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摘要
摘要
This 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. 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 over 200 reproducible assessment devices ready for immediate use You'll find a detailed description of each informal assessment technique 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. 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. 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
目录
The Practical Help This Book Offers | p. vii |
Chapter 1 Using Informal Devices in Assessing Reading and Writing Ability | p. 1 |
Definition of Literacy as Used in This Handbook | p. 1 |
Definition of Assessment and Evaluation as Used in This Handbook | p. 2 |
Definition of Informal Assessment and Evaluation | p. 3 |
Importance of Integrating Assessment with Instruction | p. 4 |
Advantages of Using Informal Assessment Devices | p. 5 |
Limitations of Using Informal Assessment Devices | p. 5 |
The Future of Informal Assessment Devices | p. 6 |
Brief Case Summaries | p. 6 |
Part 1 Assessing Competencies and Weaknesses in Reading | p. 15 |
Chapter 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 | p. 17 |
The Importance of Being an Expert "Kid-Watcher" or Observer of Children's Behavior | p. 18 |
Importance of Language Development to Success in Literacy | p. 20 |
Description of Visual-Perception Ability | p. 21 |
Description of Alphabet Knowledge | p. 28 |
Description of Concepts About Books | p. 29 |
Description of Concepts About Print | p. 34 |
Brief Description of Sight-Word Recognition and Sight-Word Identification | p. 36 |
Brief Description of Graphophonic (Phonic) Analysis | p. 43 |
Brief Description of Structural Analysis | p. 45 |
Brief Description of Semantic (Contextual) Analysis | p. 48 |
Description of Oral Reading | p. 49 |
Chapter 3 Using Checklists and Other Informal Devices to Assess Competencies and Weaknesses in Vocabulary, Comprehension Skills, the Basic Study Skills, and Silent Reading | p. 72 |
Brief Description of Vocabulary Knowledge | p. 73 |
Brief Description of Reading Comprehension | p. 75 |
Brief Description of the Study Skills | p. 78 |
Description of Assessment Using the Retelling Technique | p. 80 |
Checklist in Self-Monitoring of Reading Comprehension | p. 115 |
Checklist for Evaluating Reading Competencies in an Intermediate-Grade Whole Language Classroom | p. 118 |
Checklist for Pleasure Reading | p. 118 |
Chapter 4 Using Miscue Analysis in Assessing Competencies and Weaknesses in Reading | p. 122 |
Description of Miscue Analysis | p. 122 |
Description of Miscue Analysis as Used in the Individual Reading Inventory in This Handbook | p. 124 |
Description of Another System of Miscue Analysis | p. 134 |
Chapter 5 Variations of the Individual Reading Inventory | p. 141 |
Description of a Typical Individual Reading Inventory | p. 141 |
Advantages and Limitations of Using an IRI | p. 143 |
Constructing the Word Lists and Graded Reading Passages of an IRI | p. 146 |
Directions for Administering the Word Lists and Graded Reading Passages of an IRI | p. 149 |
Directions for Evaluating the Word Lists and Graded Reading Passages of an IRI | p. 151 |
The Word Lists and Graded Reading Passages for Form L and Form M | p. 155 |
List of Commercial Individual Reading Inventories | p. 216 |
The Interest Inventory | p. 217 |
Content Reading Inventories | p. 221 |
Chapter 6 Using Informal Inventories and Other Informal Assessment Devices in the Word-Identification Techniques | p. 226 |
Description of Letter-Name Knowledge | p. 227 |
Brief Description of Sight-Word Knowledge | p. 240 |
Brief Description of Graphophonic (Phonic) Analysis | p. 262 |
Brief Description of Structural Analysis | p. 281 |
Brief Description of Semantic (Context) Cues | p. 296 |
Chapter 7 Additional Alternative Ways of Assessing Reading Skills and Attitudes | p. 326 |
Description of Teacher-Pupil Reading Conferences | p. 327 |
Description of Alternative Kinds of Teacher-Pupil Interviews | p. 330 |
Assessing and Activating Prior Knowledge | p. 332 |
Description of the Pre-Reading Procedure (PReP) | p. 333 |
Using Questionnaires and Inventories to Assess Prior Knowledge | p. 334 |
Reproducible Schema Assessment Device | p. 338 |
Brief Description of Reading Comprehension | p. 340 |
Questioning Strategies or QARs | p. 342 |
Using Metacognition for Assessing Reading Comprehension | p. 343 |
Brief Description of "Think-Alouds" | p. 348 |
Brief Description of Creative Book Sharing | p. 352 |
Brief Description of Story Frames | p. 358 |
Brief Description of a QAD Chart | p. 361 |
Brief Description of the Reading Autobiography | p. 365 |
Brief Description of a Self-Appraisal of Reading Ability | p. 368 |
Reproducible Book-Selection Device | p. 368 |
Part 2 Assessing Competencies and Weaknesses in Writing and Spelling | p. 373 |
Chapter 8 Using Checklists to Assess Competencies and Weaknesses in Drawing, Writing, and Spelling | p. 375 |
Brief Description of Emergent Writing Behaviors | p. 376 |
Brief Description of Creative and Content Writing at the Primary, Intermediate, and Middle-Upper Levels | p. 380 |
Reproducible Checklist for Computer Word Processing | p. 386 |
Reproducible Checklist of Editing Behaviors | p. 386 |
Chapter 9 Using Holistic Scoring and the Informal Writing Inventory to Assess Writing | p. 389 |
Description of Holistic Scoring Used in This Handbook | p. 389 |
Scores for the Holistic Writing Samples | p. 419 |
Brief Description of an Individual Writing Inventory | p. 421 |
Chapter 10 Other Alternative Means of Assessing Writing and Spelling Ability | p. 424 |
Have the Child at the Emergent Literacy Level Write All the Words He/She Can | p. 424 |
Words Per T-Unit | p. 425 |
Brief Description of Writing Coaching/Conferencing | p. 426 |
Brief Description of a Writing Survey | p. 429 |
Brief Description and Model of a Dialogue Journal | p. 431 |
Brief Description and Sample of a Developmental Spelling Test | p. 432 |
Brief Description of Sentence-Combining as a Writing Assessment Strategy | p. 437 |
Part 3 Portfolio Assessment | p. 441 |
Chapter 11 Using Portfolio Assessment in Any Literacy Program | p. 443 |
Brief Description of Some of the Basic Characteristics of a Literacy Portfolio | p. 443 |
Description of Some of the Elements That Comprise a Useful Working Portfolio | p. 445 |
Should Standardized and Informal Test Scores Be Included in a Student's Portfolio? | p. 453 |
The Advantages and Limitations of Using Literacy Portfolios | p. 454 |
The Importance of Using Portfolio Assessment in a Whole Language Program | p. 455 |
Some Guidelines for Starting Portfolio Assessment in Any Literacy Program | p. 456 |
The Importance of Student Self-Selection and Self-Assessment of Materials in His or Her Literacy Portfolio | p. 458 |
Various Types of Reproducible Devices That Can Be Included in a Portfolio Assessment Program | p. 459 |
Part 4 Closing Thoughts | p. 471 |
Chapter 12 Closing Thoughts | p. 473 |
Grading in a Whole Language Program That Mainly Uses Informal Assessment | p. 474 |
Sample Report Card Showing Some Literacy Behaviors | p. 475 |