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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.