picture compliments of www.whitebear.k12.mn.us
Rationale
Context
I completed this reading assessment as part of the requirements for the Development of Literacy for Learning course for Dr. Robin Groce, during my Block II semester. I performed the assessment with an above average first grade student in Mrs. Howell’s class at Mountain View Elementary in Ashe County. The student was assessed using word recognition in isolation and word recognition in context. Based on the student’s performance I was able to measure the student’s fluency, comprehension, and reading level. After the reading assessment was completed, I created a word document, which described the student’s assessment, current instruction, and how I would adjust the student’s instruction to meet his needs.
Impact
As a teacher, I will be able to use the reading assessment as a tool for measuring student’s fluency, comprehension, and reading level. Based on the results from the assessment, I will be able to determine areas in which the students are weak, and adjust the student’s instruction to meet their individual needs. From the assessment I will also be able to determine what level books are appropriate for the students to read on their own and with instruction.
Alignment
The reading assessment and reflection aligned with the following standards:
Standard 1, Indicator 5- I met this indicator because I understand that reading depends on student’s existing knowledge, information suggested by the written language, and the context of the reading situation. The reading assessment allowed me to determine the students existing knowledge as well as his independent and instructional reading level.
Standard 1, Indicator 6- I met this indicator because I understand the importance of literacy for personal and social growth. The reading assessment allowed me to determine the student’s fluency, comprehension, and reading levels. Based on those results, I was able to develop strategies to improve his reading instruction.
Standard 1, Indicator 7- I met this indicator because I understand that the English language continually changes. The assessment allows me to track students’ progress through out the year and adapt their instruction accordingly. Students are also exposed to new forms of language during the assessment.
Standard 1, Indicator 8- I met this indicator because I understand the phonemic, morphemic, semantic, syntactic, and pragmatic systems of language and their relation to the reading and writing process. Through the assessment I was able to see first hand how students use systems of language while reading the different passages.
Standard 7, Indicator 3- I met this indicator because I promoted new learning by using students’ prior knowledge, misconceptions, and interests when designing lessons. Based on the student’s reading assessment I was able to determine the student’s reading level and weaknesses and develop instructional strategies to build on his current knowledge. The student needed to work on comprehension, so comprehension was the focus.
Standard 7, Indicator 4- I met this indicator through using the student’s performance on the reading assessment in order to create instructional strategies that would be beneficial to the student.
Standard 7, Indicator 6- I met this indicator because I determined how to modify the student’s instruction based on his reading assessment results.
Standard 7, Indicator 7- I met this indicator because I was able to conduct a reading assessment in order to determine the student’s fluency, comprehension, and reading level.
Please wait...