Reading Rationale:

Context:

I did a QIWK assessment with three students. We didn't use any technology, however we did use a random six words the students had never seen before and had them spell the words to the best of their ability.

Impact:

I noticed while giving the test the students they were wanting to cheat and I told the students that they weren't being graded for it, but they still wanted to look on to the paper of the student beside or in front of them.

Alignment: I met standard 1 by having a broad knowledge and understanding of the major concepts in English Language Arts and Literacy. I met indicator 1 by knowing the developmental stages of language acquisition. I met indicator 4 by understanding the elemenary school child's social, cultural, linguistic, cognitive, and affective backgrounds as they relate tot he ability to develop effective communication processes (listening, speaking, reading, and writing). I met indicator 8 by knowing and understanding written and oral language composition processes. They understand detail, the phonemic, morphemic, semantic, syntactic, and pragmatic systems, of language and their relation to the reading and writing process.

I met standard 7 by using developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum. I met indicator 3 by promoting new learning by using students prior knowledge, misconceptions, and interest when designing lessons. I met indicator 6 by modifying instruction and assessments to meet the individual needs of the students. I met indicator 7 by developing and using a variety of formal and alternative assessment strategies as an integral part of instruction and learning the appropriate assessments for each individual, peer, team, and collaborative skills.

I met standard 8 by designing instructional programs and strategies that build on students experiences and existing language skills to help students become competent effective users of language. I met indicator 1 by teaching children to read with a balanced instructional program that includes an emphasis on the use of letter/sound relationships, context, and text that has meaning to students. I met indicator 6 by modeling standard English.