Classroom Portfolio (CP) Examples

NOTE: the following examples are for illustrative purposes only

Photographs

CPs might include examples from:

Lists of equipment and materials

CPs might include examples from:

Child work product examples

CPs might include examples from:

Lesson plans

CPs might include examples from:Monday Tuesday Wednesday Thursday Friday

Reading ‘The Foot Book’

Let’s Eat! Fantasticos vehiculos para la contruccion

Colors! Colores!

The Foot Book

Math Trace Feet Measure things in room using foot tracing (pencil, desk, carpet) (in pairs)

Put foot measurements into graph

Introduce measuring tape

Measure same things measured with feet with measuring tape (in pairs)

Science Measure bean sprouts; Review life cycle of a bean

Measure bean sprouts; Draw pictures of bean sprout in weekly  logArt Trace Feet Finish pictures from last week’s 

Field Trip to Romare Bearden exhibit

Make a collage of our foot tracings;  Hang on wall

Dramatic Play Doctor’s OfficeAdd Patient Care Sheets to 

Doctor’s OfficeAdd 

checkbooksAdd clipboards with notes

Language Put out ABC puzzles

Trace Name in Small Group Time Work on letter ‘H’

Music Head, Shoulders Knees and Toes Use Kazoos Use Maracas Free Play in Music and Movement

Gross Motor Obstacle Course

Opposite Simon Says

Obstacle Course

Opposite Simon Says

Hop Scotch

CPs might include examples from:

Classroom schedules9:00 a.m. Breakfast9:30 a.m. Multipurpose Room – Gym Time10:00 a.m. Outdoor Play yard Activities (parachute, tricycles, balls,

climbers, sand box, garden, etc.10:45 a.m. Circle Time – Sharing Time, Music, Creative

Movement Activities, etc.11:00 a.m. Center Time – art activities, cooking activities, science,

literacy, math activities, computer, blocks, dramatic play, etc.

11:40 a.m. Clean up time11:50 a.m. Story Time

Notes, emails, newsletters

CPs might include examples from:

Forms you use routinely

CPs might include examples from:

Assessments

CPs might include examples from:

Classroom Observational Assessment Form -- SkillsGroup: Ms. Jennie’s Kindergarten Observed

Skill:Who can tie their shoes?

Ratings code: NY = Not Yet; E = Emerging Skill; P = Proficient

Name: Oct. 2012 Jan. 2013 Apr. 2013 Notes

Maddy NY NY E Maddy tries repetitively even after failure

Joelle NY E P Joelle has persisted in her practice this year to masterthis skill

Mei-Mei E E P

Michael NY E P

Emily E P P Emily has been helping others learn to tie their shoes!

2.E.03 (T-P-K) “Childrenhave opportunities tobecome familiar withprint…”

“…print…is accessible throughout theclassroom…”

2.G.01: Infants can discover they can make things happen

2.C.02:Infant fine motor skills

2.F.01.b:Infants see & touch shapes, sizes, colors, patterns

2.A.08.a:Equipment reflects childrens’ family life.

One photo can meet several criteria/indicators

Balance scalesfor comparing weights ofthings

Microscope

2.G.04 (P-K): Children are provided varied opportunities to use simpletools to observe objects and scientific phenomena.

Using magnifiers to observe dirt

Materials are organized andgrouped on low, open

shelves for children to useindependently

9.A.07Rotated

materials arestored on high

shelves

2.L.02: Children are offered opportunities to become part of the classroom community so that each child feels accepted and a gains a sense of belonging.

Children dancing to “Let’s make friends” during our February theme on friendship.