RICA Reflection
Competency 2: Reading Assessment
RICA Competency number 2 addresses how students will be
assessed throughout the year to gather specific information regarding their
reading development. They will be given entry-level, monitoring of progress,
and summative assessments.
Personal Connection/Evidence
There are a many ways that I have engaged with this competency.
I administered three different entry-level
assessments on a 2nd grade student. Two assessments were informal reading inventories (Phonemic
Awareness Assessment and Phonics and Decoding Assessment) and one word recognition list (San Diego Quick).
The results helped me determine the student’s reading level.
I also scored a Graded
Reading Passage administered to a 3rd grader. I used a scoring
sheet to examine the student’s oral reading errors, which is called, miscue analysis. I was able to identify graphophonemic errors, semantic errors, and syntactic errors. An example
of a graphophonemic error the student
made was reading the word as “Marrah” in place of “Maria.” The results of the
Graded Reading Passages determine
the students’ reading level as independent,
instructional, or frustration. The
results of the 3rd graders I scored as being at the instructional reading level.
Meeting the Needs of All Learners
English Language Learners will be given more time to complete
the test if needed. Directions of the test will be read to the student in their
native language when appropriate such as during an informal assessment.
Students with an Individualized Education Program (IEP) or
Section 504 Plan will be given the appropriate testing adjustments on
case-by-case bases. To better understand about IEP's click here
1.
Students will need to be given more time.
2.
The test will be divided into smaller units. For
example, the test will be divided into two sections that will be taken on two
separate days.
3.
A change in the mode of delivery of the assessment will
be given. For example, instead of requiring a written response the student will
be asked to given an oral response.
4.
Students will be given the opportunity to practice the
assessment with the support of the teacher using an alternative assessment.
Assessment
Results on reading assessments will be communicated through individual conferences with the teacher.
It is recommended that teachers meet with each student for about 15 minutes
every 3 weeks to provide corrective feedback.
Parent/Guardian
Conferences will also be provided within the school year.
Parents will be contacted by emails and telephone calls if something of importance either
positive or negative should arise with in the day.
Text-to-Text Connections
“Home-school
interactions: Parents are involved as partners and work collaboratively
with teachers to provide education in the home and school. Regular home-school
communication occurs, and parents are invited to observe and participate in
classroom and school events. “ (TELL p.10)
“Informal measures of reading such as reading inventories, miscue analyses, and running records yield
useful information about student performance that can be used to inform and
guide instruction.” (RLTR p.153)
“Keeping track of students’ growth in reading, their use of
cueing systems of language- semantics, syntax, and graphophonemics- can help
teachers understand the process that goes on in readers’ minds” (RLTR p.162)
TPE Connections
TPE 3: Interpretation and Use of Assessments
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