A Teacher's Guide to Standardized Reading Tests: Knowledge is Power / Edition 1

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Overview

In recent years, the increasingly high stakes attached to norm-referenced reading tests have made it harder to hold onto what we believe about language arts education. Now, Lucy Calkins, Kate Montgomery, and Donna Santman meet us in the true trenches, offering companionship and guidance in the most lonely, complex, and sometimes heartbreaking area of our teaching: preparing students for standardized reading tests.

Written with the intimacy, inspiration, and classroom-based practicality we've come to expect from The Art of Teaching Writing, A Teacher's Guide to Standardized Reading Tests reflects the authors' belief that in order to be less victimized by tests, we need to be more knowledgeable about them. To that end, their book:

  • provides a complete overview of tests, showing us how to use this information to be more powerful and more articulate participants in today's political conversations and in our interactions with colleagues, parents, and our students
  • demonstrates how the methods we've come to trust in the reading and writing workshop can be built upon and adapted as we do test-preparation work with our students
  • rethinks the reading workshop in light of standardized tests, describing predictable challenges children will face when taking tests and ways we can help children develop the capabilities to meet those challenges
  • provides guidelines for reading and interpreting test results, enabling us to minimize the damage caused by troubling scores.
"If our students do well on tests," write the authors, "we are in a far stronger position to be critical of those same tests." With A Teacher's Guide to Standardized Reading Tests, educators can achieve these results, and advocate for and use forms of assessment that inform teaching and support student learning.
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Product Details

  • ISBN-13: 9780325000008
  • Publisher: Heinemann
  • Publication date: 5/13/1998
  • Edition description: Teachers G
  • Edition number: 1
  • Pages: 199
  • Sales rank: 324,832
  • Product dimensions: 7.00 (w) x 9.20 (h) x 0.42 (d)

Meet the Author

Lucy Calkins is the author of the popular firsthand classroom materials Units of Study for Teaching Writing series and the Units of Study for Teaching Reading, Grades 3-5 series. Most recently, Lucy has published a common core workshop curriculum, Units of Study in Opinion, Information, and Narrative Writing, Grades K - 5. In addition, Lucy is the author or coauthor of numerous foundational professional texts with Heinemann, including Pathways to the Common Core;The Art of Teaching Writing; and One to One. She is also the author of The Art of Teaching Reading. She is the Founding Director of the Teachers College Reading and Writing Project at Columbia University's Teachers College. For more than twenty-five years, the Project has been both a think tank - developing state of the art teaching methods - and a provider of professional development. In these capacities, the Project has supported hundreds of thousands of educators. As the leader of this world renowned organization, Lucy works closely with policy-makers, superintendents, district leaders and school principals to instigate and sustain school-wide and system-wide educational reforms. But above all, Lucy works closely with teachers and with their classrooms full of wise and wonderful children. Lucy is also the Richard Robinson Professor of Children's Literature at Teachers College, where she leads the Literacy Specialist program. Lucy and her husband John are the parents of two sons, Miles and Evan.

Beverly Falk is Professor of Education and Head of the Graduate Programs in Early Childhood Education at The City College of New York, The City University of New York. She currently edits The New Educator and has authored The Heart of the Matter (Heinemann, 2000) and coauthored A Teacher's Guide to Standardized Tests (Heinemann 1998) and Authentic Assessment in Action (Teachers College Press, 1995).

Kate Montgomery teaches reading and writing in Harlem, New York. Prior to this, she was a Peace Corps literacy educator in Kenya and teacher of English in Czechoslovakia. Kate has been a lead researcher in all of the Teachers College Reading Project's work in New York City schools and has played a major role in shaping the Project's thinking about the teaching of reading.

Donna Santman is a middle-school literacy teacher and reading coach at Intermediate School 89 in New York City. A former staff developer at the Teachers College Reading and Writing Project, Donna consults with schools around the country, supporting teachers in developing and implementing rigorous reading and writing workshops as well as supporting schools in thinking about literacy needs across the curriculum. She is coauthor of A Teacher's Guide to Standardized Reading Tests (Heinemann, 1998).

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Table of Contents

Confronting the Tests

The Challenge

Testing 101: Learning Enough to Talk Back to the Tests

Teaching Reading in the Shadow of Standardized Tests

When a Concern for Scores Drives the Curriculum

The Overlap of Good Teaching of Reading and Good Reading Test Scores

A New Curriculum for Test Preparation

Rethinking Test Preparation

Reading the Test Passages

Navigating the Format of Tests

Mastering the Tricks and Avoiding the Traps

The Terrible, Horrible, No Good, Very Bad Day

The Politics of Testing: A Guide to Survival

The Politics of Reading Scores and the Community

Taking Our Place at the Policy Table

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