Assessing and Teaching Reading Comprehension and Pre-Writing, K-3

by Hibbard, K. Michael

• ISBN13: 9781930556423
• ISBN10: 193055642X
• Format: Paperback
• Copyright: 2002-09-01
• Publisher: Eye on Education

Summary

Will help your K-5 students develop their abilities to read fiction and non-fiction, use thinking skills, describe sequence

Table of Contents

Table of Contents	v
A Roadmap to This Book	1	(10)
Topics in This Chapter	1	(1)
A Graphic Overview of This Book	1	(3)
Organization of Each Chapter	4	(1)
Standards for the Assessment of Reading and Writing	4	(7)
Teaching and Assessing Classroom Behavior, Work Habits, and Cooperative Group Learning Skills	11	(20)
Topics in This Chapter	11	(1)
Begin the Acts of Self-Reflection and Self-Regulation Through Focusing on Student Behaviors in the Classroom	11	(1)
A Sequence of Steps to Use Performance Assessment to Improve Student Performance	12	(1)
Use ``T'' Charts to Identify Specific, Observable Behaviors to Assess	13	(4)
Creating Analytic Rubrics	17	(1)
Using Analytic Rubrics	17	(4)
Creating Assessment Lists From Analytic Rubrics and T Charts	21	(1)
Strategy of Creating Assessment Lists	21	(1)
Summary of the Steps in Creating an Assessment List	21	(1)
Formats for Assessment Lists	22	(4)
Using Assessment Lists	26	(1)
Using Models of Desired Behaviors	27	(1)
Setting Goals (Standards of Performance) for Student Performance Regarding Desired Behaviors	27	(1)
Mantra of Self-Reflection: What?-So What?- Now What?	27	(1)
Differentiating Instruction and Assessment	28	(1)
The Long-Term Goal Regarding Using Assessment Lists	28	(1)
Glossary of Terms	28	(3)
Teaching and Assessing Reading Comprehension Through Teacher-Led Discussions in Various Types of Reading Groups	31	(20)
Topics in This Chapter	31	(1)
Levels of Reading Comprehension	31	(2)
Generating Questions Based on the Levels of Understanding for Use During Group Reading Activities	33	(5)
Using ``T'' Charts to Generate Ideas to Assess Student Comprehension During Reading Group Activities	38	(2)
Making Assessment Lists for Reading Comprehension From ``T'' Charts	40	(4)
Sample Sentence Strip Assessment Items Regarding Comprehension of the Information in a Story	44	(1)
Sample Sentence Strip Assessment Items Regarding Concepts of Print, Cueing Systems and Behavior	45	(1)
Strategies for Using Assessment Items in Sentence Strips During Group Reading Activities	46	(1)
Glossary of Terms	47	(2)
References	49	(2)
Teaching and Assessing Reading Comprehension of Fiction Through Drawing	51	(26)
Topics in This Chapter	51	(1)
Careful Observation is a Foundation for Understanding	51	(1)
Principles and Elements of Design	51	(1)
Principles of Design	52	(1)
Elements of Design	53	(1)
Analytic Rubrics for Drawing and Oral Presentation	53	(3)
Framing Ideas for Performance Tasks Using the Thinking-Skill Verbs	56	(1)
Creating Performance Tasks	56	(2)
Making Assessment Lists for the Performance Tasks	58	(2)
Assessment Lists for Drawings and for Oral Descriptions of Drawings	60	(1)
How Students Use Assessment Lists	60	(10)
Using the Performance Tasks and Assessment Lists	70	(1)
Before the Book is Read	70	(1)
Introducing the Book in a Whole Class Group	70	(1)
Introducing the Performance Task in a Whole Class Group	71	(1)
Introducing the Assessment List in a Whole Class Group	71	(1)
Work as Individuals	72	(1)
While the Students are Drawing	72	(1)
When the Drawings are Finished, but Before the Oral Presentations	72	(1)
The Oral Presentations	72	(1)
Final Steps	73	(1)
Glossary of Terms	74	(1)
References	75	(1)
Being Brave	75	(2)
Teaching and Assessing Reading Comprehension of Nonfiction Through Drawing	77	(40)
Topics in This Chapter	77	(1)
Four Levels of Comprehension	77	(1)
Attention to Details Through Drawing	77	(1)
Principles and Elements of Design	78	(1)
Analytic Rubric for Drawings and Oral Presentations Based on Nonfiction	79	(1)
Analytic Rubric for Drawing	80	(2)
Analytic Rubric for Oral Presentation	82	(2)
Holistic Rubrics for Drawings and Oral Presentations	84	(3)
Making Performance Tasks	87	(1)
Developing Ideas for Performance Tasks	87	(3)
Creating the Performance Tasks	90	(1)
Making Assessment Lists for the Performance Tasks	90	(2)
Assessment Lists for Drawings and for Oral Descriptions of Drawings	92	(20)
Using Performance Tasks and Assessment Lists	112	(1)
Before the Book	112	(1)
Introducing the Book in a Whole Class Group	112	(1)
Introducing the Performance Task in a Whole Class Group	112	(1)
Introducing the Assessment List in a Whole Class Group	112	(1)
Work as Individuals	113	(1)
While the Students are Drawing	113	(1)
When the Drawings are Finished, But Before the Oral Presentations	113	(1)
The Oral Presentations	113	(1)
Final Step	113	(1)
Glossary of Terms	114	(1)
References	114	(1)
Skeletons	114	(1)
Solar System	114	(1)
Dinosaurs	115	(2)
Teaching and Assessing Reading Comprehension Through the Use of Graphic Organizers	117	(76)
Topics in This Chapter	117	(1)
Graphic Organizers	117	(3)
The Connection Between Thinking-Skill Verbs, Drawings, and Graphic Organizers	120	(31)
Teaching the Students to Use Graphic Organizers	151	(1)
A. Introduce the Graphic Organizer	151	(1)
B. Teach the Students to Use That Graphic Organizer	151	(1)
C. Provide Opportunities for the Students to Use the Graphic Organizer	151	(1)
D. Guide the Students' Self-Assessment	151	(1)
E. Guide the Students' Self-Reflection and Goal Setting	152	(1)
Encourage Students Through Showing off Their Terrific Work	152	(1)
Continue the Cycle Each Time a New Graphic Organizer is Introduced	152	(1)
Ask the Students to Help Select the Graphic Organizer to Use	153	(1)
Analytic and Holistic Rubrics for Work Done in Graphic Organizers	154	(1)
Naming the Levels of Performance	154	(6)
Creating Ideas for Performance Tasks	160	(4)
Creating the Performance Tasks	164	(1)
Deciding What Goes in the ``Procedure'' Part of the Performance Task and What Goes on the Assessment List	164	(2)
Creating Assessment Lists	166	(1)
The Options for the Format of Assessment Lists	166	(1)
Sentence Strip Holders	166	(1)
Large Classroom Posters	166	(1)
Small Posters	166	(1)
Assessment Lists on Paper	167	(1)
Performance Tasks for the Three Little Pigs and Regional Studies of the Southwest and New England	167	(1)
Coaching the Students to Use Assessment Lists Accurately	167	(1)
Asking Students to Help Create the Assessment List	168	(24)
References	192	(1)
Variations on the Three Little Pigs	192	(1)
Regional Studies of the United States: Southwest	192	(1)
Regional Studies of the United States: New England	193