Context:  I completed reading assessments in RE 4030 under the advisement of Dr. Linda Pacifici in the Fall of 2008 as a Block II requirement.  I did this Informal Reading Inventory with a student from Ms. Arndt’s third grade class at Thorton Elementary School in Newton, North Carolina.  The IRI is a series of graded passages that students read orally; instructional reading level is derived from analysis of student performance on these passages.  

Impact: These reading assessments are a wonderful instruments used to identify a students instructional and independent reading levels. Matching students’ reading material to their appropriate instructional levels will make it easier for them to read fluently, comprehend the text, and keep frustration at a minimum. Being able to administer reading assessments while in the field, has given me confidience to assess future students. The assessments provide a clear and accurate description of rate, accuracy and comprehension, which will help me maintain a low stress environment for my reading students.   

 Alignment:Standards Area: Standards for Elementary Teachers          

 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 indicator was met because the data garnered from the Informal Reading Inventory indicates developmental stages of language acquisition.

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).

This indicator was met because the assessment provides data about how elementary school children’s linguistic and cognitive knowledge can influence their ability to learn new information.       

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.

This indicator is met because the assessment data is used to target and promote student learning. Additionally, data from the Informal Reading Inventory can be used to modify instruction to better meet the needs of individual students

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

This is accomplished when teachers select appropriate materials and instruction
            to match students’ developmental levels in reading ability.

 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.

This indicator is met by teachers using this assessment tool as an integral part of teaching, to gather information about what students know before designing and delivering instruction with an eye toward providing instruction that matches a student’s zone of proximal development.