Home | Help | Login | Signup         Jennifer Saden Undergraduate Student Tampa Florida United States Education University of South Florida, St. Petersburg                 My Folios Employment Portfolio FEAP Portfolio FEAP Portfolio Education in Turkey Leonardo DiCaprio Professional Development Portfolio My Employment Portfolio My Learning Portfolio FEAP 2011 Portfolio My Resume                 Back to Folio Evidence #2: Analytical Reading Inventory                 Evidence #2: Analytical Reading Inventory View File The second evidence I provided is my Analytical Reading Inventory (ARI) done in the course RED 4511. This assignment shows that I performed a reading assessment on a student, a3rd grade low-reader named Kyle. This was an Individual Assessment Project where I worked with Kyle one on one. This project enabled me to get to know many aspects of Kyle’s life to help for later assessing. The ARI began with a reading survey that asked questions such as what books they like and why, what makes them select the books they do, etc. It also asked about strategies they use before, during, and after reading. After this, I showed Kyle many lists of words, and he was to just read each word in the list. Each list is a different reading level. Next Kyle made sentences from words he chose from each list. From this, I was able to determine the reading level Kyle was at, and I was also able to choose two appropriate level passages for him to read. As he read, I listened and watched for miscues, and I noted down each to use later for assessment and reflection.                 Reflection This evidence meets AP#1 in many ways. The reading interview I did with Kyle shows his attitudes and feelings about reading and different types of books. This is relevant to assess because it helps me, as the teacher, choose reading selections and activities appropriate and interesting for Kyle to read and learn about. This is important to do for every student in the classroom. Assessing Kyle’s knowledge as he read the lists of words also helped me to determine his reading level. This is important because if a student is reading something where the vocabulary is too advanced, the student will have very low comprehension of that piece of writing. Another reason that assessing students’ reading ability of single words is because you can see exactly where the student is struggling, thus making lesson planning and teaching more appropriate and beneficial. Also, using the techniques for miscue analysis is a great tool in assessing students’ reading skills and level. From this strategy, I was able to assess and analyze whether Kyle was at an independent, instructional, or frustration reading level. The strategies and knowledge I learned from doing this ARI, I gained great techniques and confidence in assessing students’ reading abilities and using them to analyze the data I collected on them. My second evidence also shows that I worked directly with a student. The results of the ARI showed that the assessment was beneficial and can have positive results for him, and all students you assess. By analyzing the assessments you do during an ARI, I feel I can better prepare reading lessons for my students and make better reading selections to complement each individual students’ reading level. An example of this is if an ARI assessment shows that a student is at the frustration level of reading, I would then choose a reading selection that is level lower than average to help them build reading and comprehension skills before moving on to something more difficult. Using these assessing and analyzing tools will help students become more confident and aware readers and eventually their reading skills will improve.