Rationale for WRI and WRC reading assessment

Context

During Block II in Dr. Grose's CI 4030 class, I completed a reading assessment under her direction.  I worked with a sixth grade student at Mountain View Elementary in Ashe County, North Carolina.  I tested him on word lists to see how well he could site read and then I assessed him on reading some short passages for me out loud and then asking him a series of questions provided on the worksheet. 

Impact

This assessment will help me to become a better teacher because by completing it I was able to learn how to assess student's reading skills.  This artifact will help me to do this in my own classroom someday and possibly help a child who is struggling in reading and needs additional practice.  My goal is to have all of my students reading fluently at independent levels and to develop a love of reading.

Alignment

I have met Standard 1, indicator 1 because in order to administer this reading assessment, I must be able to know and identify the developmental stages of reading: instructional, independent, and frustrational levels.

I have met Standard 1, indicator 4 because I have to be able to understand the student's cultural, social and other backgrounds and influences which may affect his reading level.

I have met Standard 1, indicator 5 because I understand that in order to teach reading the child must draw upon existing knowledge they may have about the subject or the reading skills. 

I have met Standard 1, indicator 6 because I know and believe that literacy is important for personal and social growth.  By using this reading assessment I am able to find out what level my students are on and be able to cater to their individual reading needs.

I have met Standard 1, indicator 7 because I know that the English language continually changes.  New words are being created and added to the dictionary and these are words my students may be expected to know.

I have met Standard 7, indicator 3 because by conducting this reading assessment I am promoting new learning based on the student's previous knowledge and misconceptions. 

I have met Standard 7, indicator 4 because I had to use several different communication strategies during this reading assessment.  I learned which strategies are better for my student and will therefore be able to find appropriate materials to suite him/her.

I have met Standard 7, indicator 6 because I was able to modify the assessment to meet he individual needs of my student.  I had to flash the words slower and have them closer to him so he could see them.

I have met Standard 7, indicator 7 because I now have experience using the WRI and WRC assessment tools and know what each entails.

I have met Standard 8, indicator 1 because when giving this assessment I emphasized the used of phonics and the context of what the reading passages were about.  By administering this assessment I have the skills I need to do this with my own classroom when necessary.

I have met Standard 8, indicator 2 because when performing this assessment I had the student use different strategies in order to monitor their reading comprehension.  this proves to be useful because the child is able to see which areas they require additional practice in.

I have met Standard 8, indicator 4 because in doing this assessment my goal was to help children develop a love and appreciation for reading. 

I have met Standard 8, indicator 5 because this assessment included passages written in different genres and which were written for different types of audiences.

I have met Standard 8, indicator 6 because during the reading assessment process I had to model Standard English for my student.  I had to help him with words he did not understand or recognize.