{"product_id":"alternative-assessment-techniques-for-reading-writing-paperback-softback-9780130425683","title":"Alternative Assessment Techniques for Reading \u0026 Writing (Paperback \/ softback) 9780130425683","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eAlternative Assessment Techniques for Reading \u0026amp; Writing\u003c\/font\u003e\u003cbr\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003c\/p\u003e\n\u003cp\u003e\u003cfont size=\"4\"\u003eWilma H. Miller (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780130425683, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 1 May 2001\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e496 pages\u003cbr\u003e27.6 x 21 x 3.4 cm, 1.315 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\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  Written in easy-to-follow nontechnical language, it provides a multitude of tested informal assessment strategies and devices, such as \"kid watching,\" retellings, journals, IRIs, writing surveys, portfolios, think alouds and more-- including more than 200 reproducible assessment devices ready for immediate use! \u003cbr\u003e \u003cbr\u003e  You'll find a detailed description of each informal assessment techniques along with step-by-step procedures for its use and, wherever possible, one or more reproducible sample devices. Complete answer keys for each device are included with the directions. \u003cbr\u003e \u003cbr\u003e  Among the unique topics covered are the innovative Individual Reading Inventory, San Diego Quick Assessment List, El Paso Phonics Survey, QAD Chart, Holistic scoring of writing and Reproducible devices for portfolio assessment. \u003cbr\u003e \u003cbr\u003e  In short, Alternative Assessment Techniques for Reading and Writing offers a wealth of tested, ready-to-use informal assessment information and devices that should save the teacher a great deal of time and energy in making a useful assessment of any student's literacy ability!\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\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\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Education [\u003ca title=\"See our other books on Education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Education%20%5BJN%5D%22\"\u003eJN\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Jossey-Bass","offers":[{"title":"Brand New","offer_id":52253117317400,"sku":"9780130425683","price":27.98,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/files\/9780130425683.jpg?v=1781271280","url":"https:\/\/freshlyprintedbooks.co.uk\/products\/alternative-assessment-techniques-for-reading-writing-paperback-softback-9780130425683","provider":"Freshly Printed Books","version":"1.0","type":"link"}