Beginning Readers and Writers Exams
Context: This
Informal Reading Inventory was completed during Dr. Darrell Morris' Reading Assessment
and Correction, RE 5715, taken near the end of the masters
program. This artifact is an invaluable piece of information for me and it
is a tool that I will use over and over again in my classroom. During this
class I was expected to learn very precisely the steps involved in administering
an Informal Reading Inventory. In order to better learn these steps I
chose a student, who was a struggling reader, to assess using this method of
assessment. Over a two day period I administered the different parts of
the assessment. Giving an Informal Reading Inventory was only part of the
process. I then had to decipher the information and decide what
instructional level the child should be instructed on in order to benefit the
most from the instruction given. Being required to produce this artifact
during Dr. Morris' class taught me how to correctly administer this type of
assessment and how to understand the information gained and apply that knowledge
to improve my teaching and individualize my instruction to fit the needs of the
varying students in my classroom. This knowledge helps me in my classroom
to better understand the needs and abilities of my students. Because of
the results of the Informal Reading Inventory I am able to offer instruction to
each of my children at their accurate instructional level.
Alignment: Through the development of this artifact the following standards were met.
Standard A: Instructional Expertise- The candidate demonstrates instructional expertise by applying the theoretical, philosophical, and research bases for educational practice in P-12 settings to improve student learning.
This artifact allows me to demonstrate my instructional expertise in assessing children's reading. I am now able to apply theoretical and research based practices to improve the instruction that I deliver to better meet the needs of my students. I am able to assess and work with students in P-12 settings to improve their reading skills. Knowing how to assess children and evaluate the assessment results is an invaluable teaching skill that I have learned through this artifact.
Standard B: Knowledge of Learners- The candidate incorporates knowledge of the nature of the learning, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning into the planning, delivery, and evaluation of instruction.
This artifact enables me to evaluate the varying levels and differences in students reading abilities. I can easily see what each students needs in their instruction. By using Informal Reading Inventories I can plan the instruction that best fits the needs of each learner in my classroom and deliver that instruction to them. I can later evaluate their progress and the effectiveness of this instruction with the same assessment, an Informal Reading Inventory.
Standard C: Research-The candidate uses research to examine and improve instructional effectiveness and student achievement.
The students in my classroom have greatly benefited from my ability to teach them at their instructional level. Without the understanding of Informal Reading Inventories I would not be able to give such direct and appropriate instruction. This has made them better readers and has increased their success and skills in reading.
Standard D: Content Knowledge- The candidate demonstrates advanced depth and breadth of knowledge and skills in the academic discipline and in education.
Through the completion of this artifact I am able to understand the skills needed for children to become fluent readers. They must have high oral reading accuracy, word recognition, and comprehension skills which are three of the main skills assessed during an Informal Reading Inventory. I have developed the knowledge needed to assess them and help them obtain these skills.
Standard E: Professional Development and Leadership- The candidate engages in continued development and provides leadership at the classroom, school, and community levels, and within profession.
With the understanding of Informal Reading Inventories I have gained the confidence to feel comfortable discussing reading scores and instruction implementations inside and outside of my classroom. I am able to discuss with my colleagues and share my insights with them and, in turn, gain theirs. As I assess children I continue to learn from them and each of their unique situation. This artifact has made me a much stronger teacher and opened my eyes to the differentiation of reading instruction needed in a single classroom setting.