Standard Questions Student samples Teachers Assessment Academic Choose four words from the word box that have the same vowel sound as dish Big his milk trip 4/4 Big his side trip 3/4 gain right side trip 1/4 Big gain his Ill milk right side trip 0/4 Social/Behavioral What is the dogs problem in the story and How is the problem solved? Use details from the story The dogs problem is that he dose not have an oner and he is really hungery. Mr. Hacker solved the problem by buying a box of bones and Mr.Hacker bought dog food. 7/10 The dog proptem is that it has no home and no maser to fede it. So wen the dog shows up and eat the cat food and scards it, Mr. Hacher bings in the dog food in the house. Then When it is all done it lase down wen Ms. Hacher said. This is is not goint to work so he said I will adobt this dog and name it garvis. 5/10 The dog do not have a home 3/10 The cat comes ever day. The man d sided to put bird food out 3/10 Communication A number has 5 in the tens place, 2 in the ones place, and 1 in the hundreds place. What is the number? It is one hugrid fifty too False 152 True 125 False It is 8 False Motor skills Use your ruler to answer this question. Look at this triangle. Find the distance around this triangle to the nearest inch. Show your work or explain how you know. 12 inches 3+4=7; 7+5=12. So 12 is the answer 3/4 12 inches 2/4 I used a ruler 12 inches 4/4 12 1/2 inches 1/4The portfolio entails various grade 3 level classification of standards basing on student samples and teacher assessments. The student work samples were extracted from the New England Common Assessment Program 2011. The selection of the samples focused on the different categorization of grade 3 student attributes based on the listed standards. The measure of the progress of each of the standard relied on the analysis of the results basing on a given facet. The different tests targeted measuring of students capabilities. The samples depict variances based as portrayed with the teachers assessments. The choice of the samples relied on the variations of the answers for the questions. The teacher assessments establish the measure of the results portrayed by the marks awarded for each response. The questions test a myriad of factors including math, pronunciation, punctuation, and, measurement. All these attributes embody the different standards highlighted in the portfolio. The first question involving the vowel measures whether the student can pronounce the words to establish which of them rhymes with the sound of dish. One managed to get everything right whereas the rest did not. From this, it is established that pronunciation still occurs as an issue within the class. As a result, extra effort should come in place to enable students to understand and conceptualize correct pronunciation. The question on the dogs problem and how to solve it presents students a chance of self-expression based on the story. The latter engages the mind in identifying the answers. The varied responses depict the different ways that students express their responses. In all replies, there lie issues with grammar and tenses. However, one can realize logicality within some phrases that try to pass the message. A section of the phrases are long whereas others are short. The latter can communicate to the social aspect of the kids based on their level of expression and the manner in which they may interact with others. The math problem about numbers engages the minds of the children in the identification of the correct answer. Progress is measured based on whether kids understand the classification of figures on tens, hundreds, and thousands. The last question on the distance around the triangle evokes the use of a ruler. The latter engages the motor skills of the kids as they move around the figure. The measure of progress employs the attributes of precision and accuracy. The latter calls for keenness and attentiveness to realize the correct answer. By use of a ruler, kids can measure and record an accurate figure. The effective way of conveying the portfolio information to parents entails asking parents to report to school and discuss the assessments with teachers. The meetings allow extensive discussions regarding the current status and progress of students based on the listed standards. The meetings should occur as one on one between a particular parent and the teacher. Information sharing between these parties come in handy in establishing the current trends and ways to improve the areas that require effort (Brookhart, 2012). Student upbringing occurs as a collaborative effort between parents and teachers. As a result, such a forum occurs as fundamental in necessitating the required improvements expected from the student.References Brookhart, S. M. (2012). Grading and learning: Practices that support student achievement. New York: Solution Tree Press. New England Common Assessment Program. Student Work Samples 2011 Grade 3. Retrieved from: http://education.vermont.gov/documents/EDU-NECAP_2011_Student_Work_Samples_Grade_3_Reading_Math.pdf