QWIK

Rationale

Context:  The QWIK spelling assessment was completed during my Reading 3030 class.  Dr. Koppenhaver was the instructor for the class.  This assessment analyzed the spelling word knowledge of two of the 3rd graders that I worked with during my praciticum at Glen Alpine Elementary in Burke County, North Carolina.  To assess the students orthographic word knowledge I used the Qualitative Inventory of Word Knowledge packet.  I gave the students the assessment and decided on what instructional level each child was capable of.  I also decided what type of instructional implications this met for each child. 

Impact:  Qualitative Inventory of Word Knowledge is a wonderful tool for teachers to use with students.  It provides the teacher with the knowledge of seeing exactly where each student is and what they are capable of.  In compiling this data, a teacher is better prepared in deciding on the correct English orthography word level of each student.  There is a high relationship between both orthography and reading levels.  The QWIK assessment provides the teacher with not only the spelling level of instruction but also the reading level of instruction. 

Alignment: 

Standard 1:  Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy. 

Indicator 1:  This indicator was met with the use of the QWIK assessment which indicates the level of instruction in orthography and reading.

Indicator 4:  This indicator was met by the assessment which provides information on the child's cognitive and linguistic knowledge. 

Indicator 8:  This indicator was met by using my previous experiences and knowledge in interpreting the spelling of the students.  The information provided me with their phonemic and morphemic awareness.  It also provided me with the students morphophonemic system of spelling in adding endings to words.

Standard 7:  Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum. 

Indicator 3:  I met this indicator because the information from the assessment is designed to increase the teacher's knowledge of student capabilities, which in turn increases the students abilities in orthography and reading. 

Indicator 6:  I met this indicator by modifying my instruction once I collected all of the data from the assessment.

Indicator 7:  I met this indicator by using the QWIK assessment.  This information will provide me with level of instruction most suitable for each student.

Standard 8:  Teachers design instructional programs and strategies that build on student's experiences and existing language skills to help students become competent, effective users of language.

Indicator 1:  I met this indicator by using the assessment which provides me with information on the different areas of the reading process.  These areas include letter and sound recognition and morphemic, phonemic, and morphophonemic awareness. 

Indicator 6:  I met this indicator by writing a summary of the assessment which included the standard form of English.