Context: I completed this assignment IRI (informal Reading Inventory) in Mrs. Phelps third grade classroom at Cove Creek School. And the spelling assessment was performed with a student Mrs. Berry’s fifth grade class. This project was created for RE 4030, in the Fall of 2007, under the advisement of Dr. Pacifici.
Impact: By assessing student's spelling test this gives me information 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 valuable to teachers who want to see what level their students are performing on in reading and in spelling.
For the IRI evaluation, I assessed a girl named Lauren who was in Mrs. Phelps third grade class. This evaluation helps one see the student’s performance level on reading rate and comprehension by having the student read passages and answer comprehension questions. 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 IRI and spelling assessment to students and evaluating them. This helped indicate the developmental stages of spelling and reading level.
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 to read the data they provided. from these evaluations I can tell the students level of knowledge on certain areas such as reading level and spelling level, from these I can see how they impact students learning abilities.
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 IRI is used to change the lesson to help the student with his/her needs. By this assessment a teacher can decided what reading level a student is on and choose the appropriate 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 evaluations to teach my students 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 6: Teachers model Standard English.
I met this standard by modeling standard English in my write ups of the assessment.
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