Context
This assignment was completed during my internship at Blue Ridge Elementary School with a fourth grade student.  I administered the Word Recognition in Isolation assessment and the Word Recognition in Context assessment.  I also scored a writing sample of the same student using the North Carolina writing rubric.  This assignment was completed to meet requirements for my RE 4030 class. 

Impact
Completing this assignment helped me to gain a better understanding of the use of assessment in reading and writing.  Having synthesized the information from these assessments, I now know how to gauge where students are in their reading and writing development, and I also know how to design and individualize instruction based on information gleaned from these assessments.  The main skills observed during these assessments were fluency and comprehension. 

Alignment
This assignment aligns with the following NCDPI Standards:

• Standard 1
  Indicator 1:  In analyzing the results of the reading and writing sections of the assessments, I demonstrate an understanding of the developmental stages of children's language acquisition.  Because I had to determine the instructional strategies for the tested student, I am applying my understanding of the students language development.
  Indicator 5:  In my response to the interpretation questions regarding how I would adjust instruction to meet the reading needs of a student, I indicated that I would have the student work on skills that increase their text comprehension.  As indicated in this response, the skills needed for comprehension are based on what the reader already knows and what the reader can draw from the text they have read.  This shows an understanding of teaching reading by drawing on existing knowledge, using information in the text, and using context clues. 

• Standard 8
  Indicator 1:  The development of adjustments in instruction to meet the needs of a student shows that I have met this indicator in that I will implement a balanced reading program.  I will teach reading through focusing on word and sound relationships by having students reference pronunciation tools, as well as having students create their own pronunciation guides.  I will address the students use of information in context by having them create different reading strategies and by having them read a variety of texts written for different purposes.  I will also engage the students in their reading instruction by providing them with reading selections that are interesting and meaningful to them.  These ideas are illustrated in my Reading Assessment Interpretation response.
  Indicator 3:  By asking students comprehension questions based on the text they read, I am encouraging students to think critically about their reading.  The comprehension questions asked are not just surface questions, but rather, questions that require an understanding of the text.  If a student focuses simply on decoding the words in the text or reading quickly to finish, then these questions will not be answered appropriately.  Because I asked students questions that required understanding and thought about their reading, I met the requirements for this standard.