Artifact # 3
Context:
I worked with graduate professors at Appalachian State University on a long-term research project involving reading skills in the 2nd and 3rd grades. We administered and scored Informal Reading Inventories with 2nd and 3rd grade students in Watauga County Schools. Informal Reading Inventories help teachers understand more fully why a child is having difficulty with various aspects of reading. The inventory consists of learning the nature of reading difficulties in students such as reading comprehension, rate, word recognition, and accuracy. The inventory is given in intervals in order to determine the changes in the level of reading achievement. The first section consists of a word recognition test, timed oral passages, comprehension questions, and spelling. The second section consists of timed silent reading, comprehension questions, and spelling follow-up. The Informal Reading Inventory will determine the level of which the student is ready to function independently in reading, the point at which he/she can profit from teacher-directed reading instruction, and the level at which the student reaches complete frustration.
Impact:
Being certified as a classroom teacher or reading specialist, I have gained complete knowledge in the process and benefits of assessing students in my future classroom. This will help me in learning the reading levels of all my students so I will be able to correctly assist the students that struggle in reading. I also have gained knowledge by working with the professionals in the Language, Reading, Exceptionalities Department at Appalachian State University that possesses a wide realm of knowledge and passion for reading assessment and instruction.
Alignment:
Principle A: Instructional Expertise
When participating in the Fluency Study with Appalachian State University professors, I was able to demonstrate instructional expertise by applying theoretical, philosophical, and research bases for educational practice to improve student learning. I incorporated findings into school and classroom strategies to improve student learning when performing these assessments.
I used research to examine and improve instructional effectiveness and student achievement through my assessment of students in the Fluency Testing. I was able to read and apply the educational literature through research materials as well as investigate educational problems through action research when grading and assessing completed the Informal Reading Inventories.
Principle D: Content Knowledge
I demonstrated the advanced depth and breadth of knowledge and skills in the academic discipline and in education when participating in the Fluency Study with students in the schools. I analyzed and articulated relationships among theory, philosophy, and research findings appropriate to the discipline as well as across disciplines when taking part in the Study.
Principle E: Professional Development and Leadership
When participating in the Appalachian State University Fluency Study with my graduate professors, I engaged in continued professional development and provided leadership at the classroom, school, and community levels, and with profession. When giving tests to students in the schools, I initiated professional inquiry through reading, dialogue, reflection, professional development, and action research. I was able to seek and evaluate input from educators and students for needs of improvement when participating formally and informally in appropriate professional communities. I also was a part of collaborative leadership to address educational problems while working with parents to strengthen home-school partnership.