Names, dates, location, and other details have been changed

or removed to protect student privacy.

Child Profile Report
Child: Jessica
Peterson
Date: 3/4/15
Teacher/Grade: 3rd
School: Removed for privacy
Child Profile Overview:
Jessica is nine-years-old and is in the third grade. She is an only child,
but has two dogs. She lives with her dad in Palmer, but is excited about
the possibility of moving soon as her dad is applying for grad school.
She is very close with her grandparents and aunt Michelle. I had the
opportunity to work with her from December to March of 2015. When I
first met Jessica, I quickly noticed her outgoing and fun personality. She
loves to tell stories and without prompting her to do so, was quick to
tell me about what she was writing about. She often tells stories about
her crazy dogs and 80s movies (Gremlins was a favorite for a few
weeks) shes seen. She writes a lot of jokes and notes to her friends.
Observed Literacy Behaviors and Suggested Instruction
Reading Comprehension (use the Rasinski & Padak Fluency/Comprehension
assessment/information and Deborah Whites chapter as guides): I have had the
opportunity to observe Jessica listening to narrative and informational texts being read to
her. In these instances she has exhibited a deep comprehension of narrative texts as she
easily recalls the events of a story in a logical sequence and easily makes connections
between the main idea and her own life. Based on the Rasinski and Padak (2005)
Comprehension Scale (see attached), I would rate her comprehension of listening to
narrative texts a 5/6.
She can often discuss individual pieces of information she heard read in an informational
text and is working toward comprehending how such information relates to each other
overall. For this reason, I would place her at 3/6 on the comprehension scale.
Finally, although the texts Jessica is currently reading independently consist mostly of
predictable text (early readers), she often asks questions and makes inferences beyond
this text in connection with the pictures. For example, when reading a book about a
monster family, she related to the sister character and often commented how she was like
or unlike that character.

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Overall Reading (Running Records/Miscue Analysis): At least once in the semester,
complete a running record/miscue analysis of the childs reading. Use the resource
designated below.
On April 1st I listened to Jessica read and noted the following:
Words Read Correctly Per Minute = 43
Errors = 6
Fluency (Rasinski & Padak, p. 11):
Expression & Volume = 3 - She made the text sound mostly like natural language
except for a few times her reading was a bit monotone.
Phrasing & Intonation = 3 About one half the time she paused according to
periods and commas.
Smoothness = 3 A few times she stopped to sound out a word and this caused
her rhythm to break.
Pace = 2 Her overall pace was uneven, mixed between fast and slow.
She commonly attended to the meanings of words and how they function grammatically.
A less common strategy she applied was attending to the visual aspects of the words on
the page in that she relied heavily on the pictures more than the letters and sounds in a
word to help her determine unknown words.
Taken together, my assessment of Jessicas reading indicates she is meeting grade-level
expectations and that she has a strong focus on comprehending the texts she approaches.
Suggested Supporting Activities for Comprehension and Fluency
Comprehension
1. Before reading a story, preview the pictures and talk about what she thinks it is
about and what she already knows that makes her think that.
2. Discuss the structure of informational texts during and after reading (e.g., sections
separated into categories, picture captions that explain/define a picture).
Fluency
1. Chorally read portions of texts with her (adult and Jessica reading together at the
same time).
2. Continue to read aloud to her so she hears fluent reading.
Phonics/Spelling: (Discuss with your teacher ways you can administer the Words Their
Way spelling inventory and use the form to analyze his/her phonics/spelling knowledge. If
you are assessing the childs spelling by analyzing their writing, look for their

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performance regarding the appropriate level of spelling features listed in the Words Their
Way resource.)
I have observed Jessica write a number of different kinds of texts. In these activities, she
has consistently shown she understands the initial and final consonants in words as well
as medial short and long vowels. She also consistently uses common digraphs, such as
sh, ph, and th. She is still working on beginning blends (e.g., bl and br) and inflected
endings, such as ed.
Suggested Supporting Activities for Phonics and Spelling
1. Point to words as she reads to help her attend to the visual aspects of words as she
reads.
2. Read through the end of longer words with multiple syllables.
3. Sort words with inflected endings (e.g., ed and es) and explicitly point such
endings out when reading.
Print Awareness (if grade appropriate) (Observe how the child attends to print concepts
as designated in the Owocki & Goodmans forms on pp. 104-105.)
Jessica understands the following print concepts:
Left to right, top to bottom directionality

Return sweep (moving to the left when reading a line below another line)

Differentiation of a letter, word, and sentence

Identify the back, cover, title, and title page of a book

Suggested Supporting Activities for Print Concepts

Jessicas understanding of print is solid. At this point, she will need to begin to attend to
more sophisticated print features, such as use of diagrams and pictures in relation to the
text.
Oral Language (Observe how the child attends to print concepts as designated in the
Owocki & Goodman Oral Language Functions observation form).: Use the resource
designated below to record observations of the childs oral language over the course of
the semester.
I have observed Jessica in formal (giving a class presentation) and informal settings
(class activities and recess) in which she communicated to her peers and her teachers

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through oral language. When telling a story of something that has personally happened to
her, she tells the story with expressive language and sequential transitions, such as and
then and finally. She easily asks peers or teachers questions and communicates
effectively when asked a question. During formal presentations, she is still working on
communicating a detailed description or explanation of her topic but can easily explain
items with prompting from an adult.
Suggested Supporting Activities for Oral Language

Have Jessica create a picture or chart to use when presenting her ideas or stories
to the class.
Have Jessica practice her presentation with a friend before she has to talk in front
of the class.
Writing (Collect four or more writing samples and keep anecdotal records of writing
activity over the course of the semester. Use these artifacts to determine the childs
developmental level of writing according to the ED 311 Early Writing Developmental
Continuum provided.):

Based on writing samples I collected, Jessicas writing is characteristic

of the Early Conventional Transitional stage. She regularly spells a
number of high frequency words conventionally (e.g., I, the, is, from,
at, my, love) and words in which she uses invented spelling usually
have all sounds represented. For example, she spelled the word
tattled as tatld and brother as bruthr. Although she does not
consistently include space between words, she does this more than
half the time. She has also begun to experiment with punctuation, such
as in her story about going to the park when she used quotation marks
at the beginning of characters speech. She has also shown a solid
understanding of basic story elements, such as characters, setting, plot
(problem/solution, cause/effect) and story structure. She is still
developing an understanding of how different informational texts are
organized.
Suggested Supporting Activities for Writing
1. Use a graphic organizer as a pre-writing activity for informational text writing
(e.g., writing about an animal or other topic she wishes to describe and inform
about).
2. Add more details to stories and informational writing.

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3. Use a space man or other object to put space between all her words.

Reflection: End your report with a letter to your professor that details your reflection of
this teaching experience. Address the following questions:
i. What did you find easy?
ii. What did you find difficult?
iii. What are two concrete things you will do when you are a
classroom teacher based on this experience?

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Rasinski & Padak, p. 12

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p. 10

p. 11