Context: I completed this assignment Qualitative Inventory of Word Knowledge (Schlagal, 2003) in Mrs. Hayes third grade class room at Moravian Falls Elementary School, this project was completed with Kristie Arrowood, Sarah Johnson, and Brittany Johnson. And the Early Reading Screening Inventory (Morris, 2003) was performed with Brittany Johnson to evaluate a student in Mrs. Whittington's kindergarten class, Marie. This project was created for RE 3030-417, Foundations of Literacy, in the Spring of 2007, under the advisement of Janet Bloodgood.
Impact: By assessing student's spelling test this gives me information on on the student is performing (above, below, or at grade level). By evaluating the scores of the students I can tell which students need help on this subject and provide them with the assistance they need to perform better in this area. Also it helps the test giver determine which students would perform well on other reading test and this will help the teacher determine what books she wants certain groups of students read. For example, students who performed at grade level will be given books on grade level to read. Students who performed below grade level will get text that are at the grade level they need to read then start to pull them up to grade level. This word study assessment is very vauleable to teachers who want to see what level their students are performing on in reading and in spelling.
For the ERSI evaluation my partner, Brittany Johnson and I assessed a girl named Marie who was in Mrs. Whittington's kindergarten class. This evaluation helps one see the students performance level on alphabet recognition by having the student identify some upper case and lower case letters. Also it assess the students knowledge of alphabet production by having the student write up the letters she was able to identify. Then we tested her on her concept of words in test and words in context by having her pick out words in the Katie book and making her tell me what that word is. We also test Phonemic Awareness/ Spiking by having her spell words out on a piece of paper from a list we read. The last thing we tested her on was word recognition. With this task we had a list of words in front of her that she was supposed to read out to us word by word. This is very helpful because it lets the teacher know what level the student is performing on and in what areas, if any, the student might need extra help with.
Alignment: These assignments help meet the following NC DPI standards:
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.
I met this standard by giving The Qualitative Inventory of Word Knowledge to students by myself, Brittany Johnson, Sarah Johnson and Kristie Arrowood after evaluating them this helped indicate the developmental stages of language acquisition.Also, the Early Reading Screening Inventory that I conducted with Brittany Johnson helped provide information about early developmental stages with the student Marie.And the ASU Word Recognition Inventory helps the teacher understand reading stages in the their students.
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).
I met this standard by using information that I gathered to help understand that their backgrounds and their current knowledge plays a part on how they learn.
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 standard by using my information on symbolic system from the spelling test and how they invented spelling(Qualitative Inventory of Word Knowledge and Early Reading Screening Inventory) to read the data they provided. from these evualtions I can tell the students level of knowledge on certain areas such as awareness of the phonemic, morphemic, and morphophonemic systems of language, from these I can see how they impact students learning ablilties.
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.
I met this standard by having the scores from their assessments one can help the student learn additional information. By looking at their scores a teacher can identify what areas the student needs extra help in.
Indicator 6: Teachers modify instruction and assessments to meet the needs of individual students.
I met this standard by the Word Recognition Inventory is used to change the lesson to help the student with his/her needs. By this assesment a teacher can decided what reading level a student is on and choose the approperate reading materials.
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 standard by using these results of these evulattions to teach my stduents this will provided me with information about student's prior knowledge of the content area and how to teach the student to get to the goal level.
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.
I met this standard by using the test to measure reading process (letter/sound relationships also know as phonica and meaning related elements, context like semantic and syntatic) ti can use this to motify what i teach to what they know.
Indicator 6: Teachers model Standard English.
I met this standard by modeling standard english in my write ups of the assessment.
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