Language Arts Term 1 Student Portfolio

Name:__kyle_________
Language Arts Outcomes:

Term 1
Reading
Excelling
Meeting
Approaching
Not Yet
Reads familiar and

or unfamiliar text
fluently to Level
S/T
<First Name> is a
confident and
independent
reader. <He/She>
is currently
reading above
grade level.
<First Name> is a
fluent and
independent
reader. <He/She>
is currently
reading at grade
level.
<First Name>
requires
prompting when
reading.
<He/She> is
currently reading
below grade level.
<First Name> is
currently reading
two grades below
grade level.
Uses a variety to
comprehension
strategies to
understand text
<First Name> has

demonstrated an
excellent
understanding
and has applied
numerous
comprehension
strategies to
<his/her> reading.
<First Name> has

demonstrated a
good
understanding
and has applied
numerous
comprehension
strategies to
<his/her> reading.
<First Name> is
developing an
understanding
and has applied
some
comprehension
strategies to
<his/her> reading.
<First Name> has

struggled with
reading
comprehension
and has utilized a
few
comprehension
strategies to
<his/her> reading.
Writing
Develops content
through ideas and
details
Organizes writing
for clarity
Uses words and

expressions to add
interest and details
Excelling
Meeting
Approaching
Not Yet
<He/She> uses
supporting
details to
enhance clarity
and hold the
readers interest.
<He/She> uses
supporting
details and
generally holds
the readers
interest.
<He/She> uses
details that are
unnecessary and
occasionally loses
the readers
interest.
<His/Her> writing
has a few details,
however does not
hold the readers
attention.
<First Name>s
writing is well
organized and
straightforward.
<First Name>s
writing is
organized and
straightforward.
<First Name>s
writing is
organized and
predictable.
<First Name>
does not follow a
logical order and
the writing is
difficult to
understand.
<He/She>
consistently uses
amazing words
and expressions
to add details in
their writing.
<He/She> is using
grade
appropriate
words and
expressions to
add details in
their writing.
<He/She> is not
consistently using
grade level
language in their
writing.
<He/She> is not
using grade level
language in their
writing.
Excelling
Meeting
Approaching
Not Yet
understanding of
grammar and
parts of speech
to their writing.
<He/She>
frequently
applies their
understanding of
grammar and
parts of speech
to their writing.
<He/She>
occasionally
applies the basic
understanding of
grammar and
parts of speech
to their writing.
<He/She> seldom
applies the basic
understanding of
grammar and
parts of speech
to their writing.
Attends to
conventions such
as: capitalization
and punctuation.
<He/She>
consistently
applies
conventions of
capitalization,
punctuation in
<his/her> work.
<He/She>
frequently
applies
conventions of
capitalization,
punctuation in
<his/her> work.
<He/She>
occasionally
applies the basic
conventions of
capitalization,
punctuation in
<his/her> work.
<He/She> seldom
applies the basic
conventions of
capitalization,
punctuation in
<his/her> work.
Attends to spelling
conventions in daily
writing.
<First Name> is
currently spelling
above grade level
according to
spelling
assessments.
<First Name> is
currently spelling
at grade level
according to
spelling
assessments.
<First Name> is
currently spelling
below grade level
according to
spelling
assessments.
<First Name> is
currently spelling
more than 2
grades below
grade level,
according to
spelling
assessments.
<First Name>s
printing is neat,
easily read with
appropriate
letter formation.
<First Name>s
printing is neat,
easily read with
appropriate
letter formation.
<First Name>s
printing is at
times difficult to
read with
inconsistent
letter formation.
<First Name>s
printing is
difficult to read.
Letters are not
correctly formed
for grade 5.
Sentences are
<He/She>
varied, controlled
consistently
grammatically, and a applies their
complete thought
Prints or writes
legibly and
efficiently
Listening and Speaking

Excelling
Meeting
Approaching
Not Yet
Responds and shows

evidence of
understanding after
listening or viewing
<First Name>
expresses
<his/her> feelings
and ideas with
great confidence
and clarity.
<First Name>
expresses
<his/her> feelings
and ideas
appropriately and
with thought.
<First Name>
expresses
<his/her> feelings
and ideas
appropriately
with developing
thought.
<First Name>
expresses
<his/her> feelings
and ideas
occasionally..
Communicates
meaning through
representations
(tech & the arts)
<He/She> is able
to show amazing
understanding of
information
through tech. and
art projects.
<He/She> is able
to show
understanding of
information
through tech. and
art projects.
<He/She>
struggles to show
understanding of
information
through tech and
art projects.
<He/She> does
not show
understanding of
information
through tech and
art projects.

Language Arts Term 1 Student Portfolio

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Language Arts Term 1 Student Portfolio

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Name:kyle_______

Language Arts Outcomes:

Reads familiar and

<First Name> has

<First Name> has

<First Name> has

Uses words and

Listening and Speaking

Responds and shows

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