By JoAnne Schudt Caldwell
This valuable e-book presents academics and coaches with the knowledge and instruments they should start at the complicated strategy of examining evaluate. Grounded in an outstanding clinical framework, the ebook offers sensible concepts that permit academics to acknowledge “good reader behaviors,” investigate scholars’ strengths and weaknesses, study the facts amassed, and make tutorial judgements. quite a few examples, specialist improvement actions, and reproducibles increase the software of this perfect school room source and text.
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Additional resources for Reading Assessment, Second Edition: A Primer for Teachers and Coaches (Solving Problems in the Teaching of Literacy)
What kind of grouping will best achieve the teacher’s or coach’s objectives? Should the teacher or coach set up some form of collaborative or cooperative grouping, where children with different abilities work together on a common project? Or should the teacher or coach form groups composed of children with similar abilities and offer differentiated instruction? Another instructional decision relates to individual students. Which individuals need additional support? How best can that support be given?
The role of the teacher or coach is to match performance expectations to a good reader behavior, and to tie that behavior to the district or state standards. We know that the reading process is much more than the sum of the good reader behaviors, but these behaviors allow us to realistically handle the instruction and assessment of an extremely complex process. Teaching the Reading Process, Not the Content of the Text I often ask my students at the university what they are planning to teach. They generally respond by naming a specific story or a chapter in a textbook.
Do they know what good readers do? If an athletic coach requires a specific drill for developing free-throw shooting, students generally know what the coach is doing and why. Do students know why a reading teacher or coach asks them to keep a journal, compile a word list, write a reflection, or make inferences about character motivation? I recall a third grader who was busily employed in filling out a worksheet. When he finished, he put down his pencil and announced, “There! It’s done. ” How sad!