Table of Contents
Preface xiii
Acknowledgments xvii
Part 1 Assessment and Analysis in the Classroom 1
Chapter 1 The Classroom Teacher's Role 3
Focus and Goals of the Chapter 3
Introduction 4
What Is Assessment? 4
What Should Be Assessed? 5
How Can It Be Done? 11
Qualitative Data Versus Quantitative Data 11
Formative and Summative Assessment 11
Assessment Decisions? 12
A Model for the Classroom Teacher's Decision Making 12
Summary 13
Questions for Reflection and Response 13
Chapter 2 Understanding Standardized Tests and Quantitative Data 15
Focus and Goals of the Chapter 15
Introduction 16
Survey, Diagnostic, and Other Commercial Tests 16
State and Mandated Testing Issues 19
Understanding Test Usage and Applicability 20
Understanding Derived Norm-Referenced Scores 24
Understanding the Problems with Standardized Tests and Scores 30
How to Discuss Test Results with Children's Families 36
Summary 38
Questions for Reflection and Response 38
Chapter 3 Assessing Affective, Linguistic, and Other Qualitative Information 41
Focus and Goals of the Chapter 41
Introduction 42
Emergent Literacy and Assessment 42
Observations, Interviews, Samples, and Portfolios 48
Interest, Attitude, Motivation, and Engagement Assessments 53
Oral Reading Samples 57
Modified Miscue Analysis 72
Fluency Considerations 80
Information from Children's Writing and Invented Spelling 82
ELL Assessment Considerations 87
Other Available Information 89
Summary 94
Questions for Reflection and Response 94
Qualitative Analysis Discussion of Mitchell's and Caryl's Oral Readings 96
Chapter 4 Assessing Comprehension, Comprehending Strategies, and Other Cognitive Information 101
Focus and Goals of the Chapter 101
Introduction 102
Comprehension and Comprehending Strategies' Assessments 102
Vocabulary Connections 123
ELL Differentiated Comprehension Assessment 125
Prior Knowledge and Schemata Assessments 126
Content Study and Learning Strategy Assessments 135
Comprehension and Metacognitive Strategy Assessments 145
Summary 152
Questions for Reflection and Response 152
Chapter 5 Analyzing and Using Information Qualitatively 153
Focus and Goals of the Chapter 153
Introduction 154
Organizing Available Data and Information 154
Analyzing Available Information 161
Developing Your Own Instructional Plans 187
Monitoring Progress 187
Summary 188
Questions for Reflection and Response 188
Part 2 Organization and Instruction in the Classroom 189
Chapter 6 Organizing for Reading Development and Instruction 191
Focus and Goals of the Chapter 191
Introduction 192
Assessing the Environment and Organization You Want to Create 192
Designing an Environment and Program for Individual Development 196
Flexible Grouping and Planning Based on Analyses of Assessments 199
Qualitative Teaching Using "Real" Reading Material and "Real" Purposes 207
Individual Work, Assignments, and Record Keeping 208
Conferencing, Sharing, and Monitoring Development 210
Reporting to Parents/Family Members 212
Strategy Development and Literature Exposure for Whole-Class Involvement 220
Summary 224
Questions for Reflection and Response 224
Chapter 7 Assessment, Instruction, and Learning in the Classroom 227
Focus and Goals of the Chapter 227
Introduction 228
"A Model for the Classroom Teacher's Decision Making," Revisited 228
A Plan, Focus, and "Model for Diagnostic Instruction" 229
Beliefs and Philosophies That Can Balance Assessment and Instruction Decisions 233
Questions Relative to Qualitative Instruction 239
Summary 251
Questions for Reflection and Response 251
Chapter 8 Ideas for Strategy Development 253
Focus and Goals of the Chapter 253
Introduction 254
Strategy Lesson Decisions 254
Linguistic Strategies 256
Cognitive Strategies 261
Recommendations for Strategy Lessons: Sources and Ideas 269
Summary 303
Closing Remarks 303
Questions for Reflection and Response 304
Appendix 305
Glossary 319
References: Professional References and Suggested Reading 329
References: Children's Literature References 351
Author Index 353
Subject Index 363
