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

K. Michael Hibbard, Elizabeth Wagner

• Publisher: Routledge
• Year: 2013
• eBook ISBN:
  9781317919575
• Topic: Education
• Subtopic: Education General

The performance tasks in this book are linked directly to instructional strategies and include holistic rubrics, analytic rubrics, and assessment lists. They can be photocopied and distributed to your students.

1

A Roadmap to This Book

Topics In This Chapter

♦ An overview of this book.

♦ Explanation of how the Standards for the Assessment of Reading and Writing by the National Council of Teachers of English and the International Reading Association are carried out by the strategies presented in this book.

A Graphic Overview of This Book

Figure 1.1 presents a graphic that highlights the contents of this book. Students use thinking skills and reading comprehension strategies to interact with texts, and to connect those texts to other texts and to personal experiences. They reveal their comprehension through speaking, drawing, graphic organizers, and writing. This book focuses on the pre-writing activities of speaking, drawing, and graphic organizers. The second book in this two-book series titled, Assessing and Teaching Reading Comprehension and Writing, K–3, builds on the pre-writing strategies in this book.

Authentic performance tasks are created to engage students with fiction and nonfiction texts and use thinking skills such as sequencing, listing, describing, categorizing, inferring, predicting, comparing, contrasting, judging and evaluating. The performance tasks ask the students to discuss what they have learned; draw and label pictures; and put information into a wide range of graphic organizers.

Assessment tools including assessment lists, analytic rubrics, and holistic rubrics are used to assess and evaluate this type of student work.

Figure 1.1 shows that following classroom routines, following directions, working cooperatively with others, and self-assessment create a foundation for the improvement of language arts skills. Self-assessment is an essential part of the strategies presented in this book and is introduced through helping students improve their behavior in the classroom.

Figure 1.1. Revealing Reading Comprehension through Speaking, Drawing, Graphic Organizers, and Writing

The Topics for Each Chapter

Figure 1.2 presents the topics for each chapter.

Figure 1.2. Topics for Each Chapter

Chapter Number	Chapter Title	Topics
1	A Roadmap to This Book	• An overview of this book. • Explanation of how the Standards for the Assessment of Reading and Writing by the National Council of Teachers of English and the International Reading Association are carried out by the strategies presented in this book.
2	Assessing Classroom Behavior, Work Habits, and Cooperative Group Learning Skills	• Strategies to engage students in learning about the specific behaviors they should exhibit in the classroom. • Strategies to engage students in self-assessment so they learn to take more responsibility for their performance and improve their behavior.
3	Assessing Comprehension through Teacher-Lead Discussions in Various Types of Reading Groups	• Strategies to create questions based on a framework for reading comprehension for use during various reading group activities. • Strategies to create tools to assess and evaluate reading comprehension exhibited by students during reading group activities.
4	Assessing Comprehension of Fiction through Drawing	• Strategies for using a framework for reading comprehension that focuses on thinking-skill verbs to make performance tasks for fiction, asking students to draw and present orally. • Strategies to make analytic rubrics and assessment lists for judging the quality of drawings and oral presentations. • Strategies to use performance tasks and assessment tools in the context of language arts lessons.
5	Assessing Comprehension of Nonfiction through Drawing	• Strategies for using a framework for reading comprehension that focuses on thinking-skill verbs to make performance tasks for nonfiction which asks students to draw and present orally. • Strategies to make analytic rubrics and assessment lists for judging the quality of drawings and oral presentations. • Strategies to use performance tasks and assessment tools in the context of language arts lessons.
6	Assessing Comprehension through the Use of Graphic Organizers	• Strategies for using graphic organizers to help students process information according to the thinking-skill verb used in the task. • Strategies to create performance tasks that use graphic organizers and oral presentation. • Strategies to create assessment tools to assess the quality of a student’s use of graphic organizers.

Organization of Each Chapter

Each chapter begins with a list of the topics covered in that chapter. Performance tasks and assessment tools, including assessment lists, analytic rubrics, and holistic rubrics, are included. A list of the books on which the performance tasks are based is at the end of the chapter, as is a glossary of terms.

Standards for the Assessment of Reading and Writing

The summary of the standards from the book titled, Standards for the Assessment of Reading and Writing, 1994, International Reading Association and the National Council of Teachers of English, ISBN 0-87207-674-1, and the description of the connections between them and the materials and strategies presented in this book follow.

Standard 1: The Interests of the Student Are Paramount in Assessment

Summary of Standard 1

Connection between the Standard and the Materials and Strategies of This Book

The purpose of assessment is to improve student performance. The very process of assessing reading comprehension and writing should make the student a better reader and writer. Reading and writing are used to find and communicate information, ideas, and feelings. Assessment should be authentic and focus on how well students use reading and writing to learn and communicate. Finally, because the assessment process includes opportunities for the student to assess and evaluate the quality of their work, the assessment process helps the student become a reflective learner.

The performance tasks presented in this book are authentic opportunities for students to use reading and writing for learning and communication. Each performance ta...

Table of contents

• Cover
• Title Page
• Copyright Page
• Table of Contents
• 1 A Roadmap to This Book
• 2 Teaching and Assessing Classroom Behavior, Work Habits, and Cooperative Group Learning Skills
• 3 Teaching and Assessing Reading Comprehension Through Teacher-Led Discussions in Various Types of Reading Groups
• 4 Teaching and Assessing Reading Comprehension of Fiction Through Drawing
• 5 Teaching and Assessing Reading Comprehension of Nonfiction through Drawing
• 6 Teaching and Assessing Reading Comprehension through the Use of Graphic Organizers