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Home > Language Arts > Reading Assessment

Reading Assessment

Notebook 2 (Lg.)

Rationale for Reading Assessment

Context:

This is a reading assessment conducted on a kindergarten student using ERSI at Whitnel Elementary in Lenior, North Carolina.  Based on the student's spelling during the ERSI, the student's developmental level of spelling was determined along with activities to strengthen the student's developmental level.  The assessment was conducted as a requirement for RE 3030 as specified by Mr. Stamey Carter.

Impact:

The reading assessment can be used to see what areas the student needs more practice in, specifically with spelling.  Once the student's developmental level has been determined, then appropriate activities can be given to move them quickly to the next level.

Alignment:

Standard 1, Indicator 1. This artifact met this indicator, because in order to assess the student correctly I needed to know the stages of reading.

Standard 1, Indicator 8. This artifact met this indicator, because in order to assess the student correctly I needed to know and understand written and oral composition processes. I was able to look at the students spelling and see phonetically what stage the student was on.

Standard 8, Indicator 1.  I met this indicator by using the assessment to determine the students level of phonemic awareness and ability to spell words.

Standard 8, Indicator 2.  I met this indicator by coming up with activities to improve the students phonemic awareness. 

Standard 8, Indicator 3.  I met this indicator by creating activities that will encourage the kindergarten student to think critically about what they read and write.

Standard 8, Indicator 6. I met this indicator by realizing how important a teachers pronunciation of sounds are to a students learning.  Teachers must model Standard English to help student progress phonetically.

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 8: Teachers know and understand written and oral composition processes. They understand:
Detail: The written language as a symbolic system.
Detail: The phonemic, morphemic, semantic, syntactic, and pragmatic systems of language and their relation to the reading and writing process.
Detail: The importance of teaching grammar and usage in context.
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.
Indicator: Indicator 5: Teachers provide students opportunities to explore the use of different genres of writing and speaking to a variety of audiences.
File Attachments:
  1. ERSI ERSI
    Reading Assessment with a kindergarten Student using the ERSI.
  2. Invented Spellings from ERSI Invented Spellings from ERSI
    This document describes the developmental level of spelling for the kindergarten child assessed with the ERSI.
Author: Amber Hardy
Last modified: 11/16/2006 2:33 PM (EST)