Rationale

Context:   I completed a reading and writing assessment through the use of one fifth grade student at Green Valley Elementary School in Boone, <st1:State>NC</st1:State>, Watauga County.  This was done during my internship that was affiliated with Appalachian State University, Curriculum and Instruction 4000, during the fall semester 2005.  Both assessments, reading and writing, were performed right after school while the girl waited for her mother, who works at the school, to be completed with the day’s task and go home.  This particular child eagerly volunteered to help me when I asked her a week prior to the assessment.

Impact: I would use such assessments as the WRI (Word Recognition in Isolation) and the WRC (Word Recognition in Context) to help assess and place students into appropriate groups for reading ability levels.  I would use the scores for these assessments to determine students’ instructional level and then supply the appropriate reading material for each individual in my class. 

I would use the writing assessment to help myself further understand in what is expected from students in upper grades (4, 7, and 10) on the <st1:State><st1:place>North Carolina</st1:place></st1:State> writing assessment test.  By understanding the proper ways to score students based on specific criteria set by the state, I will be able to help my students improve their writing skills based on these specific criteria, making them better writers.

By understanding my students’ ability levels I will be able to establish a well rounded curriculum that promotes a positive learning environment for all types of learners and all ability levels. I will also be able to help students become more aware of their ability level and how to monitor their progress in reading comprehension and effective writing skills.

Alignment:   

• NCDPI Standard 8, Indicator 2:  By allowing students to become more aware of their reading and writing comprehension they will be able to become better readers and writers.  This will also help assist students in preparation for state tests as well as promote enjoyment out of the tasks. 
• NCDPI Standard 14, Indicator 6:  I have met this standard by finding a more effective way of grouping students, by ability level, that creates a more productive learning environment with appropriate instructional goals, teaching methods and materials that meet the needs of the diverse learners in the classroom.

Below you will find a description of my Reading Assessment and my Writing Assessment.  You will be able to read about the process of my assessment, as well as learn the independent, instructional and frustration level of the student I assess.  I also provided a brief description of how I would provide the proper type of reading and writing curriculum for this particular student.

This is just an example of how I might use the assessment and adjust a reading program to meet the need on one individual.  In a class of twenty plus students, I would have to alter my instructions to meet a range of instructional level.  This would be done by instructional level grouping for reading groups.  Within reading groups students will perform the majority of in class reading assignments, as well as homework assignments.  Reading groups will also provide instructional time for writing and grammar.  Spelling will also be divided by instructional group, however these groups may vary further from the reading groups.  All classrooms are different and this is just one such example to prove competency in my ability to do so.