HB Chin

EDEL 660
Literacy
WK 2 Assessment Portfolio - Reading and Writing interviews.
* Names are pseudonyms
Reading and Writing Interviews -5th Grade

*Lee (above proficient) Reading Writing

Did you do any Read all the time. Write poems and creative
reading/writing Have own library card writing. Write in journal in
This summer? What did since 5 y.o. Spanish (mom is a Spanish
you read/write? Reading Hamilton by Ron Chernow teacher).
How often do you “Infinitely” 1-2 x wk. since I could
read/write? scribble in journal.
What kinds of Like everything-science, history, Creative writing, events of
reading/writing do you mystery, adventure, fantasy is favorite like the day and write better
like most? Winnie the Pooh when I was 5 y.o. when happy.
What are you good at in Creative writing.
reading/writing?
Is there anything you Younger sister is competitive about Coming up with ideas to
find hard about her reading skills with me. write about in school.
reading/writing?
What kinds of Been reading since I was like three so I read Don’t like to write
reading/writing do you everything. biographies.
like least?
After you read/write, do Depends- sometimes go to book club at Talk to mom b/c she reads
you talk about it with library. my journal.
others? Will talk about Hamilton with dad who is
also reading it. He is supposed to read ahead
of me to screen for bad stuff, but I’m ahead
of him. Some bad words in it.
What do you do if you Re-read or ask mom. Let brain take over.
do not understand?
Do you have any goals To keep reading as much as I can. Might apply to DSA for art
for you reading/writing or creative writing.
skills?
Do you have a favorite In my room best but anywhere.
place to read/write?

Reflection: I learned the important role parents have in their child’s attitude towards reading and
writing which may be transferred to their all- around learning motivation in school. Lee’s mom is
a Spanish teacher, and her influence on reading and writing at an early age is reflected in Lee’s
excitement for these two subjects. The next three steps for instruction includes providing him
challenge reading material and writing prompts because he is above the class curve. Lee states
that he has trouble coming up with writing material in class, so provide examples for writing
topics or try to activate prior knowledge more. Lastly, Lee can balance his writing to include a
biography but about a creative person of his choosing.
 *Jill (Proficient)
Did you do any
reading/writing
this summer? What did
you read/write?
How often do you
read/write?
What kinds of
reading/writing do you
like most?
What are you good at in
reading/writing?
Is there anything you find
hard about
reading/writing?
What kinds of
reading/writing do you
like least?
After you read/write, do
you talk about it with
others?
What do you do if you do
not understand?
Do you have any goals for
you reading/writing skills?
Do you have a favorite
place to read/write?
Reading
Yes, Daring Book for Girls
and Magic Elizabeth
Get books from library or
grandparents saved a lot of
books for us
Took most of summer b/c
bigger books
Look for learning, not
girlie books. Real life
adventure
books- like to imagine myself
doing it.
Imagine myself doing the
adventure.
Scientific words are hard. I
have accommodations but not
in reading.
Don’t like fantasy, graphic
novels, fables ok.
Talk to mom sometimes b/c
we take turns reading
sometimes.
Try to spell it out 5x then ask
for help.
To pronounce high level
words.
Bed favorite place. Noise d/n
bother me.
Writing
Yes, with babysitter. Had to write
paragraphs and make corrections. She’s
15y.o. and wants to be a writer or
teacher.
About 2x wk..
Make-up stories like fables or write in
morning about what I hope my day will
be like.
Good at expressing feeling and
grammar.
Don’t like to write when tired.
Cursive is hard b/c hand gets tired when
more than half page.
Not about my writings but do about
reading.
Need more time in class b/c I write a lot.
Don’t have trouble finding words.
To be able to write 2 pages.

Reflection: Jill also has involved parents, grandparents, and babysitter who are supportive of her reading
and writing abilities. As Jill was open about her accommodations except in reading, I would encourage
more independent reading and provide a small notebook where she can write words to look-up later. I
would also take a look at her hand/arm tension while writing. Jill talked extensively about how tired her
hands get while writing. This appears to curtail her desire to write even more. Lastly, to help Jill with her
desire to pronounce high level words, I would suggest looking up words from her notebook on the
computer for correct pronunciations. There are sites with audio of words.
 *Gary (below proficient) Reading Writing
Did you do any 39 Clues and Diary of a Parents make me write 1-2x in the summer.
reading/writing Wimpy Kid. Get books at Sentences like “I am taller_____. I have to
this summer? What did you library. copy it for handwriting.
read/write?
How often do you About 20 books in 1-2 x in summer.
read/write? summer.
What kinds of Like “Who Was” books- In school- journaling – free write.
reading/writing do you like biography about JFK.
most?
What are you good at in Like all books. Like writing poems. Example,
reading/writing? “I heard something in the bushes
And it was a leprechaun.”
Is there anything you find Nothing hard b/c no Don’t like paragraphs and TAG.
hard about reading/writing? pressure to read from
home.
What kinds of Look at pictures to decide Need help with TAG and punctuation.
reading/writing do you like whether to read. Like Big
least? Nate.
After you read/write, do you Do not talk about it. No
talk about it with others?
What do you do if you do I don’t read it or stop Get help from teacher.
not understand? reading if I don’t
understand it.
Do you have any goals for No goals. No.
you reading/writing skills?
Do you have a favorite On the couch or my
place to read/write? mom’s bed.

Reflection: I learned from Gary’s interview that he does not have a strong adult influence when it comes
to reading but his mom does have him practice handwriting skills. My concern is Gary giving up when he
does not understand. He says he likes all types of books and he reads quite often which are positive
indicators. First, it will be important for Gary to read at-level books to continue his success. Second, I will
enhance vocabulary by practicing pre-reading and focusing on new vocabulary definitions (1-2 words per
section). Make easy access to definitions by using technology is important since Gary has a tendency to
give up easily. Increased vocabulary will help with his understanding and comprehension. Provide a small
notebook for words and definitions. Finally, help Gary set a goal for his reading such as finishing one
book that he felt was difficult.
WK 2 Assessment Portfolio- Design your own literacy assessment.
Use explicit instructions:
Why we need to infer- to find clues that will help us understand better.
We add the new clues to what we already know from the reading or past experiences.
We need to support the inferences with direct quotes from the story.

Quotes in your Boats 5th Grade

Standards/Benchmarks 1. Collaborate in discussions that serve various purposes and address
various situations.
Students Can: Adapt language as appropriate to purpose: to persuade,
explain/provide information, or express an opinion.
1. Apply strategies to interpret and analyze various types of literary
texts.
Use Key Ideas and Details to: Quote accurately from a text when explaining
what the text says explicitly and when drawing inferences from the text.
(CCSS: RI.5.1)
Determine a theme of a story, drama, or poem from details in the text,
including how characters in a story or drama respond to challenges or how the
speaker in a poem reflects upon a topic; summarize the text. (CCSS: RL.5.2)

Objectives Smart Objective 1: Students will demonstrate appropriate language to express

their opinion when providing information about a text. Their opinion will be
sequenced logically with descriptive details to support their opinion.

Smart objective 2: Students will be able to develop an inference according to

text types. Students will compose quotes within their paragraph correctly.
Assessment Informal assessment 1: Evaluate the performance of their partner by audio
recording each other on the I-pad discussing their inferences after viewing the
title and pictures to A Tiny Seed by B. Dash. The partners will follow the
directions from the checklist. Both the audio recording and the checklist
(found on next page) will be turned into the teacher.

Informal assessment 2: The student will fill in a worksheet to show how to

assemble quotes to support their inferences.
Why teach, why learn? It requires higher level thinking skills that will be required in the workforce.
Examples:
Resources and Dash, B. (2019). A tiny seed. https://www.storyberries.com/a-tiny-seed/
Materials Index cards, pencil, I-pads, copy of story,
Inference Checklist 5th Grade Reading/Writing Put a checkmark when done.
After reading the title and looking at some of the Measures ability to make inferences based on title
pictures, an inference is made. and pictures.
Did the student read the entire story?
Make a total of three inferences. Write them on Measures the ability to make more inferences
the three index cards. using text reading.
Return to the story and point out and read quotes Measures the ability to cite quotes that support the
that supported the inferences? One or more quote inferences.
per inference. Write the quote(s) on each of the
three inference cards.

Assessment 2- Worksheet: Place quotation marks and commas in the correct location for each sentence.
This measures the ability to use quotation marks correctly within their writing.

Wangari is a smart girl because the story says she did so well at school that she was invited to study in
the United States of America.

She broke up the soil with her machete according to Wangari.

In the story, it says that Wangari studied plants and how they grow which makes me think she was a
botanist.