With an emphasis on the many uses of assessment data, this book offers prospective teachers a unique new approach to using various assessments to inform their literacy instruction at every level. Through examples and discussion, readers are shown how to scaffold literacy instruction for emergent, early, and fluent readers, based on information they have gathered about pupils' learning.
A solid research base and strong treatment of underlying theory support dozens of practical, accessible strategies that are clearly aligned with performance-based assessments. The alignment of performance-based assessments and corresponding instructional strategies with national standards facilitates prospective teachers' understanding of the “Leave No Child Behind” initiative and its implications—prepares them for the expectations of colleagues, parents, and school boards. Includes coverage of technology as it relates to literacy teaching and learning.
The authors' clear, pragmatic style makes the material easily understandable to undergraduates, graduates and classroom teachers of literacy in Early Childhood and Elementary Schools.