Literacy Assessment: Helping Teachers Plan Instruction

29 Pages·2010·2.188 MB·English

by  J. David Cooper, Nancy D. Kiger

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LITERACY
ASSESSMENT
Helping Teachers Plan Instruction
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Fourth Edition
LITERACY
ASSESSMENT
Helping Teachers Plan Instruction
J. David Cooper
Ball State University, Retired
Nancy D. Kiger
University of Central Florida, Retired
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
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Instruction, Fourth Edition
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BRIEF CONTENTS
Preface xiii
PART ONE
Tools and Techniques for
Assessment-Based Literacy Instruction 1
1 A Framework for Effective Literacy Instruction 3
2 Tools for Gathering Information in the Classroom 19
3 Specifi c Literacy Assessment 49
4 Matching Readers with Text:
Measuring Materials and Readers 91
5 Published Standardized Measures:
An Overview for Classroom Teachers 131
6 Instructional Routines for a Comprehensive
Balanced Literacy Program: An Overview 157
7 Collaborating with Families, Peers, and Other Professionals 197
PART TWO
Literacy Stages: Assessment and Instruction 217
8 Early Emergent Literacy 219
9 Emergent Literacy 265
10 Beginning Reading and Writing 315
11 Almost Fluent Reading and Writing 365
12 Fluent Reading and Writing 409
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CONTENTS
PART ONE
Tools and Techniques for
Assessment-Based Literacy Instruction 1
Chapter 1
A Framework for Effective Literacy Instruction 3
RTI and Literacy Learning – 4
Assessment-Based Literacy Instruction – 6
Who Uses Assessment-Based Literacy Instruction and RTI? – 7
Assessment-Based Literacy Instruction in Diverse Classrooms – 8
A Framework for Looking at Literacy Development – 9
Key Terminology – 10
Stages of Literacy Development – 11
The Role of Skills in Literacy Development – 12
Federal Legislation, State Standards, and Literacy Instruction – 12
Making Decisions in Your Assessment-Based Literacy Classroom – 13
Preparing to Meet the Range of Needs in Your Classroom – 15
Guiding Principles for Assessment-Based Literacy Instruction – 15
Using This Text – 16
Special Features – 16
Organization – 16
Summary – 17
Chapter 2
Tools for Gathering Information in the Classroom 19
The Need for a Variety of Tools and Techniques – 20
Making Decisions for Diverse Learners – 21
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vviiiiii Contents
Assessment Tools: An Overview – 21
Observing – 22
Interest Inventories – 24
Attitude/Self-Concept Checks – 27
Checklists – 29
Work Samples – 32
Conferences – 36
Self-Refl ections – 39
Performance Assessments – 44
Summary – 47
Chapter 3
Specifi c Literacy Assessment 49
Assessing Oral Language: Listening and Speaking – 50
What Should Be Assessed and Why – 50
Selecting Appropriate Techniques – 51
Second-Language Learners – 52
Integrating Oral Language Assessment with Other Activities – 54
Reading Assessment Tools – 55
Oral Reading Fluency and Word Recognition Strategies – 56
Retelling of Narrative and Expository Texts – 63
Comprehension: Discussion – 67
Comprehension: Personal Written Responses – 69
Writing Assessment Tools – 75
Process and Product – 75
Types of Products – 77
Conventions of Writing – 80
Techniques for Organizing Assessment Information – 86
Portfolios – 86
File Folders – 88
Notebooks – 88
Cards – 88
Computer Programs – 88
Summary – 88
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Contents iixx
Chapter 4
Matching Readers with Text:
Measuring Materials and Readers 91
Measuring the Materials – 93
Factors Affecting Readability – 93
Readability Formulas – 94
Specially Written and Rewritten Material – 96
Joint Statement of the IRA and NCTE – 96
Some Final Comments on Readability – 97
Measuring the Reader – 97
The IRI – 98
Word Recognition Tests – 117
Diverse Populations – 123
The Right Book for Every Child – 125
Reading Levels of Written Materials and of Students – 125
Interest Levels – 127
If You Must Use One Book for All Children – 128
Summary – 129
Chapter 5
Published Standardized Measures:
An Overview for Classroom Teachers 131
Basics of Standardized Measurement – 133
Standardized Tests: What Are They? Why Use Them? – 133
Concepts and Terminology of Testing – 136
Using Standardized Measurements – 142
Concerns About Testing – 142
The State of the Profession: Local and State Assessments – 143
The Role of the Classroom Teacher – 144
Tests for Measuring Literacy – 149
Group-Administered Tests – 149
Individually Administered Tests – 150
Testing to Accommodate Special Populations – 152
Summary – 154
Test Publishers – 155
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x Contents
Chapter 6
Instructional Routines for a Comprehensive
Balanced Literacy Program: An Overview 157
Comprehensive Balanced Literacy Instruction – 159
Model for a Comprehensive Balanced Literacy Program – 159
A Plan for Organizing a Comprehensive Balanced Literacy Program – 162
Diverse Learners and Comprehensive Balanced Literacy Instruction – 163
Basic Instructional Routines for the Assessment-Based Comprehensive Balanced
Literacy Program – 164
Literacy Lesson Routine – 165
Minilesson/Explicit Lesson Routine – 168
Phonemic Awareness Routine – 169
Explicit Phonics/Structural Elements Routine – 171
Decodable Words Routine – 173
Phonetically Unpredictable Words Routine – 174
Fluency Routine – 175
Explicit Comprehension Routine – 176
Modes of Reading Routine – 177
Discussion Groups Routine – 180
Modes of Writing Routine – 182
Selecting Instructional Routines to Meet Diverse Needs – 185
Materials for Comprehensive Balanced Literacy Instruction – 186
Types of Text – 186
Leveling Texts – 187
Organizing Materials – 190
Intervention Models – 190
Intervention Defi ned – 190
Total School Reorganization Programs – 191
Individual Tutorial Programs – 191
Small-Group Models for Beginning Readers – 191
Small-Group Model for Intermediate Students – 192
Using Intervention Models with Title I and Special Education Programs – 194
Summary – 194
Chapter 7
Collaborating with Families, Peers, and Other Professionals 197
Involving Family Members in Assessment – 199
Getting to Know Your Community – 199
Conferences – 200
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