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| Preface | |
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| Acknowledgments | |
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| Assessment and Analysis in the Classroom | |
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| The Classroom Teacher's Role | |
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| Focus and Goals of the Chapter | |
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| Introduction | |
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| What Is Assessment? | |
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| What Should Be Assessed? | |
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| How Can It Be Done? | |
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| Qualitative Data Versus Quantitative Data | |
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| Formative and Summative Assessment | |
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| Assessment Decisions? | |
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| A Model for the Classroom Teacher's Decision Making | |
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| Summary | |
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| Questions for Reflection and Response | |
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| Understanding Standardized Tests and Quantitative Data | |
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| Focus and Goals of the Chapter | |
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| Introduction | |
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| Survey, Diagnostic, and Other Commercial Tests | |
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| State and Mandated Testing Issues | |
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| Understanding Test Usage and Applicability | |
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| Understanding Derived Norm-Referenced Scores | |
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| Understanding the Problems with Standardized Tests and Scores | |
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| How to Discuss Test Results with Children's Families | |
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| Summary | |
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| Questions for Reflection and Response | |
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| Assessing Affective, Linguistic, and Other Qualitative Information | |
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| Focus and Goals of the Chapter | |
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| Introduction | |
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| Emergent Literacy and Assessment | |
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| Observations, Interviews, Samples, and Portfolios | |
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| Interest, Attitude, Motivation, and Engagement Assessments | |
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| Oral Reading Samples | |
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| Modified Miscue Analysis | |
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| Fluency Considerations | |
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| Information from Children's Writing and Invented Spelling | |
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| ELL Assessment Considerations | |
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| Other Available Information | |
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| Summary | |
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| Questions for Reflection and Response | |
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| Qualitative Analysis Discussion of Mitchell's and Caryl's Oral Readings | |
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| Assessing Comprehension, Comprehending Strategies, and Other Cognitive Information | |
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| Focus and Goals of the Chapter | |
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| Introduction | |
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| Comprehension and Comprehending Strategies' Assessments | |
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| Vocabulary Connections | |
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| ELL Differentiated Comprehension Assessment | |
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| Prior Knowledge and Schemata Assessments | |
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| Content Study and Learning Strategy Assessments | |
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| Comprehension and Metacognitive Strategy Assessments | |
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| Summary | |
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| Questions for Reflection and Response | |
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| Analyzing and Using Information Qualitatively | |
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| Focus and Goals of the Chapter | |
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| Introduction | |
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| Organizing Available Data and Information | |
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| Analyzing Available Information | |
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| Developing Your Own Instructional Plans | |
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| Monitoring Progress | |
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| Summary | |
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| Questions for Reflection and Response | |
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| Organization and Instruction in the Classroom | |
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| Organizing for Reading Development and Instruction | |
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| Focus and Goals of the Chapter | |
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| Introduction | |
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| Assessing the Environment and Organization You Want to Create | |
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| Designing an Environment and Program for Individual Development | |
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| Flexible Grouping and Planning Based on Analyses of Assessments | |
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| Qualitative Teaching Using "Real" Reading Material and "Real" Purposes | |
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| Individual Work, Assignments, and Record Keeping | |
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| Conferencing, Sharing, and Monitoring Development | |
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| Reporting to Parents/Family Members | |
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| Strategy Development and Literature Exposure for Whole-Class Involvement | |
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| Summary | |
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| Questions for Reflection and Response | |
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| Assessment, Instruction, and Learning in the Classroom | |
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| Focus and Goals of the Chapter | |
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| Introduction | |
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| "A Model for the Classroom Teacher's Decision Making," Revisited | |
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| A Plan, Focus, and "Model for Diagnostic Instruction" | |
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| Beliefs and Philosophies That Can Balance Assessment and Instruction Decisions | |
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| Questions Relative to Qualitative Instruction | |
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| Summary | |
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| Questions for Reflection and Response | |
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| Ideas for Strategy Development | |
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| Focus and Goals of the Chapter | |
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| Introduction | |
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| Strategy Lesson Decisions | |
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| Linguistic Strategies | |
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| Cognitive Strategies | |
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| Recommendations for Strategy Lessons: Sources and Ideas | |
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| Summary | |
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| Closing Remarks | |
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| Questions for Reflection and Response | |
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| Appendix | |
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| Glossary | |
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| References: Professional References and Suggested Reading | |
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| References: Children's Literature References | |
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| Author Index | |
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| Subject Index | |