{"product_id":"alternative-assessment-techniques-for-reading-wr-writing-9780130425683","title":"Alternative Assessment Techniques For Reading  Wr","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis practical resource helps elementary classroom, remedial reading, and LD teachers make the best possible informal assessment of a child's specific reading, writing, and spelling strengths and weaknesses and attitudes toward reading.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eThe practical help this book offers.  \u003cp\u003eCHAPTER 1: Using informal devices in assessing reading and writing ability.\u003c\/p\u003e \u003cp\u003eDefinition of literacy as used in this handbook.\u003c\/p\u003e \u003cp\u003eDefinition of assessment and evaluation as used in this handbook.\u003c\/p\u003e \u003cp\u003eDefinition of informal assessment and evaluation.\u003c\/p\u003e \u003cp\u003eImportance of integrating assessment with instruction.\u003c\/p\u003e \u003cp\u003eAdvantages of using informal assessment devices.\u003c\/p\u003e \u003cp\u003eLimitations of using informal assessment devices.\u003c\/p\u003e \u003cp\u003eThe future of informal assessment devices.\u003c\/p\u003e \u003cp\u003eBrief case summaries.\u003c\/p\u003e \u003cp\u003eChris.\u003c\/p\u003e \u003cp\u003eLiteracy strengths.\u003c\/p\u003e \u003cp\u003eLiteracy weaknesses.\u003c\/p\u003e \u003cp\u003eSuggestions for Chris's corrective (remedial) literacy program.\u003c\/p\u003e \u003cp\u003eMatt.\u003c\/p\u003e \u003cp\u003eLiteracy strengths.\u003c\/p\u003e \u003cp\u003eLiteracy weaknesses.\u003c\/p\u003e \u003cp\u003eSuggestions for Matt's corrective (remedial) literacy program\u003c\/p\u003e \u003cp\u003ePART ONE: ASSESSING COMPETENCIES AND WEAKNESSES IN READING.\u003c\/p\u003e \u003cp\u003eCHAPTER 2: Using checklists and other informal devices to assess competencies and weaknesses in visual perception ability, emergent literacy skills, word-identification skills, and oral reading.\u003c\/p\u003e \u003cp\u003eThe importance of being an expert \"kid-watcher\" or observer of children's behavior.\u003c\/p\u003e \u003cp\u003eImportance of language development to success in literacy.\u003c\/p\u003e \u003cp\u003eReproducible \"Language development checklist\".\u003c\/p\u003e \u003cp\u003eDescription of visual-perception ability.\u003c\/p\u003e \u003cp\u003eStrategies for improving visual-perception ability.\u003c\/p\u003e \u003cp\u003eInformal visual-perception test.\u003c\/p\u003e \u003cp\u003eDirections for administering.\u003c\/p\u003e \u003cp\u003eDirections for scoring.\u003c\/p\u003e \u003cp\u003eExample.\u003c\/p\u003e \u003cp\u003eDescription of alphabet knowledge.\u003c\/p\u003e \u003cp\u003eImproving alphabet knowledge ability.\u003c\/p\u003e \u003cp\u003eStrategies and materials.\u003c\/p\u003e \u003cp\u003eReproducible \"Alphabet knowledge checklist\".\u003c\/p\u003e \u003cp\u003eDescription of concepts about books.\u003c\/p\u003e \u003cp\u003eImproving ability in concepts about books.\u003c\/p\u003e \u003cp\u003eReproducible \"Concepts about books checklist\".\u003c\/p\u003e \u003cp\u003eDescription of concepts about print.\u003c\/p\u003e \u003cp\u003eImproving ability in the skills assessed by the \"Concepts about print checklist\".\u003c\/p\u003e \u003cp\u003eReproducible \"Concepts about print checklist\".\u003c\/p\u003e \u003cp\u003eBrief description of sight-word recognition and sight-word identification.\u003c\/p\u003e \u003cp\u003eThe Dolch basic sight-word test.\u003c\/p\u003e \u003cp\u003eThe instant words.\u003c\/p\u003e \u003cp\u003eImproving ability in sight-word recognition and sight-word identification.\u003c\/p\u003e \u003cp\u003eWide reading.\u003c\/p\u003e \u003cp\u003eStrategies.\u003c\/p\u003e \u003cp\u003eActivity sheets.\u003c\/p\u003e \u003cp\u003eGames.\u003c\/p\u003e \u003cp\u003eBrief description of graphophonic (phonic) analysis.\u003c\/p\u003e \u003cp\u003eImproving ability in semantic (contextual) analysis .\u003c\/p\u003e \u003cp\u003eStrategies.\u003c\/p\u003e \u003cp\u003eActivity sheets.\u003c\/p\u003e \u003cp\u003eGames.\u003c\/p\u003e \u003cp\u003eBrief description of structural analysis.\u003c\/p\u003e \u003cp\u003eImproving ability in structural analysis.\u003c\/p\u003e \u003cp\u003eStrategies.\u003c\/p\u003e \u003cp\u003eActivity sheets.\u003c\/p\u003e \u003cp\u003eGames.\u003c\/p\u003e \u003cp\u003eBrief description of semantic (contextual) analysis.\u003c\/p\u003e \u003cp\u003eImproving ability in semantic (contextual) analysis.\u003c\/p\u003e \u003cp\u003eStrategies.\u003c\/p\u003e \u003cp\u003eActivity sheets.\u003c\/p\u003e \u003cp\u003eDescription of oral reading.\u003c\/p\u003e \u003cp\u003eImproving ability in oral reading.\u003c\/p\u003e \u003cp\u003eReproducible checklists in the word-identification techniques and oral reading.\u003c\/p\u003e \u003cp\u003eCHAPTER 3: Using checklists and other informal devices to assess competencies and weaknesses in vocabulary, comprehension skills, the basic study skills, and silent reading.\u003c\/p\u003e \u003cp\u003eBrief description of vocabulary knowledge.\u003c\/p\u003e \u003cp\u003eImproving ability in vocabulary knowledge.\u003c\/p\u003e \u003cp\u003eBrief description of reading comprehension.\u003c\/p\u003e \u003cp\u003eExplicit (literal or factual) comprehension.\u003c\/p\u003e \u003cp\u003eImplicit (interpretative or inferential) comprehension.\u003c\/p\u003e \u003cp\u003eCritical (implicit or evaluative) reading.\u003c\/p\u003e \u003cp\u003eCreative (schema implicit or applied) comprehension.\u003c\/p\u003e \u003cp\u003eImproving ability in reading comprehension strategies.\u003c\/p\u003e \u003cp\u003eBrief description of the study skills.\u003c\/p\u003e \u003cp\u003eImproving ability in the study skills.\u003c\/p\u003e \u003cp\u003eReproducible checklists.\u003c\/p\u003e \u003cp\u003eDescription of assessment using the retelling techniques.\u003c\/p\u003e \u003cp\u003eImproving ability in the retelling technique.\u003c\/p\u003e \u003cp\u003eEvaluating a book or story retelling.\u003c\/p\u003e \u003cp\u003eReproducible story (book) retelling ability checklist.\u003c\/p\u003e \u003cp\u003eChecklist in self-monitoring of reading comprehension.\u003c\/p\u003e \u003cp\u003eChecklist for evaluating reading competencies in an intermediate grade whole language classroom.\u003c\/p\u003e \u003cp\u003eChecklist for pleasure reading.\u003c\/p\u003e \u003cp\u003eCHAPTER 4: Using miscue analysis in assessing competencies and weaknesses in reading.\u003c\/p\u003e \u003cp\u003eDescription of miscue analysis.\u003c\/p\u003e \u003cp\u003eAdvantages of using miscue analysis.\u003c\/p\u003e \u003cp\u003eLimitations of miscue analysis.\u003c\/p\u003e \u003cp\u003eIn summary.\u003c\/p\u003e \u003cp\u003eDescription of miscue analysis as used in the individual reading inventory in this handbook.\u003c\/p\u003e \u003cp\u003eSample record sheet for miscue analysis.\u003c\/p\u003e \u003cp\u003eInterpreting the child's responses on this type of miscue analysis.\u003c\/p\u003e \u003cp\u003eDescription of another system of miscue analysis.\u003c\/p\u003e \u003cp\u003eIllustration of this miscue analysis coding system.\u003c\/p\u003e \u003cp\u003eSample summary sheet of oral reading miscue.\u003c\/p\u003e \u003cp\u003eCHAPTER 5: Variations of the individual reading inventory.\u003c\/p\u003e \u003cp\u003eDescription of a typical individual reading inventory.\u003c\/p\u003e \u003cp\u003eAdvantages and limitations of using an IRI.\u003c\/p\u003e \u003cp\u003eConstructing the word lists and graded reading passages of an IRI.\u003c\/p\u003e \u003cp\u003eDirections for administering the word lists and graded reading passages of an IRI.\u003c\/p\u003e \u003cp\u003eDirections for evaluating the word lists and graded reading passages of an IRI.\u003c\/p\u003e \u003cp\u003eThe word lists and graded reading passages for form L and form M.\u003c\/p\u003e \u003cp\u003eList of commercial individual reading inventories.\u003c\/p\u003e \u003cp\u003eThe interest inventory.\u003c\/p\u003e \u003cp\u003eSample interest inventory.\u003c\/p\u003e \u003cp\u003eContent reading inventories.\u003c\/p\u003e \u003cp\u003eModels of two content inventories.\u003c\/p\u003e \u003cp\u003eCHAPTER 6: Using informal inventories and other informal assessment devices in the word-identification techniques.\u003c\/p\u003e \u003cp\u003eDescription of letter-name knowledge.\u003c\/p\u003e \u003cp\u003eStrategies for assessing letter-name knowledge.\u003c\/p\u003e \u003cp\u003eAssessment sheet for evaluating letter-name recognition in isolation.\u003c\/p\u003e \u003cp\u003eAssessing letter-name knowledge in context.\u003c\/p\u003e \u003cp\u003eAssessment sheet for recognizing upper-case and lower-case letter-names in context.\u003c\/p\u003e \u003cp\u003eConstructing and giving the informal letter-assessment device.\u003c\/p\u003e \u003cp\u003eBrief description of sight-word knowledge.\u003c\/p\u003e \u003cp\u003eStrategies for assessing sight-word identification in isolation.\u003c\/p\u003e \u003cp\u003eActivity sheets for assessing sight-word recognition in isolation.\u003c\/p\u003e \u003cp\u003eAssessing sight-word recognition in context.\u003c\/p\u003e \u003cp\u003eActivity sheets for assessing sight-word recognition in context.\u003c\/p\u003e \u003cp\u003eSan Diego quick assessment list.\u003c\/p\u003e \u003cp\u003eBrief description of graphophonic (phonic) analysis.\u003c\/p\u003e \u003cp\u003eReproducible graphophonic (phonic) analysis inventories.\u003c\/p\u003e \u003cp\u003eQuick survey word list.\u003c\/p\u003e \u003cp\u003eEl Paso phonic survey.\u003c\/p\u003e \u003cp\u003eThe name test.\u003c\/p\u003e \u003cp\u003eBrief description of structural analysis.\u003c\/p\u003e \u003cp\u003eReproducible structural analysis inventories.\u003c\/p\u003e \u003cp\u003eBrief description of semantic (context) cues.\u003c\/p\u003e \u003cp\u003eAssessing ability in semantic (context) cues.\u003c\/p\u003e \u003cp\u003eUsing the cloze procedure as an assessment device for semantic cues.\u003c\/p\u003e \u003cp\u003eReproducible semantic (context) inventories and cloze procedures.\u003c\/p\u003e \u003cp\u003eCHAPTER 7: Additional alternative ways of assessing reading skills and attitudes.\u003c\/p\u003e \u003cp\u003eDescription of alternative kinds of teacher-pupil reading conferences.\u003c\/p\u003e \u003cp\u003eSample teacher-pupil reading conference at the third-grade reading level.\u003c\/p\u003e \u003cp\u003eDescription of alternative kinds of teacher-pupil interviews.\u003c\/p\u003e \u003cp\u003eAssessing and activating prior knowledge.\u003c\/p\u003e \u003cp\u003eDescription of the pre-reading procedure (Prep).\u003c\/p\u003e \u003cp\u003eUsing questionnaires and inventories to assess prior knowledge.\u003c\/p\u003e \u003cp\u003eA sample questionnaire-inventory to assess prior knowledge.\u003c\/p\u003e \u003cp\u003eReproducible schema assessment device.\u003c\/p\u003e \u003cp\u003eBrief description of reading comprehension.\u003c\/p\u003e \u003cp\u003eThe levels of reading comprehension.\u003c\/p\u003e \u003cp\u003eTextually explicit (literal or factual) comprehension.\u003c\/p\u003e \u003cp\u003eTextually implicit (interpretive of inferential) comprehension.\u003c\/p\u003e \u003cp\u003eCritical (textually implicit or evaluative) reading.\u003c\/p\u003e \u003cp\u003eScriptually implicit (script implicit, schema implicit, creative, or applied) comprehension.\u003c\/p\u003e \u003cp\u003eQuestioning strategies or QARs.\u003c\/p\u003e \u003cp\u003eUsing metacognition for assessing reading comprehension.\u003c\/p\u003e \u003cp\u003eExamples of a self-monitoring (metacognition) or self-correction.\u003c\/p\u003e \u003cp\u003eAssessment device and a simple metacognition checklist.\u003c\/p\u003e \u003cp\u003eBrief description of \"Think-Alouds\".\u003c\/p\u003e \u003cp\u003eReproducible example of a story that can be used for a \"think-aloud\".\u003c\/p\u003e \u003cp\u003eBrief description of creative book sharing.\u003c\/p\u003e \u003cp\u003eReproducible examples of creative book sharing.\u003c\/p\u003e \u003cp\u003eBrief description of story frames.\u003c\/p\u003e \u003cp\u003eReproducible story frames.\u003c\/p\u003e \u003cp\u003eBrief description of a QAD chart.\u003c\/p\u003e \u003cp\u003eReproducible example of a QAD chart.\u003c\/p\u003e \u003cp\u003eBrief description of the reading autobiography.\u003c\/p\u003e \u003cp\u003eReproducible examples of reading autobiographies.\u003c\/p\u003e \u003cp\u003eBrief description of a self-appraisal of reading ability.\u003c\/p\u003e \u003cp\u003eReproducible self-appraisal devices.\u003c\/p\u003e \u003cp\u003eReproducible book-selection device.\u003c\/p\u003e \u003cp\u003ePART TWO: ASSESSING COMPETENCIES AND WEAKNESSES IN WRITING AND SPELLING.\u003c\/p\u003e \u003cp\u003eCHAPTER 8: Using checklists to assess competencies and weaknesses in drawing, writing, and spelling.\u003c\/p\u003e \u003cp\u003eBrief description of emergent writing behavior.\u003c\/p\u003e \u003cp\u003eReproducible checklist of emergent writing behavior.\u003c\/p\u003e \u003cp\u003eBrief description of creative and context writing at the primary, intermediate, and middle-upper levels.\u003c\/p\u003e \u003cp\u003eReproducible checklists of writing behavior.\u003c\/p\u003e \u003cp\u003eReproducible checklists for computer word-processing.\u003c\/p\u003e \u003cp\u003eReproducible checklist of editing behaviors.\u003c\/p\u003e \u003cp\u003eCHAPTER 9: Using holistic scoring and the informal writing inventory to assess writing.\u003c\/p\u003e \u003cp\u003eDescription of holistic scoring used in this handbook.\u003c\/p\u003e \u003cp\u003eClarity.\u003c\/p\u003e \u003cp\u003eSupport.\u003c\/p\u003e \u003cp\u003eOrganization.\u003c\/p\u003e \u003cp\u003eMechanics.\u003c\/p\u003e \u003cp\u003eThe overall rating.\u003c\/p\u003e \u003cp\u003eActual children's writing samples that have been scored holistically.\u003c\/p\u003e \u003cp\u003e\"Mother\".\u003c\/p\u003e \u003cp\u003e\"The Candy Monster\".\u003c\/p\u003e \u003cp\u003e\"Soccer\".\u003c\/p\u003e \u003cp\u003e\"Illinois\".\u003c\/p\u003e \u003cp\u003e\"An Imaginary [sic] Trip\".\u003c\/p\u003e \u003cp\u003e\"Earth\".\u003c\/p\u003e \u003cp\u003eExamples of compositions that give you practice in using holistic scoring.\u003c\/p\u003e \u003cp\u003e\"My Mother\".\u003c\/p\u003e \u003cp\u003e\"The Mystery of the Green GSA\" [sic].\u003c\/p\u003e \u003cp\u003e\"Motorcycles\".\u003c\/p\u003e \u003cp\u003e\"Save Our Planet\".\u003c\/p\u003e \u003cp\u003e\"Social Studies\".\u003c\/p\u003e \u003cp\u003e\"Friendship\".\u003c\/p\u003e \u003cp\u003eScores for the holistic writing samples.\u003c\/p\u003e \u003cp\u003eBrief description of an individual writing inventory.\u003c\/p\u003e \u003cp\u003eReproducible individual writing inventory developed for this handbook.\u003c\/p\u003e \u003cp\u003eCHAPTER 10: Other alternative means of assessing writing and spelling ability.\u003c\/p\u003e \u003cp\u003eHave the child at the emergent literacy level write all the words he\/she can.\u003c\/p\u003e \u003cp\u003eWords per T-unit.\u003c\/p\u003e \u003cp\u003eBrief description of writing coaching\/conferencing.\u003c\/p\u003e \u003cp\u003eReproducible sheet for recording information about a student's writing.\u003c\/p\u003e \u003cp\u003eBrief description of writing survey.\u003c\/p\u003e \u003cp\u003eReproducible example of a writing survey.\u003c\/p\u003e \u003cp\u003eBrief description and model of a dialogue journal.\u003c\/p\u003e \u003cp\u003eBrief description and sample of a developmental spelling test.\u003c\/p\u003e \u003cp\u003eBrief description of sentence-combining as a writing assessment strategy.\u003c\/p\u003e \u003cp\u003eReproducible activity sheet emphasizing sentence-combining.\u003c\/p\u003e \u003cp\u003ePART THREE: PORTFOLIO ASSESSMENT.\u003c\/p\u003e \u003cp\u003eCHAPTER 11: Using portfolio assessment in any literacy program.\u003c\/p\u003e \u003cp\u003eBrief description of some of the basic characteristics of a literacy portfolio.\u003c\/p\u003e \u003cp\u003eDescription of some of the elements that comprise a useful working portfolio.\u003c\/p\u003e \u003cp\u003ePortfolio holder.\u003c\/p\u003e \u003cp\u003eTable of contents.\u003c\/p\u003e \u003cp\u003eReading\/writing log.\u003c\/p\u003e \u003cp\u003eDrafts of all types of writing.\u003c\/p\u003e \u003cp\u003eReading response journal.\u003c\/p\u003e \u003cp\u003eDialogue journal.\u003c\/p\u003e \u003cp\u003eWriting done outside of class.\u003c\/p\u003e \u003cp\u003eChecklists and surveys of various types.\u003c\/p\u003e \u003cp\u003eTape-recorded oral-reading protocols.\u003c\/p\u003e \u003cp\u003eAudiotapes.\u003c\/p\u003e \u003cp\u003eStudent-teacher conference notes.\u003c\/p\u003e \u003cp\u003eSelf-assessment devices.\u003c\/p\u003e \u003cp\u003eVarious types of notes and memos.\u003c\/p\u003e \u003cp\u003eTeacher anecdotes and observations.\u003c\/p\u003e \u003cp\u003eGraphs (records) of progress.\u003c\/p\u003e \u003cp\u003eShould standardized and informal test scores be included in a student's portfolio?\u003c\/p\u003e \u003cp\u003eThe advantages and limitations of using literacy portfolios.\u003c\/p\u003e \u003cp\u003eThe importance of using portfolio assessment in whole language program.\u003c\/p\u003e \u003cp\u003eSome guidelines for starting portfolio assessment in any literacy program.\u003c\/p\u003e \u003cp\u003eThe importance of student self-selection and self-assessment of materials in his or her literacy portfolio.\u003c\/p\u003e \u003cp\u003eVarious types of reproducible devices that can be included in a portfolio assessment program.\u003c\/p\u003e \u003cp\u003eLetter to parents.\u003c\/p\u003e \u003cp\u003eMy portfolio: table of contents.\u003c\/p\u003e \u003cp\u003eHow I am organizing my portfolio.\u003c\/p\u003e \u003cp\u003eThis is my portfolio.\u003c\/p\u003e \u003cp\u003eMy reading\/writing log.\u003c\/p\u003e \u003cp\u003eStudent-teacher literacy portfolio conference notes.\u003c\/p\u003e \u003cp\u003eSelf-assessment device.\u003c\/p\u003e \u003cp\u003eWhat I think about my reading and writing.\u003c\/p\u003e \u003cp\u003eClassmate review sheet.\u003c\/p\u003e \u003cp\u003eParent portfolio review form.\u003c\/p\u003e \u003cp\u003eEvaluation of a portfolio.\u003c\/p\u003e \u003cp\u003ePART FOUR: CLOSING THOUGHTS.\u003c\/p\u003e \u003cp\u003eCHAPTER 12: Closing thoughts.\u003c\/p\u003e \u003cp\u003eGrading in a whole language program that mainly uses informal assessment.\u003c\/p\u003e \u003cp\u003eSample report card showing some literacy behaviors.\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default 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