Description
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.
Table of Contents
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;
