CHILD PORT FOLIO

SOPHIA
Morgan Lahasky
About Sophia

Sofia is 7 years old and in

2nd grade
Lives in Zachary, Louisiana.
She lives in a two-parent
home with her siblings
Has no IEPs
ENGLISH/LANGUAGE
ARTS
Writing
Running Records
DRA Levels
Spelling
Writing

In September, it is evident
that Sophia is not
subconsciously starting
sentences with capital letters;
however, it is clear that she is
able to do that in January.

It is also very clear that even

in January, she is still in need
of more phonics lessons and
learning how to spell. She also is
not using punctuation correctly
in January, such as a question
mark.
 Writing
Writing Standards: Text Type 5. With
guidance and support from adults and
peers, focus on a topic and strengthen
writing as needed by revising and
editing.
Language Standards: Conventions of
Standard English 2. Demonstrate
command of the conventions of
standard English capitalization,
punctuation, and spelling when writing.
Sophia was able to write a narrative
with help from the teacher in September.
After given a prompt, she was able to
write on that topic and expand on it
with the help of her teacher.
Sophias writing can still use a lot of
improvement. Her ability to spell is very
obviously in need of work. She also needs
more work on her punctuation.
Running Record/DRA Levels

In October, Sophia was

reading at a DRA Level of
18, and improved to 24 in
February. She is more able
to fluently read through a
book while comprehending
what she is reading.
 Running Record/DRA Levels
Reading Standards for Foundational
Skills: Phonics and Word Recognition 3.
Know and apply grade-level phonics
and word analysis skills in decoding
words.
Reading Standards for Foundational
Skills: Fluency 4. Read with sufficient
accuracy and fluency to support
comprehension.
Sophia is able to know and apply grade-
level phonics, such as distinguishing
between long and short vowels, decoding
regularly spelled two-syllable words with
long vowels, and recognize and read
grade-appropriate irregularly spelled
words.
She is steadily improving and increasing
DRA Levels. To further improve, she should
continue practicing reading aloud while
carefully focusing on the words presented
in front of her.
Spelling

Sophia takes weekly spelling tests

where she has to not only spell the
words correctly, but also classify them
into the correct category. After being
assessed in the beginning of the year,
she was placed in the orange group of
words, which is the on-level group.
Looking through her spelling tests, she
has not scored lower than an 8/10,
showing that she is learning the
words each week.
Spelling
Reading Standards for Foundational Skills:
Phonics and Word Recognition 3.
B. Know spelling-sound correspondences
for additional common vowel teams
E. Identify words with inconsistent
but common spelling-sound
correspondences.
While Sophia is getting good scores
on her spelling tests, she needs to be
able to carry over these skills into
her writings.
During writing conferences, her
teacher should address spelling and
discuss the words that she should
know so that she is aware that
one relates to the other.
SCIENCE
 Science Experiment

Sophia is able to complete a science experiment on her own with little prompting from the teacher.
Prior to this, they completed three experiments together as a class, and then this one was on their
own. She was able to complete all of the steps besides creating the scientific question and hypothesis.
 Science Experiment
Science as Inquiry: T he Abilities to
do Scientific Inquiry
2. Pose questions that can be
answered by using students
own observations, scientific
knowledge, and testable
questions
4. Predict and anticipate
possible outcomes.
Sophia is able to complete the aspects
of an experiment while using the
scientific method with the help of a
teacher.
To be able to completely master these
standards, Sophia should be able to
create the scientific question and
hypothesis on her own, rather than
with the class.
SOCIAL ST UDIES
Social Studies

After reading a
passage about a
major historical
event, Sophia is
able to answer
questions
pertaining to it.
 Social Studies
History: Standard 1- Historical T hinking Skills
2.1.4. Explain reasons for local, state,
and national celebrations, cultural
events, and traditions and their
significance.
2.1.5. Describe how the achievements of
famous Americans, of the past and
present, changed society
Sophia does very well with
comprehension tests, which is
basically what these are.
To ensure that she better
grasps these events, her teacher
should do other activities that
focus on them, rather than just
these activities.
MAT H
Math
Addition
In September, Sophia was
working on just breaking
down tens and ensuring
that she grasps the
concept of place value
before moving on to
something more difficult.
In March, she had
advanced to two- and
three-digit addition.
 Math
Addition

Operations and Algebraic T hinking: B. 2. Fluently add

and subtract within 20 using mental strategies.
Number and Operations in Base Ten: Understanding
place value 1. Understand that the three digits of a
three-digit number represent amounts of hundreds,
tens, and ones
Number and Operations in Base Ten: Use Place value
understanding and properties of operations to add and
subtract 5. Fluently add and subtract within 100 using
strategies based on place value, properties of
operations, and/or the relationship between addition
and subtraction.
After seeing Sophias progress, I
would think that she is ready for
the next step, such as getting rid
of the grids or teaching the
traditional way of carrying and
addition.
After this, she would be ready to
move on to multi-digit subtraction.
ARTS
Arts

In Art class, the students were told

to draw a self-portrait. It is very
clear that this is what it is.
 Arts

Visual Arts After seeing her drawing, the

VA.CE.E1 Explore and identify teacher should have Sophia discuss
imagery from a variety of sources exactly what she drew to ensure
and create visual representations. that she has grasped the art
vocabulary and principles of design.
VA.CE. E3. Use art vocabulary and
the elements and principles of design
to convey the language of art
(create and discuss own artwork).
SOCIAL/EMOTIONAL
 Social

T his is a conduct sheet

from January, where
I observed Sophia helping out a
any teacher in the
student who is developmentally
school at any times can
delayed. She often had to help the
give marks for student get organized and prepared
different types of for different activities. T his shows
misbehavior. Parents are compassion and caring for her peers.
required to sign this
sheet daily, as well as at
the end of each week
when the final score is
recorded.
 Social

2.1 Understanding emotions I would continue to model good

2.1. EU. 6. Refrains from aggressive behavior and praise her more when
she does things like this so that her
behaviors toward peers good behavior continues and the
2.1.EU.7. Refrains from aggressive other classmates can follow suit.
behaviors toward self
7-E-1.1 Demonstrate ways to show
respect, consideration and caring for
classmates
Emotional

T his is a checklist that was

used on a writing assignment
so that students can check
over their work and self-
regulate themselves.
On the right is a poem Sophia
wrote about her dog named
Angel. Her emotions toward
Angel are very clearly
conveyed..
Emotional
2.2 Self Regulation
T H-CE-E3 Exhibit physical
and emotional dimensions of
characterization through
experimentation and role
playing
To further emotional dimensions, I
would have her discuss how people
felt during different parts of
literature to make her more
aware of others emotions.
 PHYSICAL
DEVELOPMENT
Physical

I observed Sophia during P.E. one day, which is

something that they have every morning at
school. I saw her walk, run, jump, and skip. She
also followed all rules, directions, and procedures
from the instructor.
During an observation at Recess, I observed
her jumping from different elevations.
In both of these observations, she was very
respectful of the equipment and those around
her while playing.
Physical

1-P-1.1 Demonstrate mature form for To further Sophias physical

locomotor skills (walk, run, jog, leap, jump, hop, development, her teacher should
slide, gallop, and skip). have her alternate between
1-P-2.3 Jump from a variety of elevations different forms of locomotor
and land using mature form (balanced knees skills to become even more
and ankles flexed, absorbing force). aware and in-control.
5-P-1.1 Follow rules, directions, and procedures
from the instructor while participating in
physical education.
7-P-2.1 Demonstrate respect for self, others,
and equipment during physical activity
 COGNITIVE
DEVELOPMENT
 Cognitive
T his is a comprehension test about poetry. T he students are instructed to read the passage twice before
answering any questions. T hey are also advised to go back in the passage and underline the answer that
they find. Sophia does a good job at following all of these directions and doing well on the test.
 Cognitive
Reading Standards for Literature: Key Ideas and
Details
1. Ask and answer such questions as who,
what, where, when, why, and how to
demonstrate understanding of key details in a
text.
2. Recount stories, including fables and
folktales from diverse cultures, and determine
their central message, lesson, or moral.
3. Describe how characters in a story
respond to major events and challenges.
To further enhance Sophias cognitive
development in this aspect, the
teacher should give her less directions
so that she is challenged more to
think on her own.
She should no longer give sentence
starters and constant reminders of
punctuation and capitalization.