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Assessing and teaching reading comprehension and pre-writing, 3-5 [electronic resource]
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| 자료유형 | 단행본 |
|---|---|
| 서명/저자사항 | Assessing and teaching reading comprehension and pre-writing, 3-5/ K. Michael Hibbard, Elizabeth A. Wagner. [electronic resource]. |
| 개인저자 | Hibbard, K. Michael,author. Wagner, Elizabeth A.,1950- author, |
| 발행사항 | New York: Routledge, 2015. |
| 형태사항 | 1 online resource: illustrations. |
| 표지표제 | Assessing & teaching reading comprehension & pre-writing, 3-5 |
| ISBN | 9781315851228 1315851229 |
| 일반주기 |
"Volume 3."
|
| 서지주기 | Includes bibliographical references. |
| 내용주기 | Cover; Title Page; Copyright Page; Table of Contents; 1 A Roadmap to This Book; Objectives for This Chapter; A Graphic Overview of This Book; The Topics for Each Chapter; Standards for the Assessment of Reading and Writing; 2 Teaching and Assessing Classroom Behavior, Work Habits, and Cooperative Groups As an Introduction to Self-Assessmen; 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; Skills and Behaviors to Pay Attention To Use ""T"" Charts to Identify Specific, Observable Behaviors to AssessSure Thing"" and ""Challenge"" Items; Creating Analytic Rubrics; Using Analytic Rubrics; Sure Thing"" and ""Challenge"" Items; 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; Assigning Points to Items in Assessment Lists; Analytic Rubrics and Assessment Lists Compliment Each Other; Using Assessment Lists; Using Models of Desired Behaviors Setting Goals (Standards of Performance) for Student Performance Regarding Desired BehaviorsMantra of Self-Reflection: What?-So What?-Now What?; Differentiating Instruction and Assessment; The Long-Term Goal Regarding Using Assessment Lists; Glossary of Terms; 3 A Framework for Reading Comprehension; Topics in This Chapter; Levels of Reading Comprehension; Verbs Used to Define the Four Levels of Comprehension; Selecting Verbs for Your Classroom; Creating Comprehension Questions for Fiction; Creating Comprehension Questions for Nonfiction All Students Should Encounter All Four Levels of ComprehensionStudents Can Help Create Questions for Their Reading; Comprehension Questions Are the Beginning Point to Create Performance Tasks; References; 4 Teaching and Assessing Reading Comprehension of Fiction Through Drawing; Topics in This Chapter; Careful Observation Is a Foundation for Understanding; Drawing and Oral Presentations of the Drawings Are a Form of Pre-Writing; Principles and Elements of Design for Drawings; Principles of Design; Elements of Design Are Used to Accomplish the Principles Analytic Rubrics for Drawing and Oral PresentationFraming Ideas for Performance Tasks Using the Thinking-Skill Verbs; Creating Performance Tasks; Performance Tasks and Their Assessment Lists; Initial Understanding of James and the Giant Peach; Developing an Interpretation of More Stories Julian Tells (A Day When Frogs Wear Shoes); Making Connections with Abel's Island; Critical Stance of Fantastic Mr. Fox; Developing An Interpretation for Go Fish; Making Assessment Lists for the Performance Tasks; Assessment Lists for Drawings and for Oral Descriptions of Drawings |
| 일반주제명 | Language arts (Elementary) Reading comprehension --Ability testing. EDUCATION / Elementary. |
| 언어 | 영어 |
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