Literacy Profiles: A Framework to Guide Assessment, Instructional Strategies and Intervention, K-4 / Edition 1

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Overview

Literacy Profiles: A Framework for Assessing, Recording and Developing Students’ Literacy Progress, K-4 is a diagnostic handbook for identifying each student’s literacy strengths and weaknesses. The Literacy Profiles framework names ten critical areas of literacy learning, describes the specific skills related to each of these strands, and correlates their development to the early, middle and late stages of grade level progress. Each of these strands is then covered in chapters that lead teachers to examine and improve on their own instructional practice. This book and the framework it presents will serve teachers as a valuable progress monitoring tool to not only assess and record students’ literacy progress but also impact students’ literacy learning specific to individual needs.

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Editorial Reviews

From the Publisher

Dr. Itterly,
I would like to let you know just how useful the literacy profile has been. I have been using it so far for just a few students who are a particular high risk, but will be using it soon for the majority of my students. The few instances though I wanted to let you know about how the profile has come into use in two separate ways.

The first was to show a set of kindergarten parents that their son does have control of most of the skills for where he is in terms of school, and has as good starting foundation.

The second, I was able to use the profile as part of an IEP meeting, resulting in a 2nd grade student receiving special education services. Since kindergarten she has made minimal progress. The profile showed that she was in the right place for most areas, but 3 where she was much lower. As another piece of evidence besides the special education testing, this helped to show that Title 1 services were just not enough for this learner and she would be better assisted in a special education setting.

For each of these instances I filled out the profile according to all evidence I had, and then passed it along to the classroom teacher who provided additional information on the profile. All teachers I have shown the profile have had very positive feedback. Our principal and special education teacher in particular have had more than positive feedback.

At our workshop on Friday, we had to set our professional goals for the year. The Title 1 Para-professional and I decided that our Title 1 goal would be to use the ‘profile’ for those students who are at particularly high risk due to multiple factors.

I look forward to using your book and the profile in the upcoming year. Thank you for such an insightful resource.


Sincerely,

Sara Barrows

Literacy Specialist

Pittston Consolidated School

Pittston , ME

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Product Details

  • ISBN-13: 9780132380829
  • Publisher: Pearson
  • Publication date: 7/15/2008
  • Series: Pearson Custom Education Series
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 271
  • Sales rank: 605,521
  • Product dimensions: 8.20 (w) x 10.80 (h) x 0.80 (d)

Meet the Author

Dr. Sue Biggam is currently a consultant and the Associate Director of Research and Development for the Vermont READS Institute at the University of Vermont. Previously, Sue was an elementary school teacher, reading specialist, Title 1 director, and then served as the Elementary Reading-Language Arts consultant for the Vermont Department of Education. Sue has also been a member of the NAEP Reading Assessment committee and has served as the president of the New England Reading Association.

Dr. Kathleen Itterly is an Associate Professor at Westfield State College (Massachusetts). She is nationally board certified, having served in the profession for over twenty years. She works as a faculty liaison with Reading First teachers, supervises graduate student teachers in the Reading Specialist Program, and serves as co-counselor for Kappa Delta Pi, the Education honor society.

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Table of Contents

Chapter 1 Phonological Awareness and Oral Language Development

Underlying Principles of Phonological Awareness and Oral Language Development

Assessing Phonological Awareness and Oral Language Development

Instructional Approaches for Teaching Phonological Awareness and Oral Language Skills

Looking Closely at One Child's Assessments from Strand 2 on the Literacy Profile

Chapter 2 Concepts of Print, and Knowledge About Letters and Text Features

Underlying Principles of Concepts of Print and Knowledge About Letters and Text Features

Assessing Concepts of Print, Letter Recognition, and Knowledge of Text Features

Instructional Considerations for Teaching Concepts of Print Concep[ts and Knowledge of Text Features

Looking Closely at One Child's Assessments from Strand 1 on the Literacy Profile

Chapter 3 Decoding Skills and Word Recognition

Underlying Principles of Decoding and Word Recognition

Assessing Decoding and Word Identification

Instructional Approaches for Decoding and Word Recognition

Looking Closely at One Child's Assessments

Chapter 4 Reading Strategies and Dispositions

Underlying Principles of Reading Strategies and Dispositions

Assessing Reading Strategies and Dispositions

Instructional Considerations for Reading Strategies and Dispositions

Looking Closely at One Child's Assessments from Strand 4 on the Literacy Profile

Chapter 5 Reading Accuracy and Fluency at Increasing Text Levels

Underlying Principles of Reading Accuracy and Fluency at Increasing Text Levels

Assessing Reader Accuracy and Fluency

Instructional Approaches for Building Accuracy and Fluency at Increasing Text Levels for All Students

Looking Closely at One Child's Assessments

Chapter 6 Comprehension and Reading Response

Underlying Principles of Comprehension and Reading Response

Assessing Comprehension and Reading Response

Instructional Approaches for Building Reading Comprehension and Reading Response

Looking Closely at One Child's Assessments

Chapter 7 Writing Strategies, Processes, and Dispositions

Underlying Principles of Writing Strategies, Processes, and Dispositions

Assessing Development of Writing Strategies, Processes, and Dispositions

Instructional Approaches for Teaching Writing Strategies, Processes, and Dispositions

Looking Closely at One Child's Assessments

Chapter 8 Writing Effectiveness

Underlying Principles of Writing Effectiveness

Assessing Writing Effectiveness

Instructional Approaches for Assessing Writing Effectiveness

Looking Closely at One Child's Assessments

Chapter 9 Spelling

Underlying Principles of Spelling

Assessing Spelling

Instructional Approaches for Spelling

Looking Closely at One Child's Assessments

Chapter 10 Writing Conventions and Handwriting

Underlying Principles of Writing Conventions, Including Handwriting

Assessing Writing Conventions, Including Handwriting

Instructional Approaches for Writing Conventions, Including Handwriting

Looking Closely at One Child's Assessments

Chapter 11 Thinking Ahead

More to Keep in Mind and Think About

Questions, Questions, Questions

A Few Final Words

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  • Anonymous

    Posted February 10, 2014

    Do not purchase this book from B&N! I needed this book for

    Do not purchase this book from B&N!

    I needed this book for my grad class. When my professor asked us to pull out the 11x17 literacy charts, I found they were not in my book. After chatting with a B&N representative, he provided me with a link for their Textbook Rental policy which states that charts and other supplementary materials are not guaranteed. Apparently this policy applies to purchases in addition to rentals.

    Unfortunately, this book is now useless for my use both in grad school and in my classroom. I will be extremely wary of purchasing any textbooks from B&N in the future.

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