This document contains a developmental assessment portfolio for a pre-K student named A.J. from spring 2008. It includes documentation and assessments of A.J.'s progress in various areas of development including social-emotional, physical, and cognitive skills. For each objective, photos, narratives, and anecdotes are provided as evidence along with explanations of how A.J. has met the criteria for different levels of achievement. Goals are also outlined to help support continued growth.

1. Developmental
Assessment
Portfolio
Spring 2008
T.K.

2. Portfolio of A. J.
June 21, 2003
4 years old

3. Social/Emotional Development
Stands up for Rights- Objective 4
Level II
Asserts own needs and desires verbally without being
aggressive
• Documentation 1: Photo
• Tuesday, February 12,
2008, 10:59:38 AM

4. Social/Emotional Development
Stands up for Rights- Objective 4
Level II
Asserts own needs and desires verbally without being
aggressive
• Documentation 2: Anecdotal Note
• Monday, January 28, 2008, 12:45-1:05 p.m.
• “Ms. Neicey, Ms. Neicey, Elijah jumpted in from uh me.
It not yo turn Elijah. You gotta move behin Quantavius.”

5. Level II Assessment
• Explanation
• Photo taken on Tuesday, February 12, 2008, 10:59:38
AM
• In the classroom that day we had visitors come in and
read a story. After the visitors read the story they
were allowed to play with the children. Our visitors were
from Oak Hill School. The young man playing in the
photo with A wanted A to give him the block but A did
not want to. A did not yell at the young man he put the
block in his lap and told the young man “I had it firss”.

6. Level II Assessment
• Explanation
• Anecdotal Note I recorded on Monday, January 28,
2008, 12:45-1:05 p.m.
• On the playground there was a group of boys that were
taking turns shooting the basketball in the child size
basketball hoop. One of the boys jumped line in front of
A and he looked at me and that the boys had jumped in
front of him. I then asked A what he should do. How do
you let your friend know what he did make you feel sad?
At that point A told the other little boy Elijah that he
jumped him and that he needed to get behind someone
else it. He let that child know that he could not jump in
front of him.

7. Goal
Level III
Takes action to avoid disputes over rights

8. Goal
Level III
Takes action to avoid disputes over rights
• Plans for A at
school:
• To help A make a
book that teaches to
avoid conflicts
• Role play with
another teacher to
show A how to handle
himself if in a
stressful situation.
• Plans for A at home:
• Read the book with A
that he made in
school
• Talk with him about
how to see a few
steps ahead to avoid
conflicts.

9. Social/Emotional Development
Follows classroom routines- Objective 8
Level II
Understands and follows classroom procedures
• Documentation 1: Photo
• Wednesday, January 30,
2008, 3:00 pm

10. Social/Emotional Development
Follows classroom routines- Objective 8
Level II
Understands and follows classroom procedures
• Documentation 2: Narrative
• Wednesday, January 26, 2008,
11:05 am to 11:45
• A sat at the table after
finishing washing his hands.
He sat at the first table in
the classroom facing the
windows outside. When the
food was set on the table in
front of him he reached and
got the spoon and put
peaches on his plate. He put
mixed vegetables on his
plate. He waited for the
soup in the bowl to be
placed on his plate. Once he
was given his milk he began
to eat.

11. Level Assessment II
• Explanation of Photo
Wednesday, January 30,
2008, 3:00 pm
• A had just gotten up
from nap and it was time
to eat snack. The routine
is once you are awake
from naptime you are to
put up your cot, go use
the potty, and then wash
your hands and come to
the table for snack.
• Explanation of Narrative
Wednesday, January 26,
2008, 11:05 am to 11:45
• A and the class had just
gotten back from a
fieldtrip. So they are to
use the potty, wash
hands, sit at the table,
and fix their plates.

12. Goal
Follows and understands reasons
for the classroom rules

13. Goal
Level III
Follows and understands reasons for the
classroom rules
• Plans for A in school:
• Role play with puppets to
explain why rules of the
classroom are important
• Assign A the job of
explaining the classroom
rules when there is a new
student enrolled in the
classroom. That will
encourage A to really absorb
the classroom rules so that
he understands the
reasoning behind them.
• Plans for A at home:
• Go over the rules for
home with A and ask him
to explain them to you
• Have A predict what will
happen if a rule is broken

14. Social/Emotional Development
Recognizes the feelings of others and responds
appropriately- Objective 11
Level I
Is aware of other children’s feelings and respond in a like
manner
• Documentation 1:
Photo
• Tuesday,
February 12,
2008, 11:09:36
AM

15. Social/Emotional Development
Recognizes the feelings of others and responds
appropriately- Objective 11
Level I
Is aware of other children’s feelings and respond in a like
manner
• Documentation 2:
Tape recorder
• Friday, January
25, 2008, 12:00-
12:05 p.m.
• He bumps into a
friend and says
sorry.

16. Level I Assessment
• Explanation of Photo
Tuesday, February 12,
2008, 11:09:36 AM
• We had guests in the
classroom. One young man
sat down with them to help
build something. As they got
through with the building I
asked if they wanted to
take a picture of their
building. A said “we proud of
dis we made”. So they all
gathered around the building
and smiled.
• Explanation of an audio
recording on Friday, January
25, 2008, 12:00-12:05
p.m.
• It was group time with the
librarian of the center. She
was reading a story to the
children. A was supposed to
be sitting crisscross
applesauce style on the
carpet. He was fidgeting
and accidentally bumped into
a friend sitting close to him.
A told the friend he was
sorry.

17. Goal
Level II
Shows increasing awareness that people may have
different feelings about the same situation

18. Goal
Level II
Shows increasing awareness that people may have
different feelings about the same situation
• Plans for A at school:
• Take pictures of various
faces of his friends
reacting differently than
him to some situation.
• Read the book called
“When I Care About
Others (The Way I Feel)
written by Cornelia
Maude Spelman also make
props for the story for A
to retell the story.
• Plans for A at home:
• Role plays with A how
family members may
react to the same thing
differently.
• Have A talk about why he
would respond a certain
way when others do not
respond the same.
•

19. Physical Development
Climbs up and down- Objective 16
Level II
Climbs up and down stairs and ladders, and around
obstacles
• Documentation 1:
Narrative
• Wednesday, January 26,
2008, 9:00 am and 10:00
am
• Antwoine climbed the
steps one by one in the
library leading to the
children’s theater in the
library. He held on to the
rail as his teacher
instructed him to do.
(Before the play)
• We went back down the
steps this time Antwoine
walked down the steps
w/o using the rail. (After
the play)

20. Physical Development
Climbs up and down- Objective 16
Level II
Climbs up and down stairs and ladders, and around
obstacles
• Documentation 2:
Anecdotal
• Tuesday,
February 5,
2008, 4:30-4:45
p.m.
• He slowly came
down the braided
rope ladder.

21. Level II Assessment
• Explanation of Narrative Wednesday, January 26, 2008, 9:00
am and 10:00 am
• The Pre-Kindergarten class went on a fieldtrip to the Nashville
Main Library to see a puppet show called “Anansi the Spider”.
When we got into the building there were steps or an elevator
to take us to the floor that housed the puppet show theater.
The teacher chose the stairs for us to go up because that was
a good way to assess who had hit that mile marker. A listened
to the teacher’s instructions and held onto the rail and walked
up the steps. He placed one foot down and placed the other to
go to the next step. As we came back down the stairs to go
back to the bus, A did not hold onto the rail. He still managed
to go back down the way he came up.

22. Level II Assessment
• Explanation of the Anecdotal note recorded on Tuesday,
February 5, 2008, 4:30-4:45 p.m.
• A and a group of boys were on the landing of the wooden
stationary climbing structure on the playground for Pre-
K. One little boy that was playing close to where the
structure was put down a ball that he was playing with.
A came down and got the ball and then climbed back up
to the landing. The little boy was crying and wanted the
ball back. I asked A to come to me and bring me the
ball. A turned his back to me and with one hand and
both his feet he climbed down the braided rope.

23. Goal
Level III
Climbs easily on ramps, stairs, ladders, or
sliding boards.

24. Goal
Level III
Climbs easily on ramps, stairs, ladders, or
sliding boards.
• Plans for A at school:
• Step up an obstacle
course with different
angles of ramps
• Use music and movement
to demonstrate how A
may look different
climbing ramps, stairs,
ladders, or sliding
boards.
• Plans for Antwoine at
home:
• Expose A to different
types of stairs or ladders
• Take him to different
parks and let him try
different slides.

25. Physical Development
Controls small muscles in hands- Objective 19
Level II
Manipulates smaller objects with increasing control
• Documentation 1:
Photo
• Friday, February
08, 2008, 4:00
PM

26. Physical Development
Controls small muscles in hands- Objective 19
Level II
Manipulates smaller objects with increasing control
• Documentation 2: Narrative
• Wednesday, February 6, 2008, 4:00-
4:20 p.m.
• He started working the puzzle trying to
get two pieces to fit together. He
concentrated on putting two pieces of
the puzzle together.

27. Level II Assessment
• Explanation of Photo Friday, February
08, 2008, 4:00 PM
• A was using a single-hole puncher to
punch out circles for a project that I
was doing for a class. He was very
focused on punching the holes. He used
one hand to hold the paper and one hand
to hold the single-hole puncher.

28. Level II Assessment
• Explanation of a Narrative done on
Wednesday, February 6, 2008, 4:00-
4:20 p.m.
• A was putting together an Alphabet
puzzle. He was concentrating on the
puzzle trying to get the two pieces to
fit together.

29. Goal
Level III
Manipulates a variety of objects requiring
increased coordination

30. Goal
Level III
Manipulates a variety of objects requiring
increased coordination
• Plans for A at
school:
• Put pennies or
marbles in play dough
for him to get out.
• Give A a keyboard to
“pretend” type a
letter.
• Plans for A at home:
• Give him paper of
various texture and
grade to tear.
• Draw lines on paper
to have him cut along
the lines to get
practice.

31. Cognitive Development
Explores cause and effect- Objective 25
Level II
Wonders “what will happen if” and tests out the
possibilities
• Documentation 1: Anecdotal
• Wednesday, March 12, 2008, 9:15
a.m.
• “What happens if you get all dee
way ova dere and you race it off?”

32. Cognitive Development
Explores cause and effect- Objective 25
Level II
Wonders “what will happen if” and tests out the
possibilities
• Documentation 2: Audio Tape
• Friday, February 8, 2008, 10:00 a.m.
• “Santana mine turned green” (referring
to his cup of water using to clean the q-
tip). “Cause I mixed it up”
•

33. Level II Assessment
• Explanation of Anecdotal Wednesday,
March 12, 2008, 9:15 a.m.
• In group time they had draw a line on
paper. A wanted to know what would
have happened if you made the line go
all the way to the edge of the paper.
Would you have to erase the line
because it would not fit in the space?

34. Level II Assessment
• Explanation of Audio Recording on
Friday, February 8, 2008, 10:00 a.m.
• A was doing a art project with two of
his friends. They had water colors and
they were using q-tips as paint brushes.
A put his q-tips in a cup of water and
the water turned green. He added more
color by rubbing the q-tips in other
colors.

35. Goal
Level III
Observes attentively and seeks relevant
information

36. Goal
Level III
Observes attentively and seeks relevant
information
• Plans for A at
school:
• Engage A in
describing the cars in
the block center.
• Have Antwoine play
at the water table to
find out what objects
will sink or float.
• Plans for A at home:
• Gather materials on
a nature walk and
come back to talk
about them.
• Interview A about a
movie he just
watched.

37. Cognitive Development
Recognizes patterns and can repeat them- Objective 30
Level II
Extends patterns or creates simple patterns of own design
• Documentation 1:
Photo of work
sample
• Tuesday,
February 05,
2008, 11:35 AM

38. Cognitive Development
Recognizes patterns and can repeat them- Objective 30
Level II
Extends patterns or creates simple patterns of own design
• Documentation 2: Narrative
• Wednesday, February 6, 2008,
4:00-4:20 p.m.
• He would beat the drum hard in a
dot, dot, and dot-dot pattern.

39. Level II Assessment
• Explanation of Photo Tuesday,
February 05, 2008, 11:35 AM
• A did a two-dimensional art project
with me. He repeated the same
letter over and over again on his
paper with different colors.

40. Level II Assessment
• Explanation of Narrative Wednesday,
February 6, 2008, 4:00-4:20 p.m.
• A was playing with the drum in the music
and movement center. He took one of
the drumsticks and began repeating a
dot, dot, dot-dot pattern over and
over. He was very engrossed in what he
was doing. It lasted for about 1-2
minutes.

41. Goal
Level III
Creates complex patterns of his own design or
by copying

42. Goal
Level III
Creates complex patterns of his own design
or by copying
• Plans for A at
school:
• Have more music
playing where there
is a drum pattern
and have A draw or
mark the beat on
paper.
• Have A clap out a
beat using rhyming
words
• Plans for A at home:
• Have A’s family
engage him more in
rhyming words with
same sound patterns
• Create a pattern and
have A repeat it

43. Cognitive Development
Representation and Symbolic Thinking-
Objective 37
Draws or constructs and then names what it
is- Level I
• Documentation 1: Dictation
• Friday, February 29, 2008, 9:00
a.m.
• “Luh I may a taco, Ms Neicey”

44. Cognitive Development
Representation and Symbolic Thinking-
Objective 37
Draws or constructs and then names what it
is- Level I
• Documentation 2:
Photo
• Friday, February
29, 2008, 9:00
a.m.

45. Level I Assessment
• Explanation of Dictation Friday,
February 29, 2008, 9:00 a.m.
• A was doing an art project with
me. He made a taco shaped object
with the play dough. He looks at
me and tells me “Luh I may a taco,
Ms. Neicey.”

46. Level I Assessment
• Explanation of Photo Friday,
February 29, 2008, 9:00 a.m.
• This is the “taco” that he made out
of play dough.

47. Goal
Level II
Draws or builds a construction that represents
something specific

48. Goal
Level II
Draws or builds a construction that
represents something specific
• Plans for A at school
• Have A plan some type of
dramatic play scene and
act it out. He can do
that either with his
friends or props.
• Give A a picture of
something and have him
make a model of it.
• Plans for A at home
• Give him model cars or
motorcycle projects that
are age appropriate for
him to do at home with
someone.
• Have A draw “blue prints”
for an idea that he has
to build something.

49. Language Development
Listening and Speaking- Objective 41
Answers questions with a complete thought-
Level II
• Documentation 1: Interview w/
child
• Friday, February 8, 2008, 10:00
a.m.
• How it is easier for you to paint
with a q-tip. He said “because I
like to change colors.”

50. Language Development
Listening and Speaking- Objective 41
Answers questions with a complete thought-
Level II
• Documentation 2: Narrative
• Tuesday, February 5, 2008, 4:30-4:45
p.m.
• When I asked Antwoine “did you take
the ball?” I again asked him did he want
to give the ball back he said nothing.
He did not shake his head yes or no.

51. Level II Assessment
• Explanation of Interview w/ child
Friday, February 8, 2008, 10:00 a.m.
• I was asking A why he liked painting
with q-tip verses using a paint brush.
He did not say which was easier to use.
A told me that he liked changing the
colors which had nothing to do with the
question’s intent.

52. Level II Assessment
• Explanation of Narrative Tuesday,
February 5, 2008, 4:30-4:45 p.m.
• On the playground Marvin put the ball
down and walked away from it. A got
the ball from where Marvin left it.
When I asked A if he would give the
ball back to Marvin he never answered
me one way or the other.

53. Goal
Level III
Answers questions with details

54. Goal
Level III
Answers questions with details
• Plans for A at school
• Have A read a story and
ask him specific questions
where he has to provide
detail.
• Play 20 Questions with A
so he can see different
ways to give answers
• Plans for A at home
• Have the parents play 20
Questions with A
• Have the parents play
“The Never Ending
Question” game with him.
You ask a question where
he has to give detailed
answers. If he does not
then you ask more about
that question to get more
detailed answer.

55. Language Development
Reading and Writing
Writes letters and words- Objective 50
Writes recognizable letters, especially those in own
name- Level II
• Documentation 1:
Photo of Work
Sample
• Wednesday,
February 06,
2008, 2:49 p.m.

56. Language Development
Reading and Writing
Writes letters and words- Objective 50
Writes recognizable letters, especially those in own
name- Level II
• Documentation 2:
Photo of Work
Sample
• Thursday,
February 07,
2008, 12:00 p.m.

57. Level II Assessment
• Explanation of Photo of Work Sample
Wednesday, February 06, 2008, 2:49
p.m.
• This is a sample of his journal writing
where his name is at the top and some
of the letters that are written on the
page are in his name so he has print
concept of those.

58. Level II Assessment
• Explanation of Photo of Work Sample
Thursday, February 07, 2008, 12:00
p.m.
• This is a sample taken from the next
day of journal writing. A shows that he
has print concept of this letter that
does not appear in his name.

59. Goal
Level III
Uses letters that represents sounds in writing
words

60. Goal
Level III
Uses letters that represents sounds in
writing words
• Plans for A at school
• Provide stencils that
have words that he
uses daily so he can
see the connections.
• Make up silly
sentences of words
he uses daily
• Plans for A at home
• Practice writing
words with meaning
to A
• Sound clap out
syllables to words
with A
•