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Alternative Assessment Techniques for Reading and Writing,9780876281413

Alternative Assessment Techniques for Reading and Writing

by
ISBN13:

9780876281413

ISBN10:
0876281412
Format:
Paperback
Pub. Date:
6/1/1995
Publisher(s):
CFR
List Price: $29.95
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Summary

In short, ALTERNATIVE ASSESSMENT TECHNIQUES FOR READING 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!

Author Biography

Wilma H. Miller, Ed.D., is former Professor of Education at Illinois State University in Normal, where she taught undergraduate and graduate students in reading for 25 years. Prior to that she was an elementary school teacher in Illinois and Arizona.

Table of Contents

The Practical Help This Book Offers vii
Using Informal Devices in Assessing Reading and Writing Ability
1(14)
Definition of Literacy as Used in This Handbook
1(1)
Definition of Assessment and Evaluation as Used in This Handbook
2(1)
Definition of Informal Assessment and Evaluation
3(1)
Importance of Intergrating Assessment with Instruction
4(1)
Advantages of Using Informal Assessment Devices
5(1)
Limitations of Using Informal Assessment Devices
5(1)
The Future of Informal Assessment Devices
6(1)
Brief Case Summaries
6(9)
Chris
7(1)
Literacy Strengths
7(1)
Literacy Weaknesses
7(1)
Suggestions for Chris's Corrective (Remedial) Literacy Program
8(2)
Matt
10(1)
Literacy Strengths
10(1)
Literacy Weaknesses
10(2)
Suggestions for Matt's Corrective (Remedial) Literacy Program
12(3)
PART ONE ASSESSING COMPETENCIES AND WEAKNESSES IN READING 15(358)
Using Checklists and Other Informal Devices to Assess Competencies and Weaknesses in Visual Perception Ability, Emergent Literacy Skills, Word-Identification Skills, and Oral Reading
17(55)
The Importance of Being an Expert ``Kid-Watcher'' or Observer of Children's Behavior
18(2)
Importance of Language Development to Success in Literacy
20(1)
Reproducible ``Language Development Checklist''
21(1)
Description of Visual-Perception Ability
21(7)
Strategies for Improving Visual-Perception Ability
23(1)
Informal Visual-Perception Test
24(1)
Directions for Administering
24(2)
Directions for Scoring
26(1)
Example
26(2)
Description of Alphabet Knowledge
28(1)
Improving Alphabet Knowledge Ability
29(1)
Strategies and Materials
29(1)
Reproducible ``Alphabet Knowledge Checklist''
29(1)
Description of Concepts About Books
29(5)
Improving Ability in Concepts About Books
34(1)
Reproducible ``Concepts About Books Checklist''
34(1)
Description of Concepts About Print
34(2)
Improving Ability in the Skills Assessed by the ``Concepts About Print Checklist''
34(2)
Reproducible ``Concepts About Print Checklist''
36(1)
Brief Description of Sight-Word Recognition and Sight-Word Identification
36(7)
The Dolch Basic Sight-Word Test
39(2)
The Instant Words
41(1)
Improving Ability in Sight-Word Recognition and Sight-Word Identification
42
Wide Reading
41(1)
Strategies
42(1)
Activity Sheets
42(1)
Games
42(1)
Brief Description of Graphophonic (Phonic) Analysis
43(2)
Improving Ability in Graphophonic (Phonic) Analysis
43(1)
Strategies
44(1)
Activity Sheets
44(1)
Games
45(1)
Brief Description of Structural Analysis
45(3)
Improving Ability in Structural Analysis
46(1)
Strategies
46(1)
Activity Sheets
47(1)
Games
47(1)
Brief Description of Semantic (Contextual) Analysis
48(1)
Improving Ability in Semantic (Contextual) Analysis
48(1)
Strategies
48(1)
Activity Sheets
49(1)
Description of Oral Reading
49(23)
Improving Ability in Oral Reading
50(1)
Reproducible Checklists in the Word-Identification Techniques and Oral Reading
51(21)
Using Checklists and Other Informal Devices to Assess Competencies and Weaknesses in Vocabulary, Comprehension Skills, the Basic Study Skills, and Silent Reading
72(50)
Brief Description of Vocabulary Knowledge
73(2)
Improving Ability in Vocabulary Knowledge
74(1)
Brief Description of Reading Comprehension
75(3)
Explicit (Literal or Factual) Comprehension
76(1)
Implicit (Interpretative or Inferential) Comprehension
76(1)
Critical (Implicit or Evaluative) Reading
76(1)
Creative (Schema Implicit or Applied) Comprehension
76(1)
Improving Ability in Reading Comprehension
77(1)
Strategies
77(1)
Brief Description of the Study Skills
78(2)
Improving Ability in the Study Skills
79(1)
Reproducible Checklists
80(1)
Description of Assessment Using the Retelling Technique
80(35)
Improving Ability in the Retelling Technique
80(33)
Evaluating a Book or Story Retelling
113(2)
Reporducible Story (Book) Retelling Ability Checklist
115(1)
Checklist in Self-Monitoring of Reading Comprehension
115(3)
Checklist for Evaluating Reading Competencies in an Intermediate-Grade Whole Language Classroom
118(1)
Checklist for Pleasure Reading
118(4)
Using Miscue Analysis in Assessing Competencies and Weaknesses in Reading
122(19)
Description of Miscue Analysis
122(2)
Advantages of Using Miscue Analysis
123(1)
Limitations of Miscue Analysis
124(1)
In Summary
124(1)
Description of Miscue Analysis as Used in the Individual Reading Inventory in this Handbook
124(10)
Sample Record Sheet for Miscue Analysis
129(1)
Interpreting the Child's Responses on This Type of Miscue Analysis
129(5)
Description of Another System of Miscue Analysis
134(7)
Illustration of This Miscue Analysis Coding System
135(3)
Sample Summary Sheet of Oral Reading Miscues
138(3)
Variations of the Individual Reading Inventory
141(85)
Description of a Typical Individual Reading Inventory
141(2)
Advantages and Limitations of Using an IRI
143(3)
Constructing the Word Lists and Graded Reading Passages of an IRI
146(3)
Directions for Administering the World Lists and Graded Reading Passages of an IRI
149(2)
Directions for Evaluating the Word Lists and Graded Reading Passages of an IRI
151(4)
The Word Lists and Graded Reading Passages for Form L and Form M
155(61)
List of Commercial Individual Reading Inventories
216(1)
The Interest Inventory
217(4)
Sample Interest Inventories
218(3)
Content Reading Inventories
221(5)
Models of Two Content Inventories
222(4)
Using Informal Inventories and Other Informal Assessment Devices in the Word-Identification Techniques
226(100)
Description of Letter-Name Knowledge
227(13)
Strategies for Assessing Letter-Name Knowledge
228(1)
Assessment Sheets for Evaluating Letter-Name Recognition in Isolation
229(5)
Assessing Letter-Name Knowledge in Context
234(1)
Assessment Sheet for Recognizing Upper-Case and Lower-Case Letter Names in Context
234(3)
Constructing and Giving the Informal Letter-Assessment Device
237(3)
Brief Description of Sight-Word Knowledge
240(22)
Strategies for Assessing Sight-Word Identification in Isolation
244(5)
Activity Sheets for Assessing Sight-Word Recognition in Isolation
249(4)
Assessing Sight-Word Recognition in Context
253(1)
Activity Sheets for Assessing Sight-Word Recognition in Context
253(5)
San Diego Quick Assessment List
258(4)
Brief Description of Graphophonic (Phonic) Analysis
262(1)
Reproducible Graphophonic (Phonic) Analysis Inventories
263(7)
Quick Survey Word List
270(2)
El Paso Phonics Survey
272(7)
The Name Test
279(2)
Brief Description of Structural Analysis
281(15)
Reproducible Structural Analysis Inventories
281(15)
Brief Description of Semantic (Context) Cues
296(30)
Assessing Ability in Semantic (Context) Cues
297(1)
Using the Cloze Procedure as an Assessment Device for Semantic Cues
297(1)
Reproducible Semantic (Context) Inventories and Cloze Procedures
298(28)
Additional Alternative Ways of Assessing Reading Skills and Attitudes
326(47)
Description of Teacher-Pupil Reading Conferences
327(3)
Sample Teacher-Pupil Reading Conference at the Third-Grade Reading Level
329(1)
Description of Alternative Kinds of Teacher-Pupil Interviews
330(2)
Assessing and Activating Prior Knowledge
332(1)
Description of the Pre-Reading Procedure (PReP)
333(1)
Using Questionnaires and Inventories to Assess Prior Knowledge
334(4)
A Sample Questionnaire-Inventory to Assess Prior Knowledge
334(4)
Reproducible Schema Assessment Device
338(2)
Brief Description of Reading Comprehension
340(2)
The Levels of Reading Comprehension
340(1)
Textually Explicit (Literal or Factual) Comprehension
340(1)
Textually Implicit (Interpretive or Inferential) Comprehension
341(1)
Critical (Textually Implicit or Evaluative) Reading
341(1)
Scriptually Implicit (Script Implicit, Schema Implicit, Creative, or Applied) Comprehension
341(1)
Questioning Strategies or QARs
342(1)
Using Metacognition for Assessing Reading Comprehension
343(5)
Examples of a Self-Monitoring (Metacognitive) or Self-Correction Assessment Device and a Simple Metacognitive Checklist
344(4)
Brief Description of ``Think-Alouds''
348(4)
Reproducible Example of a Story That Can Be Used for a ``Think-Aloud''
350(2)
Brief Description of Creative Book Sharing
352(6)
Reproducible Examples of Creative Book Sharing
354(4)
Brief Description of Story Frames
358(3)
Reproducible Story Frames
358(3)
Brief Description of a QAD Chart
361(4)
Reproducible Example of a QAD Chart
361(4)
Brief Description of the Reading Autobiography
365(3)
Reproducible Examples of Reading Autobiographies
365(3)
Brief Description of a Self-Appraisal of Reading Ability
368(1)
Reproducible of Self-Appraisal Devices
368(1)
Reproducible Book-Selection Device
368(5)
PART TWO ASSESSING COMPETENCIES AND WEAKNESSES IN WRITING AND SPELLING 373(68)
Using Checklists to Assess Competencies and Weaknesses in Drawing, Writing, and Spelling
375(14)
Brief Description of Emergent Writing Behaviors
376(4)
Reproducible Checklist of Emergent Writing Behaviors
378(2)
Brief Description of Creative and Content Writing at the Primary, Intermediate, and Middle---Upper Levels
380(6)
Reproducible Checklists of Writing Behaviors
382(4)
Reproducible Checklist for Computer Word Processing
386(1)
Reproducible Checklist of Editing Behaviors
386(3)
Using Holistic Scoring and the Informal Writing Inventory to Assess Writing
389(35)
Description of Holistic Scoring Used in This Handbook
389(30)
Clarity
390(1)
Support
390(1)
Organization
391(1)
Mechanics
391(1)
The Overall Rating
392(1)
Actual Children's Writing Samples That Have Been Scored Holistically
392(1)
``Mother''
393(2)
``The Candy Monster''
395(3)
``Soccer''
398(3)
``Illinois''
401(2)
``An Imaginery [sic] Trip''
403(3)
``Earth''
406(3)
Examples of Compositions That Give You Practice in Using Holistic Scoring
409(1)
``My Mother''
410(1)
``The Mystery of the Green Gass'' [sic]
411(1)
``Motorcycles''
412(3)
``Save Our Earth''
415(2)
``Social Studies''
417(1)
``Friendship''
418(1)
Scores for the Holistic Writing Samples
419(2)
Brief Description of an Individual Writing Inventory
421(3)
Reproducible Individual Writing Inventory Developed for This Handbook
421(3)
Other Alternative Means of Assessing Writing and Spelling Ability
424(17)
Have the Child at the Emergent Literacy Level Write All the Words He/She Can
424(1)
Words Per T-Unit
425(1)
Brief Description of a Writing Coaching/Conferencing
426(3)
Reproducible Sheet for Recording Information About a Student's Writing
427(2)
Brief Description of a Writing Survey
429(2)
Reproducible Example of a Writing Survey
429(2)
Brief Description and Model of a Dialogue Journal
431(1)
Brief Description and Sample of a Developmental Spelling Test
432(5)
Brief Description of Sentence-Combining as a Writing Assessment Strategy
437(4)
Reproducible Activity Sheet Emphasizing Sentence-Combining
437(4)
PART THREE PORTFOLIO ASSESSMENT 441(30)
Using Portfolio Assessment in Any Literacy Program
443(28)
Brief Description of Some of the Basic Characteristics of a Literacy Portfolio
443(2)
Description of Some of the Elements That Comprise a Useful Working Portfolio
445(8)
Portfolio Holder
445(1)
Table of Contents
446(1)
Reading/Writing Log
447(1)
Drafts of All Types of Writing
448(1)
Reading Response Journals
449(1)
Dialogue Journal
449(1)
Writing Done Outside of Class
449(1)
Checklists and Surveys of Various Types
450(1)
Tape-Recorded Oral-Reading Protocols
450(1)
Audiotapes
450(1)
Student-Teacher Conference Notes
451(1)
Self-Assessment Devices
451(1)
Various Types of Notes and Memos
452(1)
Teacher Anecdotes and Observations
452(1)
Graphs (Records) of Progress
452(1)
Should Standardized and Informal Test Scores Be Included in a Student's Portfolio?
453(1)
The Advantages and Limitations of Using Literacy Portfolios
454(1)
The Importance of Using Portfolio Assessment in a Whole Language Program
455(1)
Some Guidelines for Starting Portpolio Assessment in Any Literacy Program
456(2)
The Importance of Student Self-Selection and Self-Assessment of Materials in His or Her Literacy Portfolio
458(1)
Various Types of Reproducible Devices That Can Be Included in a Portfolio Assessment Program
459(12)
Letter to Parents
460(1)
My Portfolio: Table of Contents
461(1)
How I Am Organizing My Portfolio
462(1)
This Is My Portfolio
463(1)
My Reading/Writing Log
464(1)
Student-Teacher Literacy Portfolio Conference Notes
465(1)
Self-Assessment Device
466(1)
What I Think About My Reading and Writing
467(1)
Classmate Review Sheet
468(1)
Parent Portfolio Review Form
469(1)
Evaluation of a Portfolio
470(1)
PART FOUR CLOSING THOUGHTS 471
Closing Thoughts
473
Grading in a Whole Language Program That Mainly Uses Informal Assessment
474
Sample Report Card Showing Some Literacy Behaviors
475


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