better understand the
material and the words that are in the text. Defining words in everyday life will also help to
broaden his vocabulary.
Reflection (Both)
After doing the Spelling Inventory assessment, I have learned a lot about my focus
students spelling ability. He did a lot better than I expected him to do, and it is a great sign that
he is recognizing letter sounds when a word is being said orally to him. This assessment also
allows me to create lessons and activities to do with him that are on his current spelling level.
This assessment also let me know what specifics of spelling he has mastered and which aspects
he still needs to work on. I can then use this knowledge to provide appropriate teaching
strategies. After completing the CORE Vocabulary assessment, I learned about my focus
students vocabulary knowledge. This assessment allows me to know what needs to be worked
on and gives me ideas about how to broaden his vocabulary throughout the school year.

Literacy Portfolio

Houlihan 12

Components 4 and 5: Fluency, Text and Text Comprehension; and Running Record
Description of Running Record
A running record measures two things, a students fluency and comprehension of a text.
It assesses a students reading performance as they read from a benchmark book. Running
records are most often taken at the earlier stages of reading, and those students who are not
progressing at the expected rate for their age and grade level should be tested more often. There
are many steps that are involved in taking a running record. These are:
1. Select a book that approximates the student's reading level. Explain that she/he will read out
loud as you observe and record her/his reading skills.
2. With the running record form in hand, sit next to the student so that you can see the text and
the student's finger and eye movements as she/he reads the text.
3. As the student reads, mark each work on the running record form by using the appropriate
Running Record Symbols and Marking Conventions. Place a checkmark above each work that is
read correctly.
4. If the student reads incorrectly, record above the word what the student reads.
5. If the student is reading too fast for you to record the running record, ask her/him to pause
until you catch up.
6. Be sure to pay attention to the reader's behavior. Is the student using meaning (M), structural
(S), and visual (V) cues to read words and gather meaning?
7. Intervene as little as possible while the student is reading.
8. If the student is stuck and unable to continue, wait 5 to 10 seconds, then tell her/him the word.
If the student seems confused, provide an explanation to clear up the confusion and say, Try

Literacy Portfolio

Houlihan 13

again. (Running Records). Running records are not always necessarily located in a
benchmark book, there are many online running records that one can use in his/her classroom.
Fluency of the text is measured by the reading accuracy percentage and the reading level.
This score is determined by dividing the number of words read by the number of errors that the
student made. These percentages correspond to one of three reading levels: Independent,
Instructional, and Frustrational. A student should be reading at the Independent level before
moving up to a higher reading level.
Comprehension of the text is measured by the Comprehension Check that is on the
backside of the running record. There are a series of questions that a student is asked to answer
after he/she completes the reading. There is a rubric that corresponds to these questions. It is
scored with a 1-4 and goes as follows: 1- Incorrect information, little or no understanding, 2Limited information, few if any details, 3- Accurate information, adequate detail and description,
and 4- Accurate information told in sequence, very detailed. A student should be at a 3 or 4
before moving on to a higher reading level.
Administration
My CT administered these running records, and I was not there when they were administered.
I talked with her about how these tests were administered and she said that they were done at the
back guided reading table during centers time. Centers time is relatively quiet and most of the
time students work productively during this time. Right after the student got done with the
reading, my CT asked them the corresponding comprehension questions. This administration
was the same for all three focus students. My CT stated that Michael enjoyed being pulled away
from the center that he was working on, he was eager to go hang out with the teacher. David was
not happy about being pulled away from the center that he was working on, and seemed upset

Literacy Portfolio

Houlihan 14

throughout the reading. Amanda was happy to read for my CT and had no problems in
completing the Running Record.
Results
Michael was tested with a Level 8 benchmark book. This text was on toads. Michael
made a total of 11 errors and 1 self-correction. I coded the types of errors and there were: 5
visual errors, 2 structural errors, and 2 meaning errors. The self-correction that he made was a
meaning self-correction. His reading accuracy percentage was a 90%, which put him in the
instructional reading level. With the comprehension questions he scored a 3 out of 4 on the
rubric.
David was tested with a Level 14 benchmark book. This text was on teeth. David made
a total of 18 errors and 4 self-corrections. My CT did not code the types of errors that were
made. His reading accuracy percentage was a 90%, which put him in the instructional reading
level. With the comprehension questions he scored a 3 out of 4 using the rubric.
Amanda was tested with a Level 16 benchmark book. This text was on how we carry
babies. She made a total of 3 errors. Her reading accuracy percentage was a 98%, which put her
in the independent reading level. With the comprehension questions, she scored a 4 out of 4
using the rubric.
Informing Instruction
Michaels comprehension on the text that he read was enough for him to move on to a
higher reading level, but his fluency was not. I think that one thing to help Michael with his
fluency would be to increase the amount of time that he is reading. This could be either
assigning him more time to read at home, or adjusting the centers so that he is spending more
time reading in class. Even though his comprehension of the text was pretty good, something

Literacy Portfolio

Houlihan 15

that would help him to get a 4 out of 4 on the next rubric would be to have him pause often
throughout whole group reading and guided reading and have him retell what he has just read.
We stop every two pages and summarize in guided reading, but for the next time I will stop every
page and have him retell me what has just happened. He should stay at a level 8 until these
scores are better.
David needs help with fluency before he can move up in reading level. One thing that I
think will help him with his fluency is having him slow down when he is reading. He tends to
read very quickly and makes silly mistakes. I think making him focus and consciously read
every word will help him to eventually build his accuracy. One thing that will help him with his
comprehension is having him reference the text when he is answering questions. In having him
go back and making sure he is giving as much detail as possible when he is answering questions.
Once he has mastered giving multiple details with the text in front of him, I would slowly work
toward having him answer without the text in front of him. He should stay at a level 8 until these
scores are better.
Amanda performed outstanding in both fluency and comprehension. The next steps
would to be to move her up from a Level 16. On top of moving her up, I think that one thing that
we should work on is the Does this make sense? strategy. Some of the errors that she made
throughout the reading changed the meaning of the sentence, like changing the sentence: The
baby is also on her mothers back to The baby is also in her mothers back. Having her go
back and ask Does this make sense? when these errors are made will help with her accuracy.
Reflection
In reviewing these running records I was able to make informed decisions on the next
steps that my focus students should take as readers. I was able to see which students should be

Literacy Portfolio

Houlihan 16

moved up in reading levels, and which students should stay where they are. I was also able to
narrow down whether or not each focus student needed to improve on comprehension or fluency.
I think running records are a great way to see where your students need help, and whether or not
they are being challenged enough. Even if running records were not mandatory for teachers to
use, I would still highly consider using them in my future classroom.
Component 6: Holistic Interpretation and Differentiation
Holistic Interpretation
In observing the assessment data of the three focus students from the Spring semester, I
was able to notice patterns and the strengths/weaknesses of these students. When studied
together, I can see that both fluency and comprehension can be improved in all three students,
none of them received full marks on their running records. In observing their running records
side-by-side, I have noticed a pattern. I have noticed that visual errors were the errors that were
most common throughout all three students readings. While the individual strengths and
weaknesses of each student were recorded previously, there are a couple of strengths and
weaknesses that these three students had as a whole. A common strength between these three
students was that there were few errors overall between the three of them. This shows that they
are average or above average readers on their individual benchmark levels. One common
weakness between these three students that there were very few, if any, self-corrections
throughout their readings. This tells me that these students as a whole are not utilizing the
different reading strategies that they have been taught as a whole.
In regards to a holistic interpretation of each of my focus students, it goes as follows:

Literacy Portfolio

Houlihan 17

Cameron: I felt that Cameron needs to improve on his overall attitude towards reading before
any other instruction can occur. I need to work with him on liking reading before I can worry
about any of the logistics of reading.
Michael: The main thing that I learned about throughout my running records with Michael
would be his overall comprehension of the text. I would like for him to provide more detailed
answers to the questions that he is asked about for a specific text.
David: I learned all about Davids reading and comprehension level. Although he is reading onlevel, I feel as though he is only doing the bare minimum. I feel as though he is capable of much
more than the effort that he is exuding into his schoolwork.
Amanda: After reviewing her Running Records, I feel as though there is room for even more
advancement with her reading level. Working with her to go above and beyond what she is
already doing would be amazing next steps for her.
Differentiation: Objective 1-Word Study
Standard: LAFS.1.RF.3.3. Know and apply grade-level phonics and word analysis skills
in decoding words.
a. Know the spelling-sound correspondences for common consonant digraphs.
b. Decode regularly spelled one-syllable words.
c. Know final -e and common vowel team conventions for representing long vowel sounds.
d. Use knowledge that every syllable must have a vowel sound to determine the number of
syllables in a printed word.
e. Decode two-syllable words following basic patterns by breaking the words into syllables.
f. Read words with inflectional endings.
g. Recognize and read grade-appropriate irregularly spelled words.

Literacy Portfolio

Houlihan 18

Objective: Students will be able to show their decoding strategies when reading a
benchmark selected book.
Strategies: A strategy that I would like to work with Michael would be the Does this
sound right? strategy. During this he will read a sentence and if he says a word incorrectly, I
will go back and have him ask himself that question. He is not stopping enough while he is
reading to decode the words in front of him, and this strategy will help with that. A strategy
that I would like to work on with David in relation to word study would be to make sure if a
word is singular or plural when reading. Throughout his Running Record, he added s on the
end of words that did not need them and said teeth instead of tooth on multiple
occasions. Working with him on singular and plural words would be beneficial to him. One
strategy that I would like to try with Amanda would be test her again with a higher
benchmark level book and see if there are any word study related errors that could be
improved on.
Differentiation: Objective 2- Fluency
Standard: LAFS.1.RF.4.4. Read with sufficient accuracy and fluency to support
comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive
readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
Objective: Given a benchmark level book, students will be able to: read with accuracy and
expression.

Literacy Portfolio

Houlihan 19

Strategies: One strategy that I would like to work on with Michael in relation to fluency
would be to have him start off by reading slowly so that less errors are made, and then having
him work up to reading in the way that people speak. I would like to constantly model fluent
reading with him. I feel as though the constant repetition and being consistently exposed to
fluent reading will be greatly beneficial to him. One strategy that I would like to try with David
would be to also have him slow down when reading so that silly mistakes are not made. I would
also like to work with him would be using phrased readings in class. I think that chunking u pa
text in this way will help with his attention span and also with his overall fluency. A strategy that
I would like to try with Amanda would be to have her go back after she reads a sentence and to
ask herself Does this make sense? so that the meaning of her sentences do not get changed
when she is taking a Running Record. I would also like her to tutor some of the other non-fluent
readers in the class. This will not only help her with her fluency, but also others in the class.
Differentiation: Objective 3-Comprehension
Standard: LAFS.1.RF.4.4. Read with sufficient accuracy and fluency to support
comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive
readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
Objective: Given a benchmark level book, students will be able to show their understanding
and receive a 4 out of 4 on the comprehension rubric.

Literacy Portfolio

Houlihan 20

Strategies: One strategy that I would like to try with Michael in relation to comprehension
would be having him expand on his answers for the retelling rubric, and not just giving the bare
minimum. I will have him provide more details throughout his answers, and have him look back
in the books in the beginning to provide as much detail as possible. One strategy that I would
like to try with David in relation to comprehension would be for him to set up his answers in
complete sentences so that it does not sound so choppy when he is retelling. I will do this by
modeling a complete sentence in the beginning so that he is prepared to answer in full and
complete sentences when he is answering the comprehension questions at the end of a Running
Record. One strategy that I would like to try with Amanda would be for her to beef up her
responses, and to reference parts of the text when she is retelling. Another thing that I would like
to do with Amanda would be extension activities after she has finished reading a text. This will
allow for her to comprehend a text even further and also give her the enrichment that she needs.
These could be simple writing assignments after she has finished a text.
Component 7: Professional Reflection
Data Collection and Analysis
In performing all of these different assessments, I learned about using assessments as a
form of data collection. I learned about many different forms of assessments that I previously no
knowledge of. Not only did I learn of these different assessments, I learned how to administer
them and I learned about their success rates in the classroom. I also learned how to analyze these
different assessments. Based on the rubric and grading scales that these assessments had, I was
able to see which areas of each category each of my focus students needed to improve on.
I also learned that it is not enough to just analyze these assessments. One must also put
their analysis into action and use it to inform instruction. In being able to see the different areas

Literacy Portfolio

Houlihan 21

of concern for each of my focus students, I was able to come up with appropriate strategies to try
with them. It is important to note that students might respond to each strategy differently, and
that what works for one student might not work for another.
Connections to Professional Growth
This experiences helped me to grow professionally. I feel as though this experience
helped me to gain more experience in giving assessments as well as analyzing. I learned about
how to inform my instruction based on my analysis of an assessment. I am able to use the skills
and the strategies that I have learned about throughout this experienced in my future classroom.
I also learned that every student is different and that the process of informing instruction should
be on a case-by-case basis. In my future classrooms, I will be sure to keep track of the areas of
strengths and weaknesses of each of my students so that I can better help them to succeed.

Literacy Portfolio

Houlihan 22

References
Bear, Donald R. Words Their Way: Word Study for Phonics, Vocabulary, and Spelling
Instruction. Upper Saddle River, NJ: Pearson Prentice Hall, 2008. Print
"Running Records." Running Records. N.p., n.d. Web. 01 Apr. 2016.
<https://www.readinga-z.com/guided/runrecord.html>.
Yopp, Halie Kay. A Test for Assessing Phonemic Awareness in Young Children. The
Reading Teacher Selections 49.1 (1995); 20-30. Web.

Literacy Portfolio

Appendices
Appendix A
ERAS Analysis Page

Houlihan 23

Literacy Portfolio

Appendix B
Yopp-Singer Analysis

Houlihan 24

Literacy Portfolio

Appendix C
Spelling Inventory feature guide

Houlihan 25

Literacy Portfolio

Appendix D
CORE Page

Appendix E
Running Record (Front)
Michael:

Houlihan 26

Literacy Portfolio

David:

Houlihan 27

Literacy Portfolio

Amanda:

Houlihan 28

Literacy Portfolio

Appendix F
Running Record (Back)
Michael:

Houlihan 29

Literacy Portfolio

David:

Houlihan 30

Literacy Portfolio

Amanda:

Houlihan 31

Literacy Portfolio

Houlihan 32