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Home > Language Arts > WRC/WRI Assessments

WRC/WRI Assessments

NC- North Carolina DPI Elementary Education Specialty Area Standards
Standard: Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy.
Indicator: Indicator 1: Teachers know the developmental stages of language acquisition.
Indicator: Indicator 4: Teachers understand the elementary school child’s social, cultural, linguistic, cognitive, and affective backgrounds as they relate to the ability to develop effective communication processes (listening, speaking, reading, and writing).
Indicator: Indicator 5: Teachers know and understand that reading is taught as a process of constructing meaning through the interaction of the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation.
Indicator: Indicator 6: Teachers understand the importance of literacy for personal and social growth.
Indicator: Indicator 7: Teachers know and understand that the English language continually changes.
Standard: Standard 7 : Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.
Indicator: Indicator 3: Teachers promote new learning by using students’ prior knowledge, misconceptions, and interests when designing lessons.
Indicator: Indicator 4: Teachers implement a variety of teaching and communication strategies for instruction.
Indicator: Indicator 6: Teachers modify instruction and assessments to meet the needs of individual students.
Indicator: Indicator 7: Teachers develop and use a variety of formal and alternative assessment strategies as an integral part of instruction and learning appropriate for assessing individual, peer, team, and collaborative skills.
Standard: Standard 8: Teachers design instructional programs and strategies that build on students’ experiences and existing language skills to help students become competent, effective users of language.
Indicator: Indicator 1: Teachers teach children to read with a balanced instructional program that includes an emphasis on the use of letter/sound relationships (phonics), context (semantic and syntactic), and text that has meaning for students.
Indicator: Indicator 2: Teachers help students use a variety of strategies to monitor their own reading comprehension.
Indicator: Indicator 3: Teachers guide and encourage students to think critically about what they write and read.

Rationale for WRI/WRC Assessments

Context

I completed these assessments as a part of my coursework for my RE 4030 class during my Block II semester.  I completed these assessments with a first grade student from Mrs. Ashley Fields' classroom at Mountain View Elementary School.  In order to complete the assignment, I used the ASU Word Recognition in Isolation and the Word Recognition in context assessments to assess the students' reading levels.  After I had conducted the assessments, I used the program Microsoft Word to complete a reflection on the assessment process and results.  

Impact

As a teacher, I will be able to use my knowledge of performing these tests to determine students' reading levels.  Based on my experiences thus far with the WRI and WRC assessments, I will be able to provide students with an appropriate range of reading materials and activities for their reading levels.  These adjustments will provide students with the opportunities to become readers who are more efficient.

Alignment

Standard 1, Indicator 1 - I met this indicator by showing my understanding of the developmental stages of language.  These stages include the instructional, independent, marginal, and frustrational reading levels. 

Standard 1, Indicator 4 - I met this indicator by showing my understanding of the impact of John's linguistic, cognitive, and cultural background before completing the reading assessments.

Standard 1, Indicator 5 - I met this indicator by showing my understanding of how John's existing reading abilities were learned through the process of constructivism.

Standard 1, Indicator 6--I met this indicator by showing my understanding of how John's literacy and reading skills play a key role in his personal and social growth. 

Standard 1, Indicator 7 - I met this indicator by showing my understanding of the concept that language is constantly changing.  While I was assessing John, I was monitored the change between his independent, instructional, and frustrational levels.

Standard 7, Indicator 3 - I met this indicator by assessing John's prior knowledge, misconceptions and interests within the topic of word recognition.

Standard 7, Indicator 4 - I met this indicator by assessing John's reading abilities, and implementing a variety of teaching and communication strategies for instruction.

Standard 7, Indicator 6 - I met this indicator by performing the reading assessments.  I also met it by observing John's frustrational level, which gave me the information that I needed for ending the assessments.  Based on the results of the assessments, I was able to identify ways for modifying the methods of instruction used within the classroom.

Standard 7, Indicator 7 - I met this indicator by gaining the experience of assessing John's reading through both word recognition in context and isolation.

Standard 8, Indicator 1 - I met this indicator by allowing John to sound out the words that he could not read immediately.  This assisted John with decoding some of the words within the assessments.

Standard 8, Indicator 2 - I met this indicator by giving John the opportunity to monitor his own level of reading comprehension through the comprehension questions at the end of each story.

Standard 8, Indicator 3 - I met this indicator by encouraging John to use critical thinking skills to answer the higher-order questions at the end of each story.

 

File Attachments:
  1. WRC/WRI write-up WRC/WRI write-up
Author: Lori M. Dillard
Last modified: 11/15/2006 2:59 PM (EST)