Case Studies in Preparation for the California Reading Competency Test
Pearson (Verlag)
978-0-13-259994-8 (ISBN)
Joanne C. Rossi and Beth E. Schipper Between them, the authors have over 60 years of experience in the field of reading and language arts as classroom teachers, reading specialists, curriculum consultants, clinicians, administrators, college professors and administrators, and supervisors of student teachers. In the past 20 years, a major focus of the authors’ work has been in the research and instruction of language arts assessment in elementary and high school districts. They are also the authors of the book Portfolios in the Classrooms: Tools for Learning and Instruction. Joanne Rossi is at Notre Dame DeNamur University and Beth E. Schipper is at California State University, Fullerton.
Domains
Domain I: Planning and Organizing Reading Instruction Based
on Ongoing Assessment
Content Area 1: Conducting Ongoing Assessment of Reading Development
1.1 Principles of assessment
1.2 Assessing reading levels
1.3 Using and communicating assessment results
Content Area 2: Planning, Organizing, and Managing Reading Instruction
2.1 Factors involved in planning reading instruction
2.2 Organizing and managing reading instruction
Domain II: Developing Phonological and Other Linguistic
Processes Related to Reading
Content Area 3: Phonemic Awareness
3.1 Assessing phonemic awareness
3.2 The role of phonemic awareness
3.3 Developing phonemic awareness
Content Area 4: Concepts About Print
4.1 Assessing concepts about print
4.2 Concepts about print
4.3 Letter recognition
Content Area 5: Systematic, Explicit Phonics and Other Word Identification
Strategies
5.1 Assessing phonics and other word identification strategies
5.2 Explicit phonics instruction
5.3 Developing fluency
5.4 Word identification strategies
5.5 Sight words
5.6 Terminology
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Content Area 6: Spelling Instruction
6.1 Assessing spelling
6.2 Systematic spelling instruction
6.3 Spelling instruction in context
Domain III: Developing Reading Comprehension and Promoting
Independent Reading
Content Area 7: Reading Comprehension
7.1 Assessing reading comprehension
7.2 Fluency and other factors affecting comprehension
7.3 Facilitating comprehension
7.4 Different levels of comprehension
7.5 Comprehension strategies
Content Area 8: Literary Response and Analysis
8.1 Assessing literary response and analysis
8.2 Responding to literature
8.3 Literary analysis
Content Area 9: Content Area Literacy
9.1 Assessing content area literacy
9.2 Different types of texts and purposes for reading
9.3 Study skills
Content Area 10: Student Independent Reading
10.1 Encouraging independent reading
10.2 Supporting at-home reading
Domain IV: Supporting Reading Through Oral and Written
Language Development
Content Area 11: Relationships Among Reading, Writing, and Oral Language
11.1 Assessing oral and written language
11.2 Oral language development
11.3 Written language development
11.4 Supporting English language learners
Content Area 12: Vocabulary Development
12.1 Assessing vocabulary knowledge
12.2 Increasing vocabulary knowledge
12.3 Strategies for gaining and extending meanings of words
Content Area 13: Structure of the English Language
13.1 Assessing English language structures
13.2 Differences between written and oral English
13.3 Applying knowledge of the English language to improve reading
| Erscheint lt. Verlag | 23.6.2011 |
|---|---|
| Sprache | englisch |
| Maße | 212 x 276 mm |
| Gewicht | 252 g |
| Themenwelt | Schulbuch / Wörterbuch |
| Sozialwissenschaften ► Pädagogik ► Berufspädagogik | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| ISBN-10 | 0-13-259994-5 / 0132599945 |
| ISBN-13 | 978-0-13-259994-8 / 9780132599948 |
| Zustand | Neuware |
| Haben Sie eine Frage zum Produkt? |
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