MARC record from Internet Archive

LEADER: 09382cam 2200493 a 4500
001 ocn123549372
003 OCoLC
005 20200323053622.0
008 060922s2008 maua b 001 0 eng
010 $a 2006935161
040 $aDLC$beng$cDLC$dOUB$dBTCTA$dBAKER$dOCLCG$dYDXCP$dOCLCF$dOCLCO$dOCLCQ$dOCLCO$dMXL$dCNCLB
020 $a9780618794881$q(student text)
020 $a0618794883$q(student text)
020 $a9780618833344$q(instructor's exam copy)
020 $a061883334X$q(instructor's exam copy)
035 $a(OCoLC)123549372
050 00 $aLB1576$b.C714 2008
082 00 $a302.2/244$222
084 $aH319.3$2clc
100 1 $aCooper, J. David$q(James David),$d1942-
245 10 $aLiteracy assessment :$bhelping teachers plan instruction /$cJ. David Cooper, Nancy D. Kiger.
250 $a3rd ed.
260 $aBoston :$bHoughton Mifflin Co.,$c℗♭2008.
300 $axvi, 522 pages :$billustrations ;$c24 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references (pages 503-510) and indexes.
505 0 $aTools and techniques for assessment-based literacy instruction : A framework for assessment-based literacy instruction : Assessment-based literacy instruction : Who uses assessment-based literacy instruction? ; Assessment based literacy instruction in diverse classrooms. A framework for looking at literacy development : Key terminology ; Stages of literacy development ; The role of skills in literacy development. Federal legislation, state standards, and literacy instruction ; Making decisions in your assessment-based literacy classroom ; Preparing to meet the range of needs in your classroom ; Guiding principles for assessment-based literacy instruction ; Using this text : Special features ; Organization -- Tools for gathering information in the classroom : The need for a variety of tools and techniques ; Making decisions for diverse learners ; Assessment tools: an overview : Observing ; Interest inventories ; Attitude/ self-concept checks ; Checklists ; Work samples ; Conferences ; Self-reflections ; Performance assessment -- Specific literacy assessment : Assessing oral language: listening and speaking : What should be assessed and why ; Selecting appropriate techniques ; Second-language learners ; Integrating oral language assessment with other activities. Reading assessment tools : Oral reading fluency and word recognition strategies ; Retelling of narrative and expository texts ; Comprehension: discussion ; Comprehension: personal written responses. Writing assessment tools : Process and product ; Types of products ; Conventions of writing. Techniques for organizing assessment information : Portfolios ; File folders ; Notebooks ; Cards ; Computer programs -- Matching readers with text: measuring materials and readers : Measuring the materials : Factors affecting readability ; Readability formulas ; Specially written and rewritten material ; Joint statement of the IRA and NCTE ; Some final comments on readability. Measuring the reader : The informal reading inventory ; Word recognition tests ; Diverse populations. The right book for every child : Reading levels of written materials and of students ; Interest levels ; If you must use one book for all children -- Published standardized measures: an overview for classroom teachers : Basics of standardized measurement : Standardized tests: what are they? Why use them? ; Concepts and terminology of testing. Using standardized measurements : Concerns about testing ; The state of the profession: local and state assessments ; The role of the classroom teacher. Tests for measuring literacy : Group-administered tests ; Individually administered tests ; Testing to accommodate special populations -- Instructional routines for a comprehensive balanced literacy program: an overview : Comprehensive balanced literacy instruction : Model for a comprehensive balanced literacy program ; A plan for organizing a comprehensive balanced literacy program ; Diverse learners and comprehensive balanced literacy instruction. Basic instructional routines for the assessment-based comprehensive balanced literacy program : Literacy lesson routine ; Minilesson/explicit lesson routine ; Phonemic awareness routine ; Explicit phonics/structural elements routine ; Decodable words routine ; Phonetically unpredictable words routine ; Fluency routine ; Explicit comprehension routine ; Modes of reading routine ; Discussion groups routine ; Modes of writing routine. Selecting instructional routines to meet diverse needs materials for comprehensive balanced literacy instruction : Types of text ; Leveling texts ; Organizing materials. Intervention models : Intervention defined ; Total school reorganization programs ; Individual tutorial programs ; Small-group models for beginning readers ; Small-group model for intermediate students ; Using intervention models with title I and special education programs -- Literacy stages: assessment and instruction : Early emergent literacy : Benchmarks for early emergent literacy ; Benchmarks ; Connecting to other chapters ; Using the benchmarks to assess the child and plan instruction : Oral language: indicators, assessment, instructional strategies ; Reading and book knowledge: indicators, assessment, instructional strategies ; Writing and the uses of writing: indicators, assessment, instructional strategies. Planning instruction based on assessment : Creating a print-rich, language-rich environment ; Planning a comprehensive balanced literacy day for preschool or kindergarten ; Providing for diversity within the classroom. A diverse classroom at work -- Emergent literacy : Benchmarks for emergent literacy ; Benchmarks ; Connecting to other chapters ; Using the benchmarks to assess the child and plan instruction : Oral language: indicators , assessment , instructional strategies ; Reading: indicators, assessment, instructional strategies. Planning instruction based on assessment : Planning a comprehensive balanced literacy day for kindergarten or first grade ;’meeting individual and groups needs in diverse classrooms. Two classrooms at work : Kindergarten ; First grade -- Beginning reading and writing : Benchmarks for beginning reading and writing ; Benchmarks ; Connecting to other chapters ; Using the benchmarks to assess the child and plan instruction : Oral language: indicators , assessment , instructional strategies ; Reading: indicators, assessment, instructional strategies. Planning instruction based on assessment : What do I teach? ; How do I teach what needs to be taught? ; How do I organize and manage a classroom with a range of stages?. A second-grade classroom at work : Mr. Russo’s literacy block schedule (22 second graders) -- Almost fluent reading and writing : Benchmarks for beginning reading and writing ; Benchmarks ; Connecting to other chapters ; Using the benchmarks to assess the child and plan instruction : Oral language: indicators , assessment , instructional strategies ; Reading: indicators, assessment, instructional strategies. Planning instruction based on assessment : What do I teach? ; How do I teach what needs to be taught? ; How do I organize and manage a classroom with a range of stages?. Meeting the needs of second-language learners ; A fourth-grade classroom at work : Ms. Boyd’s literacy block schedule (24 fourth graders) -- Fluent reading and writing : Benchmarks for beginning reading and writing ; Benchmarks ; Connecting to other chapters ; Using the benchmarks to assess the child and plan instruction : Oral language: indicators , assessment , instructional strategies ; Reading: indicators, assessment, instructional strategies. Planning instruction based on assessment : What do I teach? ; How do I teach what needs to be taught? ; How do I prepare students for what comes next?. A six-grade classroom at work : Ms. Lin’s language/ literacy block (28 students in each section) ; Math block and science/ social studies block -- Collaborating with families, peers, and other professionals : Involving family members in assessment : Getting to know your community ; Conferences ; Reporting systems ; Portfolios ; Family evacuations ; Newsletters. Collaborating with colleagues : Planning with other teachers ; Working with building-level specialists ; Inclusion; Coaching. Continuing professional development : Attending workshops and taking classes ; Joining professional organizations ; Maintaining professional reading ; Networking ; Making a plan to evaluate your own professional growth.
650 0 $aLanguage arts$xAbility testing.
650 0 $aLiteracy.
650 0 $aReading$xAbility testing.
650 0 $aLesson planning.
650 7 $aLanguage arts$xAbility testing.$2fast$0(OCoLC)fst00992285
650 7 $aLesson planning.$2fast$0(OCoLC)fst00996656
650 7 $aLiteracy.$2fast$0(OCoLC)fst00999859
650 7 $aReading$xAbility testing.$2fast$0(OCoLC)fst01090627
700 1 $aKiger, Nancy D.
938 $aBaker & Taylor$bBKTY$c95.16$d95.16$i0618794883$n0007407816$sactive
938 $aBaker and Taylor$bBTCP$n2006935161
938 $aYBP Library Services$bYANK$n2883132
029 1 $aAU@$b000042053535
994 $aZ0$bP4A
948 $hNO HOLDINGS IN P4A - 78 OTHER HOLDINGS