1. ASHLEY KULIK BELLAMY
Professional Portfolio
April 2015

2. BACKGROUND
 Elementary Teacher of the Year for Atlanta Public
Schools (2011-2012)
 Mary Lin Elementary Teacher of the Year (2011-
2012)
 Leadership Team Chairperson (2011-2013)
 Leadership Team Grade Level Teacher (2009-2011)
 Teaching First Grade (August 2008-present) –
Atlanta
 Graduated from Piedmont College with Masters
Degree (2008)
 Taught Kindergarten (2007-2008) - Atlanta

3. BACKGROUND (CONTINUED)
 Taught First Grade (2005-2007) – Gwinnett
 Taught First and Second Grade EIP Reading and
Math (2004- 2005) – Gwinnett
 Graduated from the University of Georgia with
Bachelors Degree (2004)

4. LANGUAGE ARTS INSTRUCTIONAL PRACTICES
 Daily 5 for Reading (my classroom’s version)
Read to
Self
Work on
Words
Work on
Writing
Time with the
Teacher
(guided reading
group and
intervention groups)
Read with Someone
(morning work)
Listen to Reading
(during free centers
and teacher read
alouds)

5. READ-WITH-SOMEONE
 Choose partner to read
with
 Partners could be
same level, higher, or
lower
 Partners offer help if
higher/lower and take
turns if the same level
Photo removed for safety of students

6. LISTEN TO READING
 Tumble books on
computers
 Teacher read alouds

7. READ-TO-SELF
 Individual book boxes
 Must keep 3-5 “just
right” books in their
boxes and books from
guided reading after
reading with me
 Change each morning
if necessary, after
morning journal or work

8. WORK ON WRITING
 Writing Workshop
model
 Mini-lesson
 Independent Writing
practice
 Share time (with
partners/ with class)
 Friendly letter writing
 Mailbox and post office
person

9. WORK ON WORDS
 Students use different
materials to practice
spelling words for the
week
 Materials:
 White boards *
 Sand tray
 Letter beads
 Clay letters
 Magnet letters *
 Computers
 Apple Letters

10. TIME WITH THE TEACHER
Guided Reading
Conferring about Writing
Response to Intervention (RTI) –
phonics interventions, reading
interventions, math interventions
(more information on each of these next)

11. GUIDED READING
 Groups of 4-5 students
 Flexible, homogenous groups
 STAR Reading computer program and Running Records to
form groups
 Lower groups - phonics strategies, decoding skills, and
comprehension
 Middle groups - fluency, comprehension, and independent
reading
 Higher groups - critical thinking, independent reading, and
comprehension

12. CONFERRING ABOUT WRITING
 Pairs or individual students working on similar
skills
 Check in on daily writing to reinforce mini-
lessons
 Discuss rubrics on graded writing
assignments
 Allow time to fix mistakes if wanted/
necessary

13. RTI – PHONICS
 Letter Sounds &
Names
 Phonemic Awareness
(Split and Say)

14. STUDENT IMPROVEMENT DATA - PHONICS
Letter Sounds progress monitoring

15. RTI – READING FLUENCY
 PALS (Peer-Assisted
Learning Strategies) o Fold-In Method

16. STUDENT IMPROVEMENT DATA - READING
Word Reading Fluency progress monitoring

17. RTI - MATH
 Math PALS
o Create, Draw,
and Count
(see student example)

18. CREATE, DRAW, AND COUNT
STUDENT EXAMPLE

19. STUDENT IMPROVEMENT DATA - MATH
Numbers & Operations progress monitoring

20. LANGUAGE ARTS INSTRUCTIONAL PRACTICES
SMART Phonics
 Systematic
approach to
teaching phonics
and phonemic
awareness
 Phonemic
Awareness
(sound
stretching)
This is shown in the video
attached to my Linked In
profile.

21. LANGUAGE ARTS INSTRUCTIONAL PRACTICES
 Reading
Comprehension
 GA DOE frameworks
book titles
 Fiction/Nonfiction
 Chapter book read
alouds relating to unit
 Picture book read
alouds
 Unit 1: Mapping our
World (Dreams vs.
Reality)
 Unit 2: Inventing Fun
(Real vs. Fictional
Inventors)
 Unit 3: A High Opinion
of Animals (Pets & Wild
animals)
 Unit 4: Money, Money,
Money (Economics)

22. WRITING INSTRUCTIONAL PRACTICES
 Writing Workshop model
 Mini-lesson
 Independent practice
 Share
 Units of Study (Lucy Calkins)
 Personal Narratives
 Informational Writing
 Opinion/Persuasive Writing
 Fictional Writing
 Write Source grammar
 CCSS aligned
 Supplemented with www.teacherspayteachers.com content

23. MATHEMATICS INSTRUCTIONAL PRACTICES
 Math
 Problem of the Day
(POTD)
 Partner activities
(Homogenous and
Heterogenous groups)
 Differentiated class work
 Differentiated homework
 Small group/ Individual
instruction when needed
 Early finishers
 Brain teasers
 Logic puzzles
 Previous math games
 Technology integration
Photo removed for safety of students.

24. SCIENCE INSTRUCTIONAL PRACTICES
oScience
•Hands-on Science
Magnet Fishing Tuning Fork Experiment

25. SCIENCE INSTRUCTIONAL PRACTICES
oScience
•Working in the Garden: Planting carrot, cucumber,
lavender, or spearmint seeds for our unit on plants
•Working in the Garden: Harvesting sweet potatoes,
planting new beds, and going on garden scavenger
hunts.

26. SOCIAL STUDIES INSTRUCTIONAL PRACTICES
•First Grade National Parks:
Small Group Research
& Poster Projects
oSocial Studies

27. ASSESSMENT STRATEGIES
 Reading Assessments
 Easy CBM (1 minute, one-on-one assessments,
nationally norm-referenced)
 Letter Names
 Letter Sounds
 Phoneme Segmenting
 Word Reading Fluency
 Passage Reading Fluency
 Running Records
 One-on-one with students at benchmark levels throughout the
year
 STAR reading test and Accelerated Reader
 Use as baseline/guidelines for student progress monitoring
throughout the year

28. SAMPLE EASY CBM ASSESSMENT
Word Reading Fluency

29. SAMPLE RUNNING RECORD
1st Grade
Quarter 1

30. ASSESSMENT STRATEGIES
 Writing Assessments
 Writing Rubrics
 Narrative
 Informational
 Opinion/Persuasive

31. NARRATIVE WRITING AND RUBRIC

32. INFORMATIONAL WRITING AND RUBRIC

33. OPINION WRITING AND RUBRIC

34. ASSESSMENT STRATEGIES
 Math Assessments
 Easy CBM(math)
 Math Common Core State Standards
 Unit Assessments
 Daily/Lesson Observations
 Checklists on daily understanding, pre/post tests

35. SAMPLE EASY CBM ASSESSMENT
o Untimed
o 25 questions

36. SAMPLE UNIT ASSESSMENTS

37. SAMPLE CHECKLIST
o Skill or assignment at the top; Student
names to the left
o “Check” means they understood with
very minimal assistance (after initial
instructions were given)
o “S” means they needed some support
to finish assignment with accuracy
(checks over “S” mean they were able to
eventually complete the assignment
accurately with additional assistance)
o These notes help me to pair and
group students in following lessons

38. READING FOUNDATIONS
COMPUTER-ADAPTIVE ASSESSMENT SYSTEM
(CAAS) TESTING GAINS

39. MATH
CAAS TESTING GAINS

40. TECHNOLOGY INTEGRATION
Phonics (SMART)
Math (Geometry)
BrainPopJr. Video
clips and quizzes
(all content areas)

41. MOTIVATIONAL STRATEGIES
 Independent, in-school projects developed to challenge
students currently performing well above grade level
Student-Created board game about Martin Luther King Jr.

42. MOTIVATIONAL STRATEGIES
Student-Created Science Experiment about Peanuts when
studying George Washington Carver in Social Studies

43. MOTIVATIONAL STRATEGIES
Projects designed by students to teach
Kindergartners about the Water Cycle.
Water Cycle Posters

44. MOTIVATIONAL STRATEGIES
Water Cycle Game
Backdrop for a Water Cycle skit

45. MOTIVATIONAL STRATEGIES
100th Day of School

46. PARENT COMMUNICATION
Weekly Parent Newsletter

47. PARENT INVOLVEMENT
Parent-lead movement activities - parent offered her time to come and do weekly
movement activities with the class during our recess

48. PROFESSIONAL ACCOMPLISHMENTS
Wrote two grants for a Guided Reading book room
Book levels (Grade Equivalent) .5-6.5
Paid for by the Somerset Group
and the Mary Lin Foundation

49. PROFESSIONAL ACCOMPLISHMENTS
Teacher of the Year 2011-2012

50. SCHOOL/ COMMUNITY INVOLVEMENT
 School Committees
 Leadership Team 2009-2013
 Mary Lin Foundation 2012-2013
 Science Night committee 2009-2011
 Technology committee 2011
 Media Center committee 2010
 Black History committee 2009
 PTA Board 2008-2009

51. SCHOOL/ COMMUNITY INVOLVEMENT
Rocket Run for the Mary
Lin Foundation
Volunteering for the MidSummer
Music Fest 5K for the Mary Lin
Foundation

52. COMMUNITY INVOLVEMENT
Participated in the Teacher Raffle 2008 - 2015
Flying Kites with two of my
students in Candler Park
Spring 2010

53. LEADERSHIP
 Leadership Team/Grade Level Chair 2009-2013
 Teacher Representative on the Mary Lin
Foundation Board 2012-2013
 Attended the Oxford Institute for Environmental
Education – Summer 2011
 Attended a “round table” meeting about our Local
School Plan for Improvement in 2009
 Teacher Representative on the PTA board 2008-
2009

54. CONCLUSION
 Thank you for taking the time to review my
professional portfolio. Please email me with any
additional questions you may have:
Ashley Kulik Bellamy
Ashley.kulik@gmail.com