Context:
This assessment was completed in RE 303 under the supervision of Dr. Kathy Oliver in the spring of '08. This assessment was done in class as a group after we each individually went through and put students in the appropriate levels based on the spelling tests they had taken.
Impact:
We got to assess the students on our own then as a group. This was good for us because we got to see what other students thought as well. We were not too far off from each other. The Qualitative Inventory of Word Knowledge assessment allowed us to look at not lnly the students spelling abilities but also their reading abilities. This assessment would allow students to choose appropriate reading materias for their students.
Alignment:
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.
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).
Indicator 8: Teachers know and understand written and oral composition processes. They understand: The written language as a symbolic system; The phonemic, morphemic, semantic, syntactic, and pragmatic systems of language and their relation to the reading and writing process.
This standard was met through the test. Teachers can look at the way they spelled the words and see if other languages are affecting how they hear the sounds. ex: Spanish students hear /b/ for /v/ and use g for /h/.
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.
Indicator 6: Teachers modify instruction and assessments to meet the needs of individual students.
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 standard was met by understanding the results of the test. Activities can now be developed to address what the student was not hearing.
Standard 8: Teachers design instructional programs and strategies that build on students’ experiences and existing language skills to help students become competent, effective users of language.
Indicator 1: Teachers teach children to read with a balanced instructional program that includes an emphasis on the use of letter/sound relationships (phonics), context (semantic and syntactic), and text that has meaning for students.
Indicator 6: Teachers model Standard English.
This standard was met by knowing what types of activities are needed after the assessment to help the students.
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