Incorporating suitable assessments in reading and writing is important for students as they are essential components to communication in the English language. The following reading and writing assessments are research based and effective ways to accurately and properly assess student achievement for high school aged students. These assessments were carefully chosen to meet the guidelines set forth by the California Department of Education for English-Language Arts (ELA) Content Standards.
The document discusses various aspects of writing assessment including: the writing process, purposes and genres of writing, authentic assessment through prompts and rubrics, stages of writing development, monitoring student progress, and strategies like summaries, self-assessment, and peer assessment. Key points include that writing is a process, assessment should be authentic through meaningful prompts and clear rubrics, and strategies like conferencing and sharing rubrics can help connect assessment to instruction.
Basic concepts in assessing student learningKaye Batica
The document discusses concepts related to assessing student learning, including defining measurement, methods of data collection, uses of educational measurement, evaluation, assessment of student learning, and principles of assessment. It provides details on formative, summative and evaluative assessment, as well as alternative assessments including performance assessments and incorporating portfolio assessment into the learning process. The relationship between instruction and assessment is that assessment should effectively measure student learning and provide feedback to improve instruction.
This document discusses assessment in education. It defines assessment as obtaining information about student performance and achievement. It discusses different types of assessment including formative assessment, summative assessment, and diagnostic assessment. It also discusses key concepts in educational assessment including measurement, evaluation, variables, indicators, and factors. Principles of good assessment practice and the assessment cycle are also summarized.
This document discusses portfolio assessment as an alternative method of evaluating student learning. It begins by outlining principles of effective assessment, then defines portfolios as purposeful collections of student work that demonstrate progress toward learning goals. Key points include that portfolios involve student participation in selecting works and self-reflection. The document provides guidelines for developing portfolios, such as establishing clear purposes and criteria. It notes benefits like engaging students in self-evaluation, but also challenges like reliability in scoring. Overall portfolios are presented as a flexible, collaborative approach to assessment.
The document discusses approaches for learning a second language with multimedia. It describes the structural approach which focuses on grammar and vocabulary practice through oral responses. The cognitive approach emphasizes interaction between learners and the language as an active process, building cognitive skills through activating prior knowledge. Effective second language learning with the cognitive approach involves three stages: comprehensible input through multimedia to identify important linguistic features; comprehensible output where students are active and self-correct; and interaction where new topics are linked to previous ones through students interacting with content.
Workshop on Taxonomy of Teaching Learning and AssessingDr. N. Asokan
Workshop on Taxonomy of Teaching Learning and Assessing, Bangladesh Psychometric Society (BPS)
, Revised Bloom Taxonomy, Instructional Objectives, Lower order thinking, higher order thinking, Dhaka University
This document outlines a lesson plan for teaching English to elementary school students around Halloween. The lesson plan aims to review Halloween characters, practice using the verb "to be" in real situations, learn the expression "to be wearing", and allow students to demonstrate their knowledge both orally and in writing. The plan includes 5 activities to introduce and practice the new content, addresses key competencies, and outlines the methodology, timing, resources, and evaluation of the lesson.
The document describes a scavenger hunt created for faculty to demonstrate their understanding of the iNACOL Standard D, which focuses on a teacher's ability to promote student success through clear expectations, prompt feedback, and regular communication. The scavenger hunt includes 6 modules addressing elements of Standard D like effective communication, setting expectations, providing feedback, and engaging struggling students. Upon completing the modules, teachers are expected to exhibit behaviors like using various communication tools with students and providing clear expectations, objectives, and assessment criteria.
The document discusses various aspects of writing assessment including: the writing process, purposes and genres of writing, authentic assessment through prompts and rubrics, stages of writing development, monitoring student progress, and strategies like summaries, self-assessment, and peer assessment. Key points include that writing is a process, assessment should be authentic through meaningful prompts and clear rubrics, and strategies like conferencing and sharing rubrics can help connect assessment to instruction.
Basic concepts in assessing student learningKaye Batica
The document discusses concepts related to assessing student learning, including defining measurement, methods of data collection, uses of educational measurement, evaluation, assessment of student learning, and principles of assessment. It provides details on formative, summative and evaluative assessment, as well as alternative assessments including performance assessments and incorporating portfolio assessment into the learning process. The relationship between instruction and assessment is that assessment should effectively measure student learning and provide feedback to improve instruction.
This document discusses assessment in education. It defines assessment as obtaining information about student performance and achievement. It discusses different types of assessment including formative assessment, summative assessment, and diagnostic assessment. It also discusses key concepts in educational assessment including measurement, evaluation, variables, indicators, and factors. Principles of good assessment practice and the assessment cycle are also summarized.
This document discusses portfolio assessment as an alternative method of evaluating student learning. It begins by outlining principles of effective assessment, then defines portfolios as purposeful collections of student work that demonstrate progress toward learning goals. Key points include that portfolios involve student participation in selecting works and self-reflection. The document provides guidelines for developing portfolios, such as establishing clear purposes and criteria. It notes benefits like engaging students in self-evaluation, but also challenges like reliability in scoring. Overall portfolios are presented as a flexible, collaborative approach to assessment.
The document discusses approaches for learning a second language with multimedia. It describes the structural approach which focuses on grammar and vocabulary practice through oral responses. The cognitive approach emphasizes interaction between learners and the language as an active process, building cognitive skills through activating prior knowledge. Effective second language learning with the cognitive approach involves three stages: comprehensible input through multimedia to identify important linguistic features; comprehensible output where students are active and self-correct; and interaction where new topics are linked to previous ones through students interacting with content.
Workshop on Taxonomy of Teaching Learning and AssessingDr. N. Asokan
Workshop on Taxonomy of Teaching Learning and Assessing, Bangladesh Psychometric Society (BPS)
, Revised Bloom Taxonomy, Instructional Objectives, Lower order thinking, higher order thinking, Dhaka University
This document outlines a lesson plan for teaching English to elementary school students around Halloween. The lesson plan aims to review Halloween characters, practice using the verb "to be" in real situations, learn the expression "to be wearing", and allow students to demonstrate their knowledge both orally and in writing. The plan includes 5 activities to introduce and practice the new content, addresses key competencies, and outlines the methodology, timing, resources, and evaluation of the lesson.
The document describes a scavenger hunt created for faculty to demonstrate their understanding of the iNACOL Standard D, which focuses on a teacher's ability to promote student success through clear expectations, prompt feedback, and regular communication. The scavenger hunt includes 6 modules addressing elements of Standard D like effective communication, setting expectations, providing feedback, and engaging struggling students. Upon completing the modules, teachers are expected to exhibit behaviors like using various communication tools with students and providing clear expectations, objectives, and assessment criteria.
The document describes a scavenger hunt created for faculty to demonstrate their understanding of the iNACOL Standard D, which focuses on a teacher's ability to promote student success through clear expectations, prompt feedback, and regular communication. The scavenger hunt includes 6 modules addressing elements of Standard D like effective communication, setting expectations, providing feedback, and engaging struggling students. Upon completing the modules, teachers are expected to exhibit behaviors like using various communication tools with students and providing clear expectations, objectives, and assessment criteria.
This document discusses effective lesson planning and design, with a focus on the backwards design model. It emphasizes that good learning objectives aligned to standards are critical to focus instruction. The backwards design process involves first identifying learning outcomes, then planning assessments to measure them, and finally developing learning activities. This ensures lessons are standards-aligned and target specific skills. The example lesson outlined applies this backwards design approach to plan an activity assessing students' ability to determine scholarly sources on the Underground Railroad.
This document discusses principles of learning and assessments. It describes four common learning principles: contiguity, repetition, reinforcement, and social-cultural principles. It also outlines five categories of learning outcomes: verbal information, intellectual skills, cognitive strategies, attitudes, and psychomotor skills. For each category, it provides examples of action verbs that can be used to write learning objectives and assess learning. The document aims to help instructional designers apply learning principles and create effective assessments.
Role and importance of learning materials in education, Learning objectives a...DrHafizKosar
1. Role and importance of learning materials Importance of Learning Materials in Education Enhancing Understanding
2. Role of learning materials in education for Reinforcing Knowledge
These materials encompass a wide range of resources, including textbooks, multimedia presentations, online resources, simulations, and more. In multiple ways contribute to reinforcing knowledge in education:
1. Textbooks, articles, and multimedia resources contribute to a well-rounded education by presenting different angles and aspects of a topic.
2. Visual aids, such as charts, graphs, diagrams, and videos, help to illustrate complex concepts and make abstract ideas more tangible.
3. Real-world examples, case studies, and practical applications of theoretical concepts help students see the relevance of what they are learning and how it can be applied in different contexts, reinforcing the practical aspects of knowledge.
4. Practice exercises, quizzes, and review questions help students revisit and solidify their understanding of the material, contributing to long-term retention.
5. Different students have different learning styles, and learning materials can be designed to cater to various preferences.
6. With the advent of technology, online resources, e-books, and interactive platforms enable students to learn at their own pace and revisit materials as needed, promoting self-directed learning.
7. Learning materials often include feedback mechanisms, such as answer keys, explanations, and grading rubrics.
8. Interactive elements, gamification, and multimedia content can contribute to a more dynamic and motivating learning experience.
9. Learning materials can facilitate collaborative learning experiences like group projects, discussions, and shared resources.
4. Learning Objectives and Instructional Design
2. Role of learning materials in education for Reinforcing Knowledge
These materials encompass a wide range of resources, including textbooks, multimedia presentations, online resources, simulations, and more. In multiple ways contribute to reinforcing knowledge in education:
1. Textbooks, articles, and multimedia resources contribute to a well-rounded education by presenting different angles and aspects of a topic.
2. Visual aids, such as charts, graphs, diagrams, and videos, help to illustrate complex concepts and make abstract ideas more tangible.
3. Real-world examples, case studies, and practical applications of theoretical concepts help students see the relevance of what they are learning and how it can be applied in different contexts, reinforcing the practical aspects of knowledge.
4. Practice exercises, quizzes, and review questions help students revisit and solidify their understanding of the material, contributing to long-term retention.
5. Different students have different learning styles, and learning materials can be designed to cater to various preferences.
Assignment Instructional Practices for Emergent Literacy Learners.docxrock73
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
Dale's Cone of Experience is a model that incorporates several theories related to instructional design and learning processes. During the 1960s, Edgar Dale theorized that learners retain more information by what they “do” as opposed to what is “heard”, “read” or “observed”.
The document summarizes a research study on exploring gender inclusive language through Krashen's theory of language acquisition among teachers in San Guillermo Elementary. The study found that teachers have a strong understanding of gender inclusivity but only a slight awareness of gender sensitivity. It also found that teachers are highly employing Krashen's monitor and affective filter concepts in teaching English. The proposed course of action to strengthen gender inclusive language skills includes seminars, workshops and implementing projects to promote its use in teaching.
The document outlines a workshop on implementing the new Florida World Languages Standards, which focus on developing students' ability to communicate through five modes: interpretive listening, interpretive reading, interpersonal communication, presentational speaking, and presentational writing. The workshop teaches teachers how to design standards-based instruction through backward design, starting with defining learning goals and assessments before planning activities to help students achieve communication skills.
This document provides guidance on four tasks to be completed in a workshop:
1) Lesson planning - Working on designing lesson plans that are meaningful. Participants will work on assessing, examining, targeting, aligning with standards, developing and considering student needs.
2) Project-based learning - Working on designing a project for students to explore a topic. Participants will work on experiments and assessments to target standards, align with peers, develop and consider student needs.
3) Phonology - Working on sounds and phonemes so participants can improve (or their learner's) understanding of phonological aspects that have been challenging when speaking a second language. Participants will practice and develop student needs.
4) Assessment -
This presentation discusses creating a literate environment for early literacy learners. It emphasizes the importance of getting to know students through cognitive and noncognitive assessments, selecting engaging texts using the Literacy Matrix, and integrating the interactive, critical, and response perspectives in instruction. A variety of teaching strategies are provided for each perspective to explore themes like plant life cycles, including activating prior knowledge, think alouds, guided reading, questioning the author, and response journals.
This presentation discusses creating a literate environment for early literacy learners. It emphasizes the importance of getting to know students through cognitive and noncognitive assessments, selecting engaging texts using the Literacy Matrix, and integrating the interactive, critical, and response perspectives in instruction. A variety of teaching strategies are provided for each perspective to explore themes like plant life cycles, including activating prior knowledge, think alouds, guided reading, questioning the author, and response journals.
This document outlines an orientation class for teachers and students in Bangkok, Thailand on December 17, 2017 from 9:00 am to 4:00 pm. The class will cover face-to-face attendance requirements, group work, forum questions, paper requirements for absent students, and the final examination. The document then compares teachers and students from early generations to those of the 21st century and how technology has changed educational practices. It also discusses ISTE standards, TPACK framework, digital literacy, and the roles of ICT and different types of software in education.
Portfolio/Theory and Practice in Language Teachingargelis24
The document summarizes a class on theories and practices in language teaching. It discusses key topics covered, including approaches, methods, techniques, theories of language teaching, multiple intelligences, communicative competence, and group presentations on different teaching methods. Students analyzed different language teaching approaches and how to apply the theories learned to improve their own teaching practices.
This week you will be rounding out the 8 weeks by turning in the b.docxamit657720
T
his week you will be rounding out the 8 weeks by turning in the benchmark assignment. This week you should be teaching a 5 day mini lesson plan. Each day you are to teach a different piece of literacy. You will turn in your lesson plans, your practicum hour logs, and a reflection that is 1500-1750 words.
In the first part of the practicum, spend 3 hours each in three reading classrooms (9 hours total), grades 4-8. It is suggested that these initial observations occur during Topics 2-4. Analyze how instructors use strategies to ensure students’ understanding in the reading and writing components of the reading lessons. Determine how these strategies will influence the second part of the practicum.
Include both mainstream and language minority students.
Two observations must be in different grade levels and one observation must be in a Title 1 school.
Choose a specific grade and concept from the Arizona language arts academic standards.
In the second part of the practicum (between Topics 5 and 6), select one of the classrooms you observed and spend an additional 6 hours designing and teaching a week-long (5 day) unit. For this unit use a single piece of text that is appropriate for the grade level and language arts academic standards. A poem, short story, newspaper article, or content area piece may serve as a single text selection.
Create a mini-lesson (15-30 minutes) to address each of the following areas related to literacy development:
Monday: Oral language and vocabulary
Tuesday: Phonics, word patterns, and word analysis
Wednesday: Fluency
Thursday: Reading Comprehension
Friday: Writing
Each day’s mini-lesson should address an evaluation of learning that is objective and measurable, and directly assesses the students’ achievement of the targeted academic standards. Every lesson should have the following structure at a minimum:
Objective (linked to academic standards)
Materials (include copies of all materials to teach lesson)
Procedure (a step-by-step description of the lesson from beginning to end)
Assessment (a concrete, measurable way to assess the objective)
Each mini-lesson should be a piece of the larger whole, not individual or unconnected lessons. That is, lessons later in the week should build on lessons from earlier in the week, and they should all reinforce and integrate skills from the prior lessons in the weekly sequence.
The remaining 5 hours of the practicum should be used for conferring with your mentor teacher regarding your teaching, management, and engagement strategies, as well as conducting an analysis of student learning. Use your assessment data to formulate a plan to adjust your teaching to meet student needs. Utilize this data and mentor teacher feedback to adjust your unit plan before submitting it to the instructor and to LoudCloud.
Write a 1,500-1,750-word proacticum reflection that includes the following:
A synopsis of your observations in the reading classrooms, and how they influenced your Language A ...
Ruuninghead Curriculum and Assessment Reyes 1 .docxanhlodge
Ruuninghead: Curriculum and Assessment Reyes 1
Examination of Curriculum and Assessment
Student
EDU382: Meeting the Needs of Diverse Learners
Instructor Carl Beyer
Date
Ruuninghead: Curriculum and Assessment Reyes 2
After looking at the Immigration Lesson Plan and reviewing the learning objectives, I
believe the entire lesson unit is able to engage the students in learning along with incorporating
the five characteristics to providing a quality curriculum. I know the objectives are aligned
because the lesson can be adapted to the different grades from third to fifth. There is also a list of
the extension activities so the activities can be used. This lesson plan also focuses on improving
and developing student understanding on the immigration era and how the immigrants came to
the United States.
This unit is able to help the students to develop prior knowledge by asking the students if
they know if any of their family members had immigrated or if they know if anyone has. One of
the activities that peaks my interest is the audio tours that would help the student to use their
imagination so they could feel what it is like to be an immigrant.
Some activities that could be added to the lesson would be to recreate a replica in the
classroom of what it was like for immigrants to go through Ellis Island. Assign the student to
learn about a different country then have the students go through the line.
Yes the work asked of the students is simple enough but the lesson plan can also be
adapted using a Knowing, Understand and able to do Chart. In the text it mentions the
importance of using learning tasks that encourage the students to use their essential knowledge
and making sure the students are able to understand the true meaning of what they have learned.
(Sousa, D. A. & Tomlinson, C. A. 2011).
The content can make a difference because this unit lesson actually engages the students
and the different activities can be made to work individually or within a group setting. The goal
of this unit helps to incorporate the students taking a trip and talking to someone who has
immigrated to the United States.
Commented [BC1]: Good job evaluating the alignment of the
learning objectives, the learning activities, and assessments.
Commented [BC2]: You did a good job demonstrating that this
unit is constructed to ensure high relevance to students’ lives and
experiences so that they can build new knowledge on the prior
knowledge or experience they bring to the classroom and providing
examples that shows how this supports the characteristics of a
quality curriculum.
Commented [BC3]: Your evaluation of whether the lesson plan
supports student in becoming thinkers and problem solvers, often
drawing on methods and practices of experts is well done.
Ruuninghead: Curriculum and Assessment Reyes 3
Yes I agree with the assessments because it allows .
This presentation discusses creating a literate environment for early literacy learners. It emphasizes getting to know students through cognitive and noncognitive assessments, selecting engaging texts using the Literacy Matrix framework, and integrating the interactive, critical, and response perspectives in literacy instruction. Specific teaching strategies are provided for each perspective when exploring the theme of plant life cycles, such as using a KWL chart, think alouds, and response journals.
This portfolio document summarizes Meagan Sophia Ross's first year of teaching 11th grade language arts. It outlines her educational philosophy of encouraging independent thinking in students. It also includes examples of lesson plans and assessments based on Bloom's Taxonomy. Ross discusses using various classroom management, differentiation, and cooperative learning techniques gained from mentor teachers. The document provides information about Ross's teaching standards and goals to continue developing her instructional skills in a supportive work environment.
This document discusses using learning styles effectively in English language teaching. It proposes identifying students' preferred learning styles and incorporating visual aids into lessons. Learning styles include visual, auditory, reading/writing, and kinesthetic. Visual aids like videos, presentations, and flashcards can help engage students and improve understanding. The document recommends teachers get to know their students, including their academic performance and learning preferences, to better accommodate different styles. Identifying learning styles allows tailoring lessons to maximize students' engagement and energy during learning.
This document outlines a research project examining the characteristics of good language learners. It discusses the purpose, significance, research questions, methodology, and limitations of the study. The methodology involves distributing a questionnaire to 4th year English students at Al-Quds University to identify which learning strategies (cognitive, metacognitive, affective, social) are most used by successful language learners. A literature review discusses these strategy types and previous related research studies. The goal is to determine how teachers can help less successful students develop strategies used by good language learners.
The document describes a scavenger hunt created for faculty to demonstrate their understanding of the iNACOL Standard D, which focuses on a teacher's ability to promote student success through clear expectations, prompt feedback, and regular communication. The scavenger hunt includes 6 modules addressing elements of Standard D like effective communication, setting expectations, providing feedback, and engaging struggling students. Upon completing the modules, teachers are expected to exhibit behaviors like using various communication tools with students and providing clear expectations, objectives, and assessment criteria.
This document discusses effective lesson planning and design, with a focus on the backwards design model. It emphasizes that good learning objectives aligned to standards are critical to focus instruction. The backwards design process involves first identifying learning outcomes, then planning assessments to measure them, and finally developing learning activities. This ensures lessons are standards-aligned and target specific skills. The example lesson outlined applies this backwards design approach to plan an activity assessing students' ability to determine scholarly sources on the Underground Railroad.
This document discusses principles of learning and assessments. It describes four common learning principles: contiguity, repetition, reinforcement, and social-cultural principles. It also outlines five categories of learning outcomes: verbal information, intellectual skills, cognitive strategies, attitudes, and psychomotor skills. For each category, it provides examples of action verbs that can be used to write learning objectives and assess learning. The document aims to help instructional designers apply learning principles and create effective assessments.
Role and importance of learning materials in education, Learning objectives a...DrHafizKosar
1. Role and importance of learning materials Importance of Learning Materials in Education Enhancing Understanding
2. Role of learning materials in education for Reinforcing Knowledge
These materials encompass a wide range of resources, including textbooks, multimedia presentations, online resources, simulations, and more. In multiple ways contribute to reinforcing knowledge in education:
1. Textbooks, articles, and multimedia resources contribute to a well-rounded education by presenting different angles and aspects of a topic.
2. Visual aids, such as charts, graphs, diagrams, and videos, help to illustrate complex concepts and make abstract ideas more tangible.
3. Real-world examples, case studies, and practical applications of theoretical concepts help students see the relevance of what they are learning and how it can be applied in different contexts, reinforcing the practical aspects of knowledge.
4. Practice exercises, quizzes, and review questions help students revisit and solidify their understanding of the material, contributing to long-term retention.
5. Different students have different learning styles, and learning materials can be designed to cater to various preferences.
6. With the advent of technology, online resources, e-books, and interactive platforms enable students to learn at their own pace and revisit materials as needed, promoting self-directed learning.
7. Learning materials often include feedback mechanisms, such as answer keys, explanations, and grading rubrics.
8. Interactive elements, gamification, and multimedia content can contribute to a more dynamic and motivating learning experience.
9. Learning materials can facilitate collaborative learning experiences like group projects, discussions, and shared resources.
4. Learning Objectives and Instructional Design
2. Role of learning materials in education for Reinforcing Knowledge
These materials encompass a wide range of resources, including textbooks, multimedia presentations, online resources, simulations, and more. In multiple ways contribute to reinforcing knowledge in education:
1. Textbooks, articles, and multimedia resources contribute to a well-rounded education by presenting different angles and aspects of a topic.
2. Visual aids, such as charts, graphs, diagrams, and videos, help to illustrate complex concepts and make abstract ideas more tangible.
3. Real-world examples, case studies, and practical applications of theoretical concepts help students see the relevance of what they are learning and how it can be applied in different contexts, reinforcing the practical aspects of knowledge.
4. Practice exercises, quizzes, and review questions help students revisit and solidify their understanding of the material, contributing to long-term retention.
5. Different students have different learning styles, and learning materials can be designed to cater to various preferences.
Assignment Instructional Practices for Emergent Literacy Learners.docxrock73
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
Dale's Cone of Experience is a model that incorporates several theories related to instructional design and learning processes. During the 1960s, Edgar Dale theorized that learners retain more information by what they “do” as opposed to what is “heard”, “read” or “observed”.
The document summarizes a research study on exploring gender inclusive language through Krashen's theory of language acquisition among teachers in San Guillermo Elementary. The study found that teachers have a strong understanding of gender inclusivity but only a slight awareness of gender sensitivity. It also found that teachers are highly employing Krashen's monitor and affective filter concepts in teaching English. The proposed course of action to strengthen gender inclusive language skills includes seminars, workshops and implementing projects to promote its use in teaching.
The document outlines a workshop on implementing the new Florida World Languages Standards, which focus on developing students' ability to communicate through five modes: interpretive listening, interpretive reading, interpersonal communication, presentational speaking, and presentational writing. The workshop teaches teachers how to design standards-based instruction through backward design, starting with defining learning goals and assessments before planning activities to help students achieve communication skills.
This document provides guidance on four tasks to be completed in a workshop:
1) Lesson planning - Working on designing lesson plans that are meaningful. Participants will work on assessing, examining, targeting, aligning with standards, developing and considering student needs.
2) Project-based learning - Working on designing a project for students to explore a topic. Participants will work on experiments and assessments to target standards, align with peers, develop and consider student needs.
3) Phonology - Working on sounds and phonemes so participants can improve (or their learner's) understanding of phonological aspects that have been challenging when speaking a second language. Participants will practice and develop student needs.
4) Assessment -
This presentation discusses creating a literate environment for early literacy learners. It emphasizes the importance of getting to know students through cognitive and noncognitive assessments, selecting engaging texts using the Literacy Matrix, and integrating the interactive, critical, and response perspectives in instruction. A variety of teaching strategies are provided for each perspective to explore themes like plant life cycles, including activating prior knowledge, think alouds, guided reading, questioning the author, and response journals.
This presentation discusses creating a literate environment for early literacy learners. It emphasizes the importance of getting to know students through cognitive and noncognitive assessments, selecting engaging texts using the Literacy Matrix, and integrating the interactive, critical, and response perspectives in instruction. A variety of teaching strategies are provided for each perspective to explore themes like plant life cycles, including activating prior knowledge, think alouds, guided reading, questioning the author, and response journals.
This document outlines an orientation class for teachers and students in Bangkok, Thailand on December 17, 2017 from 9:00 am to 4:00 pm. The class will cover face-to-face attendance requirements, group work, forum questions, paper requirements for absent students, and the final examination. The document then compares teachers and students from early generations to those of the 21st century and how technology has changed educational practices. It also discusses ISTE standards, TPACK framework, digital literacy, and the roles of ICT and different types of software in education.
Portfolio/Theory and Practice in Language Teachingargelis24
The document summarizes a class on theories and practices in language teaching. It discusses key topics covered, including approaches, methods, techniques, theories of language teaching, multiple intelligences, communicative competence, and group presentations on different teaching methods. Students analyzed different language teaching approaches and how to apply the theories learned to improve their own teaching practices.
This week you will be rounding out the 8 weeks by turning in the b.docxamit657720
T
his week you will be rounding out the 8 weeks by turning in the benchmark assignment. This week you should be teaching a 5 day mini lesson plan. Each day you are to teach a different piece of literacy. You will turn in your lesson plans, your practicum hour logs, and a reflection that is 1500-1750 words.
In the first part of the practicum, spend 3 hours each in three reading classrooms (9 hours total), grades 4-8. It is suggested that these initial observations occur during Topics 2-4. Analyze how instructors use strategies to ensure students’ understanding in the reading and writing components of the reading lessons. Determine how these strategies will influence the second part of the practicum.
Include both mainstream and language minority students.
Two observations must be in different grade levels and one observation must be in a Title 1 school.
Choose a specific grade and concept from the Arizona language arts academic standards.
In the second part of the practicum (between Topics 5 and 6), select one of the classrooms you observed and spend an additional 6 hours designing and teaching a week-long (5 day) unit. For this unit use a single piece of text that is appropriate for the grade level and language arts academic standards. A poem, short story, newspaper article, or content area piece may serve as a single text selection.
Create a mini-lesson (15-30 minutes) to address each of the following areas related to literacy development:
Monday: Oral language and vocabulary
Tuesday: Phonics, word patterns, and word analysis
Wednesday: Fluency
Thursday: Reading Comprehension
Friday: Writing
Each day’s mini-lesson should address an evaluation of learning that is objective and measurable, and directly assesses the students’ achievement of the targeted academic standards. Every lesson should have the following structure at a minimum:
Objective (linked to academic standards)
Materials (include copies of all materials to teach lesson)
Procedure (a step-by-step description of the lesson from beginning to end)
Assessment (a concrete, measurable way to assess the objective)
Each mini-lesson should be a piece of the larger whole, not individual or unconnected lessons. That is, lessons later in the week should build on lessons from earlier in the week, and they should all reinforce and integrate skills from the prior lessons in the weekly sequence.
The remaining 5 hours of the practicum should be used for conferring with your mentor teacher regarding your teaching, management, and engagement strategies, as well as conducting an analysis of student learning. Use your assessment data to formulate a plan to adjust your teaching to meet student needs. Utilize this data and mentor teacher feedback to adjust your unit plan before submitting it to the instructor and to LoudCloud.
Write a 1,500-1,750-word proacticum reflection that includes the following:
A synopsis of your observations in the reading classrooms, and how they influenced your Language A ...
Ruuninghead Curriculum and Assessment Reyes 1 .docxanhlodge
Ruuninghead: Curriculum and Assessment Reyes 1
Examination of Curriculum and Assessment
Student
EDU382: Meeting the Needs of Diverse Learners
Instructor Carl Beyer
Date
Ruuninghead: Curriculum and Assessment Reyes 2
After looking at the Immigration Lesson Plan and reviewing the learning objectives, I
believe the entire lesson unit is able to engage the students in learning along with incorporating
the five characteristics to providing a quality curriculum. I know the objectives are aligned
because the lesson can be adapted to the different grades from third to fifth. There is also a list of
the extension activities so the activities can be used. This lesson plan also focuses on improving
and developing student understanding on the immigration era and how the immigrants came to
the United States.
This unit is able to help the students to develop prior knowledge by asking the students if
they know if any of their family members had immigrated or if they know if anyone has. One of
the activities that peaks my interest is the audio tours that would help the student to use their
imagination so they could feel what it is like to be an immigrant.
Some activities that could be added to the lesson would be to recreate a replica in the
classroom of what it was like for immigrants to go through Ellis Island. Assign the student to
learn about a different country then have the students go through the line.
Yes the work asked of the students is simple enough but the lesson plan can also be
adapted using a Knowing, Understand and able to do Chart. In the text it mentions the
importance of using learning tasks that encourage the students to use their essential knowledge
and making sure the students are able to understand the true meaning of what they have learned.
(Sousa, D. A. & Tomlinson, C. A. 2011).
The content can make a difference because this unit lesson actually engages the students
and the different activities can be made to work individually or within a group setting. The goal
of this unit helps to incorporate the students taking a trip and talking to someone who has
immigrated to the United States.
Commented [BC1]: Good job evaluating the alignment of the
learning objectives, the learning activities, and assessments.
Commented [BC2]: You did a good job demonstrating that this
unit is constructed to ensure high relevance to students’ lives and
experiences so that they can build new knowledge on the prior
knowledge or experience they bring to the classroom and providing
examples that shows how this supports the characteristics of a
quality curriculum.
Commented [BC3]: Your evaluation of whether the lesson plan
supports student in becoming thinkers and problem solvers, often
drawing on methods and practices of experts is well done.
Ruuninghead: Curriculum and Assessment Reyes 3
Yes I agree with the assessments because it allows .
This presentation discusses creating a literate environment for early literacy learners. It emphasizes getting to know students through cognitive and noncognitive assessments, selecting engaging texts using the Literacy Matrix framework, and integrating the interactive, critical, and response perspectives in literacy instruction. Specific teaching strategies are provided for each perspective when exploring the theme of plant life cycles, such as using a KWL chart, think alouds, and response journals.
This portfolio document summarizes Meagan Sophia Ross's first year of teaching 11th grade language arts. It outlines her educational philosophy of encouraging independent thinking in students. It also includes examples of lesson plans and assessments based on Bloom's Taxonomy. Ross discusses using various classroom management, differentiation, and cooperative learning techniques gained from mentor teachers. The document provides information about Ross's teaching standards and goals to continue developing her instructional skills in a supportive work environment.
This document discusses using learning styles effectively in English language teaching. It proposes identifying students' preferred learning styles and incorporating visual aids into lessons. Learning styles include visual, auditory, reading/writing, and kinesthetic. Visual aids like videos, presentations, and flashcards can help engage students and improve understanding. The document recommends teachers get to know their students, including their academic performance and learning preferences, to better accommodate different styles. Identifying learning styles allows tailoring lessons to maximize students' engagement and energy during learning.
This document outlines a research project examining the characteristics of good language learners. It discusses the purpose, significance, research questions, methodology, and limitations of the study. The methodology involves distributing a questionnaire to 4th year English students at Al-Quds University to identify which learning strategies (cognitive, metacognitive, affective, social) are most used by successful language learners. A literature review discusses these strategy types and previous related research studies. The goal is to determine how teachers can help less successful students develop strategies used by good language learners.
Similar to ELD 504: Reading and Writing Assessments (20)
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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at Integral University, Lucknow, 06.06.2024
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In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
1. READING AND WRITING
ASSESSMENT PROJECT
ELD 504: Assessment
of English Language
Learners
Learning Team A
December 5, 2011
2. INTRODUCTION
Assessments can provide the teacher with
information regarding student understanding of the
content being taught. Assessments can also determine
student achievement and areas where they may be
falling behind. It is imperative that assessments be
used to gauge student learning in relation to content
standards. Carefully selected assessments can be used
across curricular areas as they provide organized
and specific criteria relating to the learning
objectives.
3. Incorporating suitable assessments in reading and
writing is important for students as they are essential
components to communication in the English language. The
following reading and writing assessments are research
based and ef fective ways to accurately and properly assess
student achievement for high school aged students. These
assessments were carefully chosen to meet the guidelines
set forth by the California Department of Education for
English-Language Arts (ELA) Content Standards.
4. READING ASSESSMENT
Reading assessments are critical for high school students
because information gleaned from informal and formal assessments help
determine the reading abilities and levels of all students in content -rich
academic settings. Reading assessments are used for teacher s to
understand how students obtain information and acquire literacy.
Selected assessments should also take into account students’
back grounds and how students structure and retain new literacy
knowledge (Wren, 2004). Awareness and utilization of various formal and
informal reading strategies inform instructional planning, aiding in the
selection of which skills are best for specific students. Three specific
reading assessments greatly benefit high school students and their
ef for ts to improve their reading skills.
5. READING FLUENCY: DIBELS
R e a di n g f l u e n c y i s o f te n Because DIBELS is also useful for
m o n i to r i n g t h e e f f e c t i v e n e s s o f r e a d i n g
considered a bridge between word
i n te r v e n t i o n s ( K a m i n s ki a n d G o o d , 1 9 9 6 ,
decoding and comprehension. A
a s c i te d b y B l o m - H o f f m a n , e t a l . , 2 0 0 2 ) ,
f o r m a l a s s e s s m e n t u s e d to m e a s u r e
i t c a n b e a p p l i e d to a ny s t u d e n t
reading fluency is called DIBELS.
acquiring new language skills. By using
D y n a m i c I n d i c a to r s o f B a s i c E a r l y
D I B E L S , i n s t r u c to r s c a n t r a c k i n d i v i d u al
L i te r a c y S k i l l s , o r D I B E L S ( G o o d a n d
students’ progress and their level of
K a m i n s k i , 1 9 9 6 , a s c i te d b y B l o m -
a c h i ev e m e n t . O n c e s t u d e n t s h a v e t h e
H o f f m a n , D w ye r, C l a r ke , a n d Po w e r,
a b i l i t y to d e c o d e w o r d s a c c u r a cy, t h e i r
2 0 0 2 ) , d e s i g n e d to a s s e s s
r e a d i n g f l u e n c y r a te s w i l l i n c r e a s e . S i n c e
p h o n ol o gi c al a n d a l p h a b e t i c
r e a d i n g f l u e n c y i s a l s o a r e q u i s i te s k i l l i n
a w a r e n e s s a n d f l u e n cy, m e a s u r e s a
s o c i al s t u d i e s , s c i e n ce , a n d m a t h ,
b r o a d r a n g e o f i m p o r t a n t e a r l y l i te r a c y
D I B L E L S c a n b e a u s e f u l s t r a te g y to
s k i l ls t h a t a r e p r e d i c to r s o f l a te r
support English language learners (ELLs)
r e a d i n g p r o f i ci e n cy ( R e a d i n g R o c ke t s ,
i n c o n te n t a r e a s o t h e r t h a n E L A s .
2 01 1 a ) .
6. TOWRE: TEST OF WORD READING
EFFICIENCY
Decoding is a skill needed to grant students access to information
in content area texts as they progress through their academic career s. A
formal assessment to measure students’ ability to decode is the Test of
Word Reading Ef ficiency, or TOWRE ( Torgesen, Wagner, and Tashotte,
1999, as cited in Berninger, Smith, and O’Donnell, 2004). This
assessment is used to help determine students’ ability to decode words
ef ficiently by reading a passage of text as clearly and correctly as
possible. The instructor monitor s student per formance by noting
mistakes made by individual students while reading and decoding words .
This instrument can prove especially helpful in monitoring the progress
of ELLs with their English decoding skills.
7. PORTFOLIO ASSESSMENT
An individual portfolio is an This allows the teacher to
informal way to assess students’ compare and check the
abilities, progress, and progress of students over the
achievements through course of an academic year.
teacher/classroom observations This method can be applied in
and samples of work. Instruction any subject area and is
on how to pick a piece of work to especially effective with ELLs
place in a portfolio is beneficial when monitoring beginning of
for students because it models the year work samples with
reflection of their own work while end of the year progress
encouraging students to take an (Pierce, 2002).
active role in learning information
they feel they have not yet
mastered (Reading Rockets.org,
2011b).
8. WRITING ASSESSMENT
Writing assessment can be used for a variety of
purposes, such as delivering feedback to students, student
placement, realizing proficiency in a given subject area, and
earning a grade. Because students and educators, more often
than not, are confronted with high stakes academic
accountability, it is paramount assessment protocols are guided
by sound pedagogical principles to insure that they are valid,
fair, and appropriate to the context and purpose for which they
are designed (Conference on College Composition and
Communication, 2009). Formal and informal writing
assessments are used regularly for a variety of reasons to meet
essential criteria for high school students throughout California.
9. Despite the importance of writing, many high school
students do not learn to write well enough to meet the
demands of school or the workplace. The National Assessment
of Educational Progress revealed that many students do not
develop the competence in writing needed at their respective
grade levels (Persky, Daane& Jin, 2003, as cited in Graham
and Perin, 2007). These findings support why it is critical
for classroom teachers to instruct and perform regular
informal writing assessment to meet the needs of students.
Authentic assessment measures are performance-based, and
should be used to guide instruction (Evaluation
Springboard.org, 2006).
10. Directions: Label each part of the essay using a
different colored pen.
Authentic assessments benefit students best when they
are utilized across the curriculum. Summaries, journaling, quick-
writes, rewriting a story, and letter-writing are some examples of
well-designed activities that provide teachers with fast authentic
assessments of student performance. A variety of writing rubrics
are available from reliable sources that can assist teachers and
students before, during, and after writing activities. It is also
suggested that peer editing be utilized to provide interaction among
students. Students often benefit from reading, editing, and
r rewriting one another’s work.
11. FRAMED PARAGRAPHS AND ESSAYS
Framed writing models are Frames can be used at the
graphic organizers that offer beginning, middle, and end of
students a solid framework in which instruction to make content-area
to write paragraphs and essays. The learning more motivating and
instructor-provided frame guides meaningful. Frames can also be
students through a formal writing utilized across disciplines to develop
structure while making available literacy and thinking skills (Ellis,
scaffolding for writing skills like 1998).
transitional sentences and
compound-complex syntax (Reading
Rockets, 2011).
12. REVISION
Revising one’s writing is a way to learn about the craf t of
writing. Learning to revise teaches students about the characteristics
of good writing, which will help to improve the quality of their future
writing. Revision skills complement reading skills and require that
writers distance themselves from their writing in order to critically
evaluate their own work (Reading Rockets, 2011c). It is impor tant to
instill good revision practices in young writers because it gives them
an oppor tunity for reflection about their process. Peer editing has
proven to be a successful way to help students develop revision skills
(Graham & Harris, 2007, as cited by Reading Rockets, 2011c). This is
par ticularly true when peer groups have explicit goals for revision
(MacAr thur, 2007, as cited by Reading Rockets, 2011c).
13. WRITING CONFERENCES
Re s e arc h o n t h e w ri t i n g D o n a ld G rave s ( 1 9 8 2 ) i de n t i fied s i x
pro c e s s a dvo c a tes t h a t w ri te r s l e a rn c h a ra c te rist ic s o f s uc c e s s ful w ri t i n g
m o s t e f fi c i ent ly a bo ut w ri t i n g w h e n c o n fe re nc es. Co n fe re nc es s h o ul d: ( a )
t h ey s h a re a n d re fl e c t o n t h e i r h ave a pre di c t a bl e s t ruc t ure ; ( b)
w ri t i n g. In c l a s s rooms, t h i s i s m o s t fo c us o n a few po i n t s ; ( c )
c o m m only do n e t h ro ug h w ri t i n g de m o nst ra te s o l ut i ons to s t ude n t s '
c o n fe re nc es a s pa r t o f t h e rev i s ion pro bl e ms; ( d) pe rm i t ro l e reve r s als;
s t a g e. Wh et h e r t h ey o c c ur w i t h pa i r s , ( e ) e n c o ura g e us e o f a vo c a bul ar y
w i t h s m a ll g ro ups , o r w i t h t h e a ppro pri a te fo r w ri t i n g ; a n d ( f)
te a c h er, t h e s o c i al be n e fi t s o f s h a ri ng s t i mula te pl e a s ure i n w ri t i n g . M o s t
w ri t i n g i m proves w ri t i n g ( Re a di ng te a c h er s us e s o m e va ri a t io n o f t h e s e
Ro c ket s, 2 01 1 d) . c h a ra c te rist ic s i n t h e i r c l a s sro oms
a c ro s s t h e c urri c ul um .
14. CONCLUSION
Assessing the reading and writing abilities of students is
an essential part of the learning process. Assessments are
done at every level of the learning process. The reasons for
assessments are to identify skills that need review, monitor
student progress, guide teacher instruction,
demonstrate the ef fectiveness of instruction,
and provide teachers with information on how
instruction can be improved.
15. Both instructor and student
can provide a more
benefit from the results of initial and
well-rounded picture
ongoing assessment. Educators are
of their skills, abilities,
able to design instruction to meet the
and ongoing progress.
individual needs of their students.
Educators can design immediate
Ongoing informal assessments are
instruction based on the results of
particularly important for English
informal assessment. Mastering
Language Learners. Informal
reading and writing skills are extremely
assessments (partner reading, class
important because they are used in
discussion, role-playing,
every subject area. Achieving these
brainstorming, etc.)
skills at every level of learning helps
students to be successful life-long
learners.
16. REFERENCES
Berninger, V., Smith, D.R., & O’Donnell, L. (2004). Research-
suppor ted assessment-intervention links for reading and
writing. National Association of School Psychologists.
Retrieved from www.ldonline.org/article574/.
Blom-Hof fman, J., Dwyer, J.F., Clarke, A .T., & Power, T.J.
(2002). Strategies for conducting outcome evaluations of
early inter vention literacy programs. National Association of
School Psychologists. Retrieved from
www.readingrockets.org/articles/577/.
Conference on College Composition and Communication
(2009). Writing Assessment: A position statement . Retrieved
fromwww.ncte.org/cccc/resources/positions/writingassessm
ent.
17. REFERENCES (CONT.)
Ellis, E.S.(1998). Framing main ideas and essential details to
promote comprehension . Tuscaloosa, AL: Masterminds.
Evaluation Springboard (2006). Selected methods: Assessments.
Rockman et al & EdVenture Group. Retrieved from
http://www.evaluationspringboard.org/assessments.html?&lang
= en_us&output=json&session -id=5fcabef1be960952
ace1b3a302aae4e3.
Good, R. H., & Kaminski, R. A. (1996). Assessment for
instructional decisions: Toward a proactive/prevention model of
decision-making for early literacy skills. School Psychology
Quar terly, 11, 326−336.
Graham, S. & Harris K. (2007). Best practices in teaching
planning. In S. Graham, C. MacArthur, & J. Fitzgerald (Eds.) Best
practices in writing instruction . New York: Guilford
Graham, S., & Perin, D. (2007). A meta -analysis for writing
instruction for adolescent students. Journal of Educational
Psychololgy,99 (3) pp. 445-476.
Graves, D. (1982). Six guideposts to a successful writing
conference. Learning, 11(4), 76-77
18. REFERENCES (CONT.)
Kaminski, R. A ., & Good, R. H. (1996). Toward a technology for
assessing basic early literacy skills. School Psychology
Review, 25, 215-227.
MacArthur, C. (2007). Best practices in teaching evaluation
and revision. In S. Graham, C. MacArthur, & J. Fitzgerald (Eds.)
Best practices in writing instruction . New York: Guilford.
Persky, H. R., Daane, M. C., & Jin, Y. (2003). The nation’s
repor t card: Writing 2002. (NCES 2003–529). U.S.
Department of Education. Institute of Education Sciences.
National Center for Education Statistics. Washington, DC:
Government Printing Of fice.
Pierce, L. V. (2002). Performance -based assessment:
Promoting achievement for English language learners.
ERIC/CLL News Bulletin, 24 ,(1), pp. 1-3.
19. REFERENCES (CONT.)
Reading Rockets (2011a). Classroom strategies. Washington,
D.C.: WETA. Retrieved from www.readingrockets.org/
strategies/.
Reading Rockets (2011b). Types of informal classroom-based
assessment: Por tfolios. Washington D.C.: WETA . Retrieved
from www.readingrocket.org/article/3412/.
Reading Rockets (2011c). Classroom strategies: Revision .
Washington, D.C.: WETA. Retrieved from
www.readingrockets.org/strategies/revision .
Reading Rockets (2011d).Classroom strategies: Writing
conferences. Washington, D.C.: WETA. Retrieved from
www.readingrockets.org/strategies/writing_conferences .
20. REFERENCES (CONT.)
Torgesen, J.K., Wagner, R. K., & Rashotte, C.A . (1999). Test of
Word Reading Efficiency. Austin, TX: PRO-ED Publishing, Inc.
Weaver, B. (2011). Formal versus informal assessment.
Scholastic Teachers. Retrieved from http://
www.scholastic.com/teachers/article/formal -versus-informal-
assessments?&lang=en_us&output= json&session-
id=5fcabef1be960952ace1b3a302aae4e3.
Wren, S. (2004, November). Descriptions of early reading
assessments. Southwest Educational Development Laboratory.
Retrieved from
www.balancedreading.com/assessment/assessment.pdf.
21. IMAGES
Microsoft Clip art gallery
MisterElements (2011). Notebook sketch doodle clip .
ShutterStock.com. Retrieved from
http://www.shutterstock.com/pic -64796410/stock-vector-
notebook-sketch-doodle-clip-art-design-flower-speech-bubbles-
elements-vector-illustration-set.html.
Tatsumi67 (2009). Notebook paper must be stopped . Deviant
Art.com. Retrieved from http://tatsumi67.deviantart.com /
art/Notebook-Paper-Must-Be-Stopped-116237037