blacklines, and portfolio conference sheets
teacher standard use correct grammar, spelling, punctuation, capitalization and structure. choose from: expository writing “brush your teeth” persuasive “lucky leprechaun” narrative “wild things” “my reindeer” “in my garden” teacher standard compose well-organized and coherent writing for specific purpose and audience. choose from: expository writing “brush your teeth” persuasive “lucky leprechaun” narrative “wild things” “my reindeer” “in my garden” teacher standard communicate ideas in writing to accomplish a variety of purposes. choose from: expository writing “brush your teeth” persuasive “lucky leprechaun” narrative “wild things” “my reindeer” “in my garden” peer / parent pick creative writing samples/center writing book reports/ reviews poems acrostic poems journal writing student pick- standard (any) student pick- standard (any) student pick- free choice creative writing samples/center writing book reports/ reviews poems acrostic poems journal writing student-self assessment (any) student reflection (any) student goal setting top back to table of contents |
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name: date: portfolio entry
standard: (filled out by teacher)
title or description of entry:
reflection:
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stem questions
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julie dunham
who will participate? the people who will participate are the parents, siblings, and significant others of the students. the classroom teacher will be there as will the principal.
what type of portfolio conference will be planned? a student-parent exhibition is planned. the conference will take place in the classroom, if the multipurpose room in unavailable. the teacher will be there mostly as an observer, but will answer questions as needed.
what are the goals of the conference? the goal of this portfolio share night is for the students to display their writing throughtout the year. the students will also present their entries to their visitors. they will be explaining their entries and what they learned from them.
what are the logistics? the date will be determined as the school year ends. the time will be 7:00 pm. student will make invitations during computer lab to bring home to their families. a reminder note will go home in my newsletter, and a special note will go home the night before.
the classroom (or multipurpose room) will be set up with student desk pushed together to form tables. refreshments will be supplied by the students. the teacher will provide plates, cups, and napkins.
how will you evaluate the conferences? i will evaluate the conferences by using parent/surveys/portfolio guides that will be provided at the beginning of the conference. i will also use student assessments that they will fill out about their conference. the teacher and student will schedule a conference about how the portfolio share night went and how they felt overall about their portfolio progression. |
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parent portfolio conference guide
dear parents,
please review your son’s/daughter’s portfolio and ask him/her questions about his/her work. the following questions are available to help you start a discussion. thank you for your help. please see me if you have questions that your child is having difficulty answering.
please write any comments you have on this sheet and return it to school with your child.
parent signature:___________________ date____________ |
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evaluation of portfolio exhibition
student name:
what where your goals?
did you achieve them?
how did the exhibition go?
what was one suggestion a parent gave you during the exhibition?
how do you think you did overall?
great! ok still need work |
name
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1 |
2 |
3 |
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creative cover |
just name |
name and few decorations |
creative cover with name |
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completeness |
very few entries are complete |
most entries are complete |
all entries are complete |
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spelling/grammar/punctuation |
major errors (major errors in punctuation. many spelling and words wall words are incorrect) |
few errors (some mistakes in punctuation or spelling and word wall words) |
no major errors (correct punctuation and all spelling and world wall words are correct) |
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reflection |
student is unable to reflect |
student reflects, but with little depth |
reflections are complete and thoughtful |
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evidence of understanding
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student does not understand what work was completed |
students tries to explain pieces |
student understands the types of writing and why each piece is included |