Juneau Language Arts Portfolio
Every student portfolio must contain the original copies of the following items:
- Student Reflection Letter (one per year, fourth quarter)
- Reading Continuum (two per year, first and fourth quarters)
- Reading Attitude Survey (one per year, in fall)
- Writing Continuum (two per year, first and fourth quarters)
- Written Teacher Narrative (two per year; others optional)
- Speaking/Listening (one per year, third quarter)
--Student writes or dictates letter to reader of portfolio, explaining why certain pieces were selected, and/or thoughts on how he or she feels about himself or herself as a learner.
Reading Samples (two per year)
--Reading continuum will be completed each semester by recording child's level on the continuum at the end of first and fourth quarters with an X and the date on the spot that best reflects the child's current level of performance, based on all data and observations during the semester. Marks should be made on all three lines of the continuum (comprehension, skills and knowledge, attitude).
--Two dated reading samples will be included in final portfolio. These could include copies of free reading choices and instructional material. (Use the reading stamp to indicate if it is guided reading, etc.) The final, fourth-quarter sample should contain a running record done by the teacher reading with the student.
(Though optional, teachers are strongly encouraged to include)
--Student may be interviewed by teacher, older student, specialist, volunteer, or aide.
--The reading attitude continuum may be a useful conference tool (only for teachers in their planning to share survey information).
Writing Samples (one per quarter)
--Continuum should be marked with an X and dated to reflect child's current level of performance, based on all writing done during the semester.
--Samples during second and fourth quarter: Child- or teacher-selected sample should accompany the writing continuum.
--Out of the four samples, at least one is teacher-selected and at least one is child-selected for second-graders. The other two should be scored, district writing assessment samples.
Teacher generates narrative about each student's performance and progress in reading, writing, listening, speaking, literacy interests, and suggestions for parents.
Observed behaviors should be dated. They may also be highlighted for easy discussion.
In addition, teachers are encouraged to include:
Favorite Pieces Other teacher anecdotal observations Oral language cassette tapes Developmental Spelling Lists Reading Logs Drawings/illustrations Math journals
Chosen by students for their portfolio. Students should write or dictate why the particular piece has been included.
Teacher regularly records evidence of growth and development and/or difficulties that the student faces.
Student selects a story, a poem, a set of directions, or an event to record orally on audiotape or on the computer. The continuum of speaking behaviors is a useful tool for analyzing and evaluating the tape.
Record of books read by student independently or in a group.
Source: Language Arts Portfolio Handbook for the Primary Grades, third edition, Juneau School District, December 1994
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Date of Last Update: 9/28/01 
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