Assessing and Teaching Reading Composition and Pre-Writing, K-3, Vol. 1

1 A Roadmap to This Book; Topics In This Chapter; A Graphic Overview of This Book; Organization of Each Chapter; Standards for the Assessment of Reading and Writing; 2 Teaching and Assessing Classroom Behavior, Work Habits, and Cooperative Group Learning Skills; Topics In This Chapter; Begin the Acts of Self-Reflection and Self-Regulation through Focusing on Student Behaviors in the Classroom; A Sequence of Steps to Use Performance Assessment to Improve Student Performance; Use "T" Charts to Identify Specific, Observable Behaviors to Assess; Creating Analytic Rubrics; Using Analytic Rubrics; Creating Assessment Lists from Analytic Rubrics and T Charts; Strategy of Creating Assessment Lists; Summary of the Steps in Creating an Assessment List; Formats for Assessment Lists; Using Assessment Lists; Using Models Of Desired Behaviors; Setting Goals (Standards of Performance) for Student Performance Regarding Desired Behaviors; Mantra of Self-Reflection: What?-So What?-Now What?; Differentiating Instruction and Assessment; The Long-Term Goal Regarding Using Assessment Lists; Glossary Of Terms; 3 Teaching and Assessing Reading Comprehension Through Teacher-Led Discussions in Various Types of Reading Groups; Topics in This Chapter; Levels of Reading Comprehension; Generating Questions Based on the Levels of Understanding for Use During Group Reading Activities; Using "T" Charts to Generate Ideas to Assess Student Comprehension During Reading Group Activities; Making Assessment Lists for Reading Comprehension from "T" Charts; Sample Sentence Strip Assessment Items Regarding Comprehension of the Information in a Story; Sample Sentence Strip Assessment Items Regarding Concepts of Print, Cueing Systems and Behavior; Strategies for Using Assessment Items in Sentence Strips During Group Reading Activities; Glossary of Terms; References; 4 Teaching and Assessing Reading Comprehension of Fiction Through Drawing; Topics in This Chapter; Careful Observation Is a Foundation for Understanding; Principles and Elements of Design; Principles of Design; Elements of Design; Analytic Rubrics for Drawing and Oral Presentation; Framing Ideas for Performance Tasks Using the Thinking-Skill Verbs; Creating Performance Tasks; Making Assessment Lists for the Performance Tasks; Assessment Lists for Drawings and for Oral Descriptions of Drawings; How Students Use Assessment Lists; Using The Performance Tasks and Assessment Lists; Before The Book Is Read; Introducing the Book in a Whole Class Group; Introducing the Performance Task in a Whole Class Group; Introducing the Assessment List in a Whole Class Group; Work as Individuals; While the Students Are Drawing; When the Drawings Are Finished, but before the Oral Presentations; The Oral Presentations; Final Steps; Glossary of Terms; References; Being Brave; 5 Teaching and Assessing Reading Comprehension of Nonfiction through Drawing; Topics in This Chapter; Four Levels of Comprehension; Attention to Details through Drawing; Principles and Elements of Design; Analytic Rubric for Drawings and Oral Presentations Based on Nonfiction; Analytic Rubric For Drawing; Analytic Rubric for Oral Presentation; Holistic Rubrics for Drawings and Oral Presentations; Making Performance Tasks; Developing Ideas for Performance Tasks; Creating the Performance Task; Making Assessment Lists for the Performance Tasks; Assessment Lists for Drawings and for Oral Descriptions of Drawings; Using Performance Tasks and Assessment Lists; Before the Book; Introducing the Book in a Whole Class Group; Introducing the Performance Task in a Whole Class Group; Introducing the Assessment List in a Whole Class Group; Work as Individuals; While the Students Are Drawing; When the Drawings Are Finished, but before the Oral Presentations; The Oral Presentations; Final Step; Glossary of Terms; References; Skeletons; Solar System; Dinosaurs; 6 Teaching and Assessing Reading Comprehension through the Use of Graphic Organizers; Topics in This Chapter; Graphic Organizers; The Connection between Thinking-Skill Verbs, Drawings, and Graphic Organizers; Teaching the Students to Use Graphic Organizers; A. Introduce the Graphic Organizer; B. Teach the Students to Use That Graphic Organizer; C. Provide Opportunities for the Students to Use the Graphic Organizer; D. Guide the Students' Self-Assessment; E. Guide the Students' Self-Reflection and Goal Setting; Encourage Students through Showing Off Their Terrific Work; Continue the Cycle Each Time a New Graphic Organizer Is Introduced; Ask the Students to Help Select the Graphic Organizer to Use; Analytic and Holistic Rubrics for Work Done in Graphic Organizers; Naming the Levels of Performance; Creating Ideas for Performance Tasks; Creating the Performance Tasks; Deciding What Goes in the "Procedure" Part of the Performance Task and What Goes on the Assessment List; Creating Assessment Lists; The Options for the Format of Assessment Lists; Sentence Strip Holders; Large Classroom Posters; Small Posters; Assessment Lists on Paper; Performance Tasks for the Three Little Pigs and Regional Studies of the Southwest and New England; Coaching the Students to Use Assessment Lists Accurately; Asking Students to Help Create the Assessment List; References; Variations on The Three Little Pigs; Regional Studies of the United States: Southwest; Regional Studies of the United States: New England;