Finally, a responsible approach to reading instruction that does not require teachers to abandon everything they know about teaching students how to be literate and how to LOVE reading! Test preparation worksheets and drill and kill activities do not make children into life-long readers. Hollingworth and Drake provide research from the academic community to support the instructional strategies that are offered in this very practical book. In addition, they include stories from the field about the ways the accountability movement is influencing teaching practice and what can be done about it. These authors mix an insider's perspective on assessment research and development with a practitioner's experience in achieving reading outcomes at the elementary and secondary levels. Their aim is to show how all students can be prepared for standardized tests, without teaching to the test. The key components of their approach are: aligning instruction to the state or national core standards, using formative assessment, connecting units to real-world contexts, motivating students effectively, and holding on to best practice in literacy instruction.
This book affirms the professionalism of the classroom teacher without vilifying standardized tests.
Liz Hollingworth is a professor in the College of Education at the University of Iowa. Her research and teaching interests are centered on curriculum, leadership, and assessment. In particular, her work explores how federal school reform policies affect classroom practice. Her other books include Organization and Administration of Iowa Public and Private Schools and Complicated Conversations: Race and Ideology in an Elementary Classroom. Dr. Hollingworth grew up in San Diego, taught in Chicago and Michigan, and now lives in Iowa City with her husband, Andrew, and teenaged daughter, Emily. Hilleary Drake has taught fifth grade for six years in Riverton, Wyoming. Growing up in Texas during the initial wave of the "testing craze" she understands just how harmful it can be when testing drives instruction. She earned her undergraduate degree from Texas A&M-Corpus Christi and her Master's degree from the University of Iowa. While at Iowa she worked with Iowa Testing Progams as a graduate assistant, gaining behind-the-scene knowledge of the testing industry. Hilleary enjoys reading, traveling, and spending time with friends and family, especially her husband Jay.
Foreword by W. James Popham Acknowledgments About the Authors Introduction 1. Conducting an Alignment Study Conducting an Alignment Study What Is Alignment? Teaching to the Test: Just Say No Key Points to Remember End-of-Chapter Quiz 2. Using Formative Assessments What Does Formative Mean? How Are the Scores of Test Takers Analyzed? Differentiated Instruction Tests as a Snap Shot: The Jacuzzi Metaphor DIBELS Test Quality and District Assessments End-of-Chapter Quiz 3. Struggling Readers Accommodations Versus Modifications Modifications and High-Stakes Tests: Alternative Assessments Accommodations and High-Stakes Tests Assistive Technology (AT) Response to Intervention (RTI) Differentiated Instruction (DI) English Language Learners (ELLs) End-of-Chapter Quiz 4. Attitude and Motivation Motivation Research Incentives Goal Setting What to Do If Your Principal Wants to Use Pizza Parties to Bribe Students The Use of Practice Tests: Preparation or Motivation? Test Preparation: Analyzing Tests as a Reading Genre Communicaton With Stakeholders End-of-Chapter Quiz 5. Engaged Independent Reading Connect Your Reading Units to Real-World Contexts Teaching Students to Read for Pleasure Reading at Home: W.E.I.R.D. What's the Deal With Boys? Literature Circles and Book Clubs: What Is Normal in the Real World? Best Practice for Book Clubs Summary End-of-Chapter Quiz 6. Best Practice What Do Quality Inservices Look Like? Theory and Practice at the Elementary Level: Best Practices Primer Know What Works for You End-of-Chapter Quiz 7. Implications for Your Teaching and Beyond Holding Your Ground Test Misuse in the Early Days of Testing The Need for a Supportive Principal No More Teaching to the Test Next Steps Final Thoughts Resource A: Answers to Quizzes Resource B: Five Ways to Teach Vocabulary General Glossary of Assessment Terms References Index
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