I completed the Third Grade Reading Assessment Assignment for RE4030 under the advisement of Ellen Pesko in the fall of 2007. A third grade student from Westwood Elementary was pulled out of the classroom for this assessment in October of 2007.

Impact:

These assessments are tools that provide teachers with useful information about students' reading abilities. A third grade, lower level student was pulled out of the classroom to participate in this reading assessment. In addition, teachers are able to use the information provided by this assessment to find ways to help that child enhance their reading skills. This assessment provides data that teachers can use when implementing a word study unit, comprehension lesson, reading programs, etc. It also gives teachers a better understanding of their student's reading ability. For example, teachers have the opportunity to take the results of this test in order to help their child read on a correct reading level that suits their abilities. Also, teachers can use the data to help them select appropriate texts for their students to read.  By using the data gained from this assessment, the teacher can find instruction that will help meet the needs of that particular child. I hope to use these assessments in my student teaching and future classroom in order help fulfill all of my students' needs.

Alignment:

Through these assessments I have met the following North Carolina Department of Public Instruction Standards for Elementary Education:

Standard 1, Indicator 1: Teachers know the developmental stages of language acquisition. 

      --This artifact proves that I know the developmental stages of language acquisition. The Reading Assessment gave me information about early developmental stages of a third grade student. The assessment also provided me with important information about the reading stages in elementary school readers.

Standard 1, Indicator 4: Teachers understand the elementary school child's social, cultural, linguistic, cognitive, and effective backgrounds as they relate to the ability to develop effective communication processes (listening, speaking, reading, and writing).

      --Through this artifact, I have shown that I understand that a child's backgrounds relate to their ability of communicating effectively. For example, the student I assessed experienced a strong southern accent. Due to this cultural difference, he or she had difficulties pronouncing certain words.  

Standard 1, Indicator 8: Teachers know and understand written and oral composition processes.

      --In this artifact, I know and understand written and oral composition processes. I have met this through using my knowledge of invented spelling in order to analyze this assessment. By interpreting this data, I understand how a students awareness of language can certainly impact reading and writing.

Standard 7, Indicator 3: Teachers promote new learning by using students' prior knowledge, misconceptions, and interests when designing lessons.

      --With this artifact, I have promoted new learning by using student's prior knowledge, misconceptions, and interests when designing lessons. I can take the data that I have received through this assessment and apply it to my instruction. Through this, I will foster student learning. I will also by able to use further instruction to accommodate the needs of all students.

Standard 7, Indicator 6: Teachers modify instruction and assessments to meet the needs of individual students.

      --In this artifact, I have modified instruction and assessments to meet the needs of individual students. I have chosen materials and lessons that will help match the student's ability in reading. I will have the opportunity to include these ideas in my daily lessons to meet the needs of my students.

Standard 8, Indicator 6: Teachers model standard English.

      --With this artifact, I have modeled standard English. In the summary I have attached a letter to a parent which ultimately shows that I can model standard English.