Context:

This artifact was created under the supervision of Dr. Ellen Pesko and Mrs. Janet Barr during the Fall Semester of 2007. The assessment was done on a sixth grade student at Blue Ridge Elementary School. The students is tracked into the lower reading group.

Impact:

By being aware of students abilities, perceived reading level, and actual reading level, I would be more prepared to teach them appropriately. In order to reach my students, I will need to know exactly what reading level they are on and books that I can recommend to get their interest piqued. By knowing a student's reading level, I can provide effective assignments that are in their Zone of Proximal Development, therefore enabling them to learn the most that they can.

Alignment:

By completing this artifact I have met the following NCDPI Teaching Standards:

Standard 1, Indicator 1: By analyzing the students reading level, I am showing that I am aware of the developmental stages of language acquisition. I had to compare "Kyle's" reading level with that of the average student his age to see if he is above, below, or at an average reading level.

Standard 1, Indicator 2: "Kyle" has a very strong southern dialect and a speech impediment, which greatly affected the way that I assessed him. I knew about "Kyle's" dialect ahead of time, so I decided to bring in a tape recorder. Sometimes I had to listen to a section two or three times before I fully understood what was said. Just because he had a strong accent and a speech impediment did not mean that he could not read, he just had trouble making pronunciations that I could understand. After working with him I realized that dialect has a very strong affect on the way a teacher perceives student learning. Only after paying very careful attention and making an effort to understand exactly what he was saying did I fully understand "Kyle's" fluency and comprehension.

Standard 7, Indicator 7: By using this formal assessment to gauge "Kyle's" reading level, I was able to come up with appropriate books for him to read. By using this assessment, I was able to formally assess "Kyle's" individual reading ability.

Standard 16, Indicator 4: By choosing books that meet both "Kyle's" independent and instructional reading level I have selected books that enhance the curriculum. The books were chosen so that "Kyle" would have appropriate reading material that would further his literacy and language ability.