T.O.C. by NCDPI & NCATE Standards
Vocabulary, Fluency, and Comprehension Lessons
Artifact 7: IRI Case Studies
| Jesse | case summary sheet | David |
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Context: These case studies were completed as partial fulfillment for RE 5715, Reading Assessment and Correction, under the guidance of Dr. Darrell Morris. This course introduced me to the Informal Reading Inventory (IRI), a non-standardized yet comprehensive assessment of a student's reading abilities and level. In addition to learning to administer this inventory, I also learned how to interpret the results and choose an appropriate instructional level for both reading and spelling. Finally, I learned strategies for teaching students at various levels and stages of reading, including a comprehensive phonics program featuring word sorts as a method of solidifying phonetic concepts.
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.
Rationale: This artifact shows that I am able to design and modify instruction based on assessment of student learning problems and successes because I had to use the results from the IRI to decide which level to teach these students in both reading and spelling based on their deficiencies and proficiencies.
B. Knowledge of Learners
The candidate incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning into the planning, delivery, and evaluation of instruction.
Rationale: This artifact demonstrates my knowledge of learners because I understand differences in students, including those with exceptionalities. For example, my assessment of David, an ELL student, required an understanding of how his L1 (Spanish) impacted his reading abilities, mainly in the areas of oral reading accuracy and oral comprehension. For example, when assessing David's accuracy, I did not count mispronunciations such as saying "ed" in a past tense word as a separate syllable because I knew that this pronunciation was common amongst Hispanic English Language Learners and did not inhibit his understanding of the reading.
D. Content Knowledge
The candidate demonstrates advanced depth and breadth of knowledge and skills in the academic discipline and in education.
Rationale: This artifact demonstrates my understanding of the reading process and its various components: automatic word recognition, oral and silent rate, oral and silent comprehension, oral accuracy, and spelling ability. It evidences my understanding of how these components combine to create a fluid whole, and how a deficiency in one area can hinder the reading process, which shows that I demonstrate theoretical and applied advanced content knowledge.
E. Professional Development and
Leadership
The candidate engages in continued professional development and provides leadership at the classroom, school, and community levels, and within the profession.
Rationale: After I completed these case studies, the ELL coordinator for my county asked me to complete these for each of our intermediate ELL readers so that we could then purchase correctly leveled books to aid them in becoming better readers. In this capacity, I was able to use my knowledge of and training with the IRI to " participate in collaborative leadership to address educational problems."