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S.F. is using dot markers. She takes the caps off all of the markers and and sticks them on her fingers. She sings, "Tommy thumb, Tommy Thumb. Where are you?'

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S.F. is 3 years old. She lives with her mom, dad and older brother. Her teachers say she enjoys exploring different activities in the classroom, but she gravitates towards the dramatic play area where she can often be found playing with baby dolls. She has been observed engaging with her classmates in various areas of the classroom and seems to play well with others.

S.F. takes a hands-on approach to learning and enjoys exploring materials and concepts to construct knowledge.

S.F. also has been observed singing frequently during different activities and connecting her actions to her songs.

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Print Motivation:

S.F. chooses books to flip through independently. In this photo, S.F. is recognizing letters on the pages. She asks questions about the letters on the page and how it relates to the photo. For example, in this photo she is looking at the letter M. She says, "M." Then she asks, "What is in the picture?"

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Children represent and express ideas through verbal and written languages when they pretend to be someone or something else.

In this photo, S.F. is pretending to be an astronaut. She is wearing a dramatic play astronaut helmet and engages in a dramatic play activity in her own way. She describes the planets she sees as she pretends to be an astronaut.

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1.2 PK.C With prompting and support, make connections between information in a text and personal experience.

In this photo, S.F. is using the scissors prop from the flannel board (Lesson 4) and pretending to cut her hair. S.F. says, "My mommy cut my hair with the scissors. I'm giving myself a haircut." When asked if anyone in the story gets a haircut, S.F. says, "Yeah, the mouse got a haircut and now I am getting a haircut too."

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Dramatic Play:

S.F. frequently occupies the dramatic play area within the classroom. She enjoys dressing up and costumes, "cooking" in the kitchen and taking care of the baby dolls.

The dramatic play area seems to promote S.F.'s language and literacy development by encouraging her to narrate her play. She comes up with stories by using props and narrates what is occurring in the scene she set up.

For example, in this photo, S.F. set up food on a tray and put two baby dolls in the side pockets. She said, "I put my babies in the highchairs. It's time to eat now." S.F. and T.M. sat down with the dolls and T.M. asked, "What did you make us to eat?" S.F. began to list all of the foods she saw on placed on the table.

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During lab 3, S.F. was using stencils in the drawing area to trace letters. She pointed to each letter and labeled the letters.

This connects to Letter Knowledge because S.F. is able to identify the letters by memory.

In the second photo, S.F. is pointing to and reading off the letters of her name in order. The also connects to letter recognition because it shows how she is able to identify familiar letters and remember the letter names with assistance.

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S.F. asks questions to obtain vocabulary. For example, during this sensory play activity, S.F. had held up a scarecrow and asked, "What is this?" Her teacher responded, "It's a scarecrow." S.F. held the scarecrow up and began to sing a spontaneous song: "I'm a scarecrow, I'm not scared though. I'm going trick-or-treating."

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S.F. tells stories when engaging in dramatic play. In Lab 1, she created a story during dramatic play where she nursed her sick baby doll back to health.

This connects to narrative skills because she described her actions and the events of her play (Creating stories as part of her play).

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S.F. explores the smaller sounds in words through rhymes. In this example, she is repeating the story "Five Little Monkeys Jumping on the Bed" and exploring rhyming words such as "head" and "bed".

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Children inquire and solve problems with the languages of literacy when they predict what might happen next.

During lesson plan 1, S.F. made predictions about animals in a story. She responded to questions by answering based on what she knew about the animals. In this example, she is explaining what kind of animal would have a ribbon and predicting the next animal that would appear in the book.

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S.F. follows the left to right format in her writing journal when engaging in a mark-making experience. This connects to print awareness because she is demonstrating her knowledge of how print is displayed and using the print already in the book as a guide.

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Children build relationships and understanding of themselves when they use the languages of literacy to show empathy verbally toward the feelings and needs of other.

S.F. shows empathy for T.M. when she is having a difficult time during drop off. She asks her, "Are you okay?" S.F. also offers to let T.M. play with the "brown baby" first when T.M. is upset. This shows how S.F. is able to demonstrate empathy towards others using verbal language.

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S.F. answers questions about text when asked. During lesson 4, S.F. answered questions about the mouse in the story. In this example, she is describing why she thinks the mouse would want to hang up the picture "To show his mommy" and says that the mouse needs to make the picture "stick".

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1.3 PK.A With prompting and support, retell a familiar story in a sequence with picture support.

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1.3 PK.A With prompting and support, retell a familiar story in a sequence with picture support.

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After listening to the story "The Scarecrow's Hat", S.F. engaged with T.M. to act out the events of the story. S.F. is holding the sheep and T.M is holding the owl. S.F. says, "Owl, can I have your glasses because I need to see."

This connects to the learning standard because S.F. is using the stick puppets as a picture support to re-tell the events of the story.

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S.F. used a variety of writing utensils within the writing center. She uses markers, pencils, crayons, etc. Over the course of the semester, S.F. seems to have improved her handling skills of the writing materials, as seen in the picture above. She uses writing materials for their intended purpose. In this photo, S.F. is writing the letter "t" on her page, after using the alphabet poster on the wall for guidance.

This demonstrates how S.F. uses tools and materials within her environment to support her learning.

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S.F. explores a variety of print within the classroom. She can often be found flipping through books and talking about their illustrations. She uses signs and posters within the classroom and communicates her interest in them. For example, during lab 4, S.F. used an emotions chart to describe how she was feeling when her friends did not want to play with her. She pointed to the sad face and said, "I feel like the sad one because T said I can't play with her and then she said I'm not allowed to come to her birthday party." She showed clear recognition of emotions on a chart and explained how they related to her feelings.

In the photo above, S.F. is using a seasons chart to talk about the seasons. She points to each word and says the word out loud. When she gets to "Autumn" she says "Fall". With a little bit of guidance, she identified that fall starts with and "F" and the word in a picture starts with an "A". Then she starts over and repeats the seasons, saying "Autumn" the next time. This demonstrates how S.F. is curious about print/text and how she uses it to support her language skills.

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S.F. floats around the classroom, exploring different areas throughout the day. She seems to gravitate towards the dramatic play area and likes to play pretend. To support S.F.'s language and literacy development within the dramatic play area, I would make sure to rotate the materials in this area to keep them fresh and exciting. I would also incorporate costumes and props that link to books in the library or books that have been read in class. This may support narrative skills and re-telling through acting out events in stories.

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S.F. enjoys exploring various art materials and experiences that were available to her. For example, in Lab 7, S.F. made strong connections to the book "Lizzy and the Cloud" by the Fan Brothers when she created her own cloud with model magic. She was able to identify the differences between her cloud and Lizzy's cloud by noting that her cloud was "fluffy" and looked like a rainbow cloud and Lizzy's was just "ordinary". Connecting literacy experiences with art is a great way to stretch her learning in language and literacy because it offers a hands-on way for S.F. to represent her learning.

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The next steps I would recommend is to use work on social development through language and literacy.

S.F. had some challenges with expressing her emotions in an appropriate manner when conflicts arose with her peers. Using books, labeled feelings charts or even dramatic play experiences to teach positive coping skills may strengthen S.F.'s social and emotional development, while also supporting her language and literacy development.

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Introduction to my Child Portfolio