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Adolescent literacy inventory, grades 6-12

Author: William G Brozo; Peter Afflerbach
Publisher: Boston : Pearson/Allyn & Bacon, ©2011.
Edition/Format:   Book : English
Database:WorldCat
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Document Type: Book
All Authors / Contributors: William G Brozo; Peter Afflerbach
ISBN: 9780205569991 0205569994
OCLC Number: 268788256
Description: xii, 684 p. : ill. ; 28 cm.
Contents: <P> </P><P><B>Section 1</B></P><P><B>Introduction to the <I>Adolescent Literacy Inventory </I>and the Adolescent Reader</B></P><P>            </P><P>--The <I>Adolescent Literacy Inventory</I> and the Construct of Reading </P><P>--How Does Such an Assessment Enterprise Work?</P><P>            --The <I>Adolescent Literacy Inventory</I> and the Construct of Assessment</P><P>            --Ecological Validity</P><P>            --Consequences of Assessment</P><P>            --Demands on Our Students in School and in the World Beyond School</P><P>            --Formative Uses of the <I>Adolescent Literacy Inventory</I></P><P><I>            </I>--Characteristics of Adolescent Readers and Writers</P><P>            --Theoretical and Research Dimensions of Adolescent Literacy</P><P>            --Cognitive Strategies and Reading </P><P>            --Advances in Our Understanding and Use of Effective Reading Assessment</P><P>            --The Role of Formative Literacy Assessment in Improving Adolescentsâ Literacy</P><P>            --References</P><P> </P><P><B>Section 2</B></P><P><B> A Description of the Components of the <I>Adolescent Literacy Inventory</I> and Administration Procedures</B></P><P>            --Decision Tree</P><P>            --Development and Description of the Features of the <I>ALI</I></P><P><I>            </I>--The Maze Placement Passages: Development and Directions</P><P>            --Administering Maze Passages</P><P>            --Reading Passages: Development and Directions</P><P>            --Pre-Reading Administration Options</P><P>            --Text impression and Venn diagram</P><P>            --Vocabulary self-awareness</P><P>            --Reading Comprehension Questions</P><P>            -Passage Reading Options</P><P>            --Procedures For Assessing A Studentâ s Ability to Read Content Text</P><P>            --Procedures For Assessing A Studentâ s Reading Skills </P><P>            --Oral Reading</P><P>            --Words Correct Per Minute (WCPM)</P><P>            --Steps in Conducting a WCPM Assessment</P><P>            --Miscues and Miscue Analysis</P><P>Steps In Conducting An Assessment Of Oral Reading   </P><P>Miscues</P><P>--Marking and Analyzing Oral Reading Miscues </P><P>            --Content Specific Reading Abilities and Skills</P><P>            --Interactive Assessment</P><P>            --Steps in Conducting an Interactive Assessment</P><P>            --References</P><P> </P><P><B>Section 3</B></P><P><B>The <I>Adolescent Literacy Inventory</I>: Next Steps</B></P><P><B> </B></P><P>            --Maximizing the Results of <I>the Adolescent Literacy Inventory</I></P><P><I>            </I>--Patterns of Reading Challenge and Next Steps</P><P>            --1. The reader who lacks prior knowledge for the text</P><P><B>            --</B>Actual behaviors</P><P>            --Next steps</P><P>-2. The reader who needs to better understand that reading is done to construct meaning from text and not to demonstrate perfect oral reading</P><P>--Actual behaviors</P><P>--Next steps</P><P>--3. The student who focuses on word-by-word reading but does not understand</P><P>--Actual behaviors</P><P>--Next steps</P><P>-4. The student who has individual skills and strategies but isnâ t able to coordinate them to achieve success in reading</P><P>--Actual behaviors</P><P>--Next steps</P><P>--5. The reader who is experiencing word-level processing bottlenecks</P><P>--Actual behaviors</P><P>-Next steps</P><P>            --A Final Note on Motivation and Reader Self-Esteem</P><P>            --Actual behaviors</P><P>            --Next steps</P><P> </P><P><B>Section 4</B></P><P><B>Math:  Teacher and Student Protocols</B></P><P><B> </B></P><P><B>Section 5</B></P><P><B>Language Arts:  Teacher and Student Protocols</B></P><P><B> </B></P><P><B>Section 6</B></P><P><B>Science:  Teacher and Student Protocols</B></P><P><B> </B></P><P><B>Section 7</B></P><B>Social Studies: Teacher and Student Protocols</B> <P> </P>
Responsibility: William G. Brozo, Peter P. Afflerbach ; with contributions by Courtney Gaskins.

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<I><P>â I really love [these are the things] about the assessment:</P><P>1.      The texts allow for 6-12 assessments.</P> Read more...

 
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