בחרו את שפת העמוד:
שפה נוכחית
כניסה עם גוגל
כניסה עם פייסבוק
Reading assessment
להגדלת הטקסט להקטנת הטקסט- ספר
This trusted practitioner guide and course text helps K-8 teachers utilize assessment as an integral component of classroom instruction. It guides teachers step by step to recognize good reader behaviors, assess students' strengths and weaknesses, and make evidence-based instructional decisions. Formal and informal measures are discussed for evaluating specific components of literacy, with a focus on the Common Core State Standards (CCSS). Every chapter features activities for developing understanding; in-depth practice exercises are provided in several appendices. Helpful reproducible tools c
| כותר |
Reading assessment : a primer for teachers in the common core era / by JoAnne Schudt Caldwell. |
|---|---|
| מהדורה |
3rd ed. |
| מוציא לאור |
New York : The Guilford Press |
| שנה |
2014 |
| הערות |
Description based upon print version of record. Includes bibliographical references and index. English |
| הערת תוכן ותקציר |
Cover Half Title Page Title Page Copyright Page About the Author Preface Contents Chapter 1. New Initiatives and New Concerns: How Have They Influenced Reading Assessment? Purpose and Scope of the Book Description of the Assessment Process Issues in Reading Assessment The Common Core State Standards Response to Intervention Summary Activities for Developing Understanding Chapter 2. Purposes of Reading Assessment: What Do Good Readers Do and How Can Teachers and Coaches Assess This? Purposes of Reading Assessment Identifying Good Reader Behaviors and Areas of Weakness Determining Reading LevelDetermining Text Level Noting Student Progress Chapter 3. Methods of Assessment: What Are the Different Kinds of Assessments and What Do They Tell Us about Reading Performance? Formal and Informal Assessments Formative and Summative Assessments Norm-Referenced and Criterion-Referenced Assessments Standardized Assessments The Role of Standardized Assessments in Today's Schools Chapter 4. Assessment as Part of Instruction: How Can We Assess as We Teach? The Four-Step Assessment Process in the Classroomor Coaching SessionMatching Assessment and Instruction to the CCSS Sharing Good Reader Behaviors and the CCSS with Students Making Reading Assessment Manageable Dealing with Report Cards and Grade Books Making Time for Individual Reading Assessment Chapter 5. The Informal Reading Inventory Process: How Does It Address the Purposes of Reading Assessment? Overview of the IRI Process Differences between the IRI Process and an IRI The IRI Process and the CCSS The Informal Reading Process and RTIUsing the IRI Process to Determine Reading Levels Issues Regarding the IRI Process Using the IRI Process to Identify Good Reader Behaviorsand Areas of Weakness Using the IRI Process to Determine Progress Group Administration of the IRI Process Appendix 5.1. Questions to Ask about Published IRIs Appendix 5.2. Practice in Scoring Word Identification Accuracy and Comprehension Using the IRI Process Appendix 5.3. Practice in Scoring Word Recognition Accuracy and Comprehension Using a Published IRI Chapter 6. Early Literacy: What Do We Need to Know about Beginning Readers?Overview of Early Literacy What Children Need to Know about Language What Children Need to Know about Print First Stages of Reading Words Early Literacy and the CCSS Early Literacy and RTI Guidelines for Early Literacy Assessment Informal Classroom Assessments of Early Literacy Development Early Efforts in Word Identification: Running Records Appendix 6.1. Questions to Ask about Early Literacy Assessments Appendix 6.2. Practice in Coding an IRI Process and a Running Record |
| היקף החומר |
1 online resource (306 p.) |
| שפה |
אנגלית |
| שנת זכויות יוצרים |
©2014 |
| מספר מערכת |
997012747122205171 |
תצוגת MARC
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