Copyright 2001 Amy Cromwell, Reich College of Education, Appalachian State University

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Artifact 5: Informal Reading Inventory
Informal Reading Inventory Summary
Summary Chart
The informal reading inventory has many components in an effort to get a true developmental level of a student's reading ability.  Areas which are identified by the informal reading inventory include phonemic awareness skills, word recognition, decoding skills, silent and oral comprehension, oral reading accuracy, oral and silent rate, and developmental spelling level.

Context:
Working with students at their developmental levels in subjects, particularly with reading and spelling, yields greater gains for the student. Individualizing instruction is a part of teaching today. Informal reading inventories can be used to identify the strengths and weaknesses of a students in many areas: sight word identification, decoding skills, silent and/or oral comprehension, silent and/or oral rates, listening comprehension, developmental spelling level, and reading fluency.

Impact:
instruction that accounts for individual ability levels will yield greater results. Students must be taught at their current level. Attempting to read materials that are written on a higher level than what a child reads will result in frustration on the part of the teacher and the student.
Competency Goal 1 of the K-5 English Language Arts Standard Course of Study is impacted by this project since it states that the learner will develop and apply enabling strategies and skills to read and write.
Competency Goal 2 of the K-5 English Language Arts Standard Course of Study is impacted by this project since it states that the learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.
Competency Goal 3 of the K-5 English Language Arts Standard Course of Study is impacted by this project since it states that the learner will make connections through the use of oral language, written language, and media and technology.

Alignment:
Standard One- Teachers are committed to students and their learning.
Teachers adjust their instruction based on the studentsí skills and abilities.

Standard Two- Teachers know the subjects they teach and how to teach those subjects to students. 
Teachers are proving their rich understanding of the reading and spelling process by completing informal reading inventories. These inventories allow the teacher to create multiple paths of learning