Rationale for Reading Assessment

Context:

I performed my reading assessment with a third grader at Mountain View Elementary on 2/15/06. I did the assessment in the library, so the child would be disturbed by others while reading.  The two parts of the reading assessment were word recognition in isolation and word recognition in context. I told the child before we started the reading assessment they would not be graded on it and the purpose was for me to practice giving the assessment.  I performed the word recognition in isolation assessment first and then continued on to the word recognition in context assessment. I also asked comprehension questions after we finished reading each passage during the context assessment to see if they were comprehending what they were reading. While the child was reading these word and passages to me, I wrote down the results which included if they were having trouble with certain words, added words in the passages, and repeated certain words. I wrote my reflection based off the results I found from the reading assessment focusing on the student's reading level, fluency, and comprehension.

Impact:

The reading assessment better prepared me as a teacher by providing me a way to assess my students in reading. It is time consuming and learned that time will need to be set aside if I decide to use this as a way to assess my students. Overall, the reading assessment helped me recognize a student's reading level, fluency, and comprehension skills. It also made me realize if they are lacking in one skill such as fluency how it can affect another skill like comprehension.

Alignment:

I met Standard 1, Indicator 1, by reflecting on the reading assessment and know where they child should be at this time with their language development. I made suggestions based off my knowledge of language development.

I met Standard 1, Indicator 5, by having the student read passages based off what they knew and they had to answer questions based on the reading.

I met Standard 1, Indicator 6, by actually providing this assessment. I can make suggestions after the assessment to improve their literacy which could improve their ability to interact in class.

I met Standard 1, Indicator 7, by giving them a variety of passages to read that are based on different grade levels knowing that the language does change as children progress.

I met Standard 1, Indicator 8, by assessing their reading and reflecting on the comparisons between phonemics and their reading ability.

I met Standard 7, Indicator 6, by stopping the child when they reached a certain point to where they were frustrated in their reading. Every child is not going to stop at the same point.

I met Standard 7, Indicator 7, by assessing word recognition in isolation and word recognition in context, so there was more than one way I was assessing the student's reading ability.

I met Standard 8, Indicator 1, by telling the student beforehand to sound out of the words if they do not know them and do the best they can do with it. They also read words in a context with passages they could relate to in the real world.

I met Standard 8, Indicator 2, by demonstrating the strategy of asking questions after a passage to see if comprehension was successful. In the reflection, there are some strategies listed to help this student with comprehension skills.

I met Standard 8, Indicator 3, by asking questions at the end of the passage to make them think about what they read.