Context

This reading assessment was created in the Fall 2009 semester for the class RE 4030 Dev.of Literacy for Learning under the advisement of Dr. Pacifici.  This assessment was given to an elementary student in order to determine the student's frustrational, instructional, and independent reading level.

Impact

This reading assessment was a way for me to practice giving a student a reading assessment.  I took an average reading level, 3rd grade student and assessed their reading levels.  I began with the 2nd grade reading passage and continued through the 6th grade reading passage.  I have been given the tools and the knowledge to perform the reading assessment.  Once a student has been assessed, I have the tools necessary now to choose the appropriate texts for that child's specific reading level.  I can use the results of the assessment to find the right instructional level to use for the student.

Alignment

Standard 1, Indicator 1: Teachers know the developmental stages of language acquisition.

     I met this standard because I was able to look at the developmental stages of the student through the reading assessment.

Standard 1, 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 through listening to the student as they read the passages to determine their reading level.  The background of the student makes a difference in their comprehension of the passages.  If they don't have the background knowledge to understand the story, it is more difficult for them to comprehend the text.

Standard 7, Indicator 3: Teachers promote new learning by using students' prior knowledge, misconceptions, and interests when designing lessons.

     I met this standard because this informal reading assessment will help me to promote the student's learning based on what I observed in the reading assessment, which will make a difference as I prepare lesson plans.

Standard 7, Indicator 6: Teachers modify instruction and assessments to meet the needs of individual students.

     I met this standard because this assessment is based on the individual student's needs.  It is given to the students separately and will help me to dermine the instruction necessary for the student.

Standard 7, 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 because this is an informal reading assessment that is an integral part of the instruction.  It is used to assess students individually.

Standard 16, Indicator 4: Teachers participate in the selection of textbooks and resource materials that augment the elementary curriculum such as atlases, maps, children's literature, and software.

     I met this standard because the reading assessment helped provide the reading level for the student, which is then used to pick literature that is on each student's individual reading level.