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: 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: 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? 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: Letter-sound recognition assessment Rhyming assessment Self-portraits A/B reading behaviors assessment Concepts of print assessment

Our Vision for 6 th Grade Portfolios: Used as a reflective tool by students Students select contents that demonstrate literacy learning “Portfolio Reflection” days are scheduled for student selections

6 th Grade Portfolio Contents: In addition to the portfolio components for grades 1-5, the 6 th grade portfolios include: READING Conference notes Reading responses and notebook entries

WRITING: Published works which demonstrate the following: 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: 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

“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: 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: Christine Bartell: Tracy Zambelli: We’d love to hear from you!

Thank you! What questions and suggestions do you have?