PACKAGE ISBN-13: 9780132607742

 

Introduction

 

Adjunct Displays

Anticipation Guides

Concept Maps

Dictoglos

Directed Notetaking Activity

Directed Reading-Thinking Activity

Echo or Choral Reading

Exit Slips

Fishbowl Discussions

Found Poems

Generative Reading

Guest Speakers

Independent Reading

Interest Surveys, Questionnaires, and Interviews

Jigsaw

KWL

Language Experience Approach

Mnemonics

Modeled Writing

Modeling Language of Process

Opinionative

Pattern Guide

Poems for Two Voices

Popcorn Review

Professor Know-It-All

Questioning the Author

Question-Answer Relationship

Raft Writing

Read-Alouds

Readers’ Theatre

Read-Write-Pair-Share

Reciprocal Teaching

ReQuest

Response Writing

Shades of Meaning

Shared Reading

SPAWN Writing

Split-Page Notetaking

Student Booktalks

Student Questions for Purposeful Learning

Text Impressions

Text Structures

Think-Alouds

Tossed Terms

Vocabulary Cards

Vocabulary Self-Awareness

Word Grids/Semantic Feature Analysis

Word Scavenger Hunts

Word Sorts

Word Walls

 

 

Adolescent Literacy Inventory TOC:

 

Section 1

Introduction to the Adolescent Literacy Inventory and the Adolescent Reader

           

--The Adolescent Literacy Inventory and the Construct of Reading

--How Does Such an Assessment Enterprise Work?

            --The Adolescent Literacy Inventory and the Construct of Assessment

            --Ecological Validity

            --Consequences of Assessment

            --Demands on Our Students in School and in the World Beyond School

            --Formative Uses of the Adolescent Literacy Inventory

            --Characteristics of Adolescent Readers and Writers

            --Theoretical and Research Dimensions of Adolescent Literacy

            --Cognitive Strategies and Reading

            --Advances in Our Understanding and Use of Effective Reading Assessment

            --The Role of Formative Literacy Assessment in Improving Adolescents’ Literacy

            --References

 

Section 2

 A Description of the Components of the Adolescent Literacy Inventory and Administration Procedures

            --Decision Tree

            --Development and Description of the Features of the ALI

            --The Maze Placement Passages: Development and Directions

            --Administering Maze Passages

            --Reading Passages: Development and Directions

            --Pre-Reading Administration Options

            --Text impression and Venn diagram

            --Vocabulary self-awareness

            --Reading Comprehension Questions

            -Passage Reading Options

            --Procedures For Assessing A Student’s Ability to Read Content Text

            --Procedures For Assessing A Student’s Reading Skills

            --Oral Reading

            --Words Correct Per Minute (WCPM)

            --Steps in Conducting a WCPM Assessment

            --Miscues and Miscue Analysis

Steps In Conducting An Assessment Of Oral Reading  

Miscues

--Marking and Analyzing Oral Reading Miscues

            --Content Specific Reading Abilities and Skills

            --Interactive Assessment

            --Steps in Conducting an Interactive Assessment

            --References

 

Section 3

The Adolescent Literacy Inventory: Next Steps

 

            --Maximizing the Results of the Adolescent Literacy Inventory

            --Patterns of Reading Challenge and Next Steps

            --1. The reader who lacks prior knowledge for the text

            --Actual behaviors

            --Next steps

-2. The reader who needs to better understand that reading is done to construct meaning from text and not to demonstrate perfect oral reading

--Actual behaviors

--Next steps

--3. The student who focuses on word-by-word reading but does not understand

--Actual behaviors

--Next steps

-4. The student who has individual skills and strategies but isn’t able to coordinate them to achieve success in reading

--Actual behaviors

--Next steps

--5. The reader who is experiencing word-level processing bottlenecks

--Actual behaviors

-Next steps

            --A Final Note on Motivation and Reader Self-Esteem

            --Actual behaviors

            --Next steps

 

Section 4

Math:  Teacher and Student Protocols

 

Section 5

Language Arts:  Teacher and Student Protocols

 

Section 6

Science:  Teacher and Student Protocols

 

Section 7

Social Studies: Teacher and Student Protocols