QIWK and ERSI

Context: This unit was created for RE 3030-417, Foundations of Literacy, Spring 2007. It was created under the advisement of Dr. Janet W. Bloodgood. This assignment was required for Block 1.

The assessments that we used in this assignment were: Qualitative Inventory of Word Knowledge (Schlagal, 2003) and Early Reading Screening Inventory (Morris, 2003)

The grade level for the Qualitative Inventory of Word Knowledge can be from Grade 2 to Grade 5. The grade level for Early Reading Screening Inventory is for Kindergarten students.

Impact: In this assignment, I used two different types of assessments to measure students reading abilities. These two assessments were the Qualitative Inventory of Word Knowledge and the Early Reading Screening Inventory.

The Qualitative Inventory of Word Knowledge (QIWK) was used to see how well students can spell, how their spelling relates to their reading ability, and what areas these students need to work on relating to word knowledge. The QIWK in help teachers see if their high spellers are high readers and if their low spellers are low readers. It also helps them to know how their students perceive words when hearing them, and having to write them down on paper. Giving the QIWK to students, can help teachers know what type of book levels would be good for each student, specifically what they need to help their students improve on.

The Early Reading Screening Inventory (ERSI) is used to help teachers know where students are on their reading skills. They can determine if their student has enough knowledge to begin to read. In the assessment, the students have to see how many alphabet letters they can recognize, if they can write the alphabet letters when they are called out, if they understand concept of word in a text, how well they have phonemic awareness, and how many decode regular patterned words and high-frequency words they can recognize. When looking at the results of this test, teachers can use the information to help students in areas that they are having trouble in regarding their reading readiness.

These assessments will help out greatly as I am completing my degree in Elementary Education and as I become a teacher.

Alignment: This unit met the following NC- North Carolina DPI Elementary Education Specialty Area Standards

Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy.

Indicator 1: Teachers know the developmental stages of language acquisition. This goal was met by giving, and reflecting on the results of the Qualitative Inventory of Word Knowledge and ERSI.

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). The Qualitative Inventory of Word Knowledge and ERSI provides data to help teachers understand these different aspects.

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.

I met this goal by using the information from the Qualitative Inventory of Word Knowledge and ERSI assignments, and my knowledge of children’s spelling to form data for these assignments. I observed how students wrote on the QIWK and the ERSI, and how it was affected by phonemic, morphemic, semantic, syntactic, and pragmatic systems of language.

Standard 7: Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.

Indicator 3: Teachers promote new learning by using students’ prior knowledge, misconceptions, and interests when designing lessons.

After reviewing the data on the QIWK and the ERSI, I would use that information to select lessons for my students to do in class. I would be able to tell what areas of language arts and literacy that my students need to work, and what parts they understand.

Indicator 6: Teachers modify instruction and assessments to meet the needs of individual students. I met this goal by assessing several students with the QIWK and ERSI to see where they are at in their language arts and literacy. When finding out this information, I was able to tell what students need extra help on certain parts of their language arts and literacy.

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. I met this goal by giving the QIWK and the ERSI tests.

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 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. The QIWK and the ERSI assessments evaluate how a student is doing with letter/ sound relationships, context, and text that has meaning for students. In a balanced program, the QIWK and ERSI are tools that can be used in a balanced program.

Indicator 6: Teachers model Standard English. When writing up my reflections and summaries for the QIWK and ERSI, I used standa