Formative Assessment For Literacy, Grades K-6

Overview

Grounded in research and practice, this resource shows elementary teachers how to use formative assessment to build students’ language and literacy skills across the curriculum.

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Overview

Grounded in research and practice, this resource shows elementary teachers how to use formative assessment to build students’ language and literacy skills across the curriculum.

Read More Show Less

Editorial Reviews

Deborah Stipek
"The book is based on the best research on reading and language development and gives readers an opportunity to see nationally renowned experts’ advice in their own words. But rather than a dreary summary of research findings, this book brings the knowledgeto lifeby providing detailed descriptions and illustrations of the practical implications for classroom teaching. Just as teachers slowly and surely lead their children to becoming proficient readers, this book provides scaffolding and a suggested system of schoolwide support for teachers to develop their skills as reading teachers. "
W. James Popham
"This book presents an easy-to-understand approach to a complex skill by employing accessible concepts and a research-based conception of classroom assessment. For today’s and tomorrow’s elementary teachers, this book is mandatory reading! "
Mary J. Schleppegrell
"Bailey and Heritage draw on a wealth of relevant research and their own work in classrooms to offer practice-oriented guidelines for ongoing assessment of children’s developing academic language literacy. They present clear definitions of concepts and constructs and clearly illustrate how formative assessment can be integrated into everyday instruction. The extended dialogues show how teachers can engage children in examining and talking about their own language development. "
Dylan Wiliam
“In this important, readable, and practical book, Bailey and Heritage take us beyond what the research says to a clear set of principles for formative assessment in the language arts classroom. Everyone interested in improving reading and writing in our schools should read this book.”
From the Foreword by Deborah Stipek
"The book is based on the best research on reading and language development and gives readers an opportunity to see nationally renowned experts’ advice in their own words. But rather than a dreary summary of research findings, this book brings the knowledgeto lifeby providing detailed descriptions and illustrations of the practical implications for classroom teaching. Just as teachers slowly and surely lead their children to becoming proficient readers, this book provides scaffolding and a suggested system of schoolwide support for teachers to develop their skills as reading teachers. "
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Product Details

  • ISBN-13: 9781412949071
  • Publisher: SAGE Publications
  • Publication date: 4/1/2008
  • Pages: 226
  • Sales rank: 1,038,175
  • Product dimensions: 7.10 (w) x 10.10 (h) x 0.80 (d)

Meet the Author

Alison Bailey is an associate professor in the Psychological Studies in Education Program of the Department of Education at the University of California, Los Angeles, in addition to being a faculty associate researcher for the National Center for Research on Evaluation, Standards and Student Testing (CRESST). A graduate of Harvard University, Bailey’s research focuses primarily on language and literacy development, English language development in second language learners, and language assessment. At CRESST, her work focuses on researching the empirical basis of academic language for assessment, curriculum, and teacher professional development. Bailey serves on the advisory boards of numerous states and commercial publishers developing language and literacy assessments for English Language Learners. She is coauthor of the new IPT assessment of English language development at the prekindergarten-kindergarten level, editor and contributing author to The Language Demands of School: Putting academic English to the test (Yale Press, 2007), and coeditor and author (with Allyssa Mc Cabe and Gigliana Melzi) of Spanish-Language Narration and Literacy Development (Cambridge University Press, forthcoming, 2008).

Margaret Heritage is Assistant Director for Professional Development at the National Center for Research on Evaluation, Standards and Student Testing (CRESST) at UCLA, and leads the data use program of the Assessment and Accountability Comprehensive Center.

Prior to joining CRESST, she had many years of teaching and leadership experience in schools in the United Kingdom and the United States, including a period as a County Inspector of Education in the United Kingdom, and as principal at the UCLA laboratory school. She has also taught graduate classes in Education at the Department of Education at the University of Warwick, England, the University of California, Los Angeles, and at Stanford University.

Her current work focuses on data use for school improvement, learning progressions, formative assessment, and teachers’ use of formative assessment evidence.

Margaret Heritage is the co-author (with Alison Bailey) of Formative Assessment for Literacy, Grades K-6: Building Reading and Academic Language Skills Across the Curriculum, published by Corwin Press.

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Table of Contents

Foreword by Deborah Stipek
Preface
Acknowledgments
About the Authors
1. Formative Assessment: Stories of Language and Literacy Learning
2. Making Reading Instruction and Assessment Work for Students and Teachers
3. Formative Assessment: “Where Are My Students on Their Journey?”
4. Laying the Foundations for Reading Comprehension: Assessing Listening and Speaking Skills
5. The Essence of Reading: Assessing Reading Comprehension
6. Assessing Reading Through Writing
7. Schoolwide Formative Assessment
Index

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