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Included are 8...
Included are 8 separately printed, spiral-bound volumes at 8 levels:
Reading Skills Competency Tests: READINESS LEVEL
Reading Skills Competency Tests: FIRST LEVEL
Reading Skills Competency Tests: SECOND LEVEL
Reading Skills Competency Tests: THIRD LEVEL
Reading Skills Competency Tests: FOURTH LEVEL
Reading Skills Competency Tests: FIFTH LEVEL
Reading Skills Competency Tests: SIXTH LEVEL
Reading Skills Competency Tests: ADVANCED LEVEL
Each level volume provides a complete sequential Basic Reading Skills Checklist of the skills to be mastered at that level for easy individual recordkeeping, plus 40 to 70 reproducible informal Competency Tests for measuring students' competence in all skills on the Checklist at that level. And every test is accompanied by easy-to-follow directions for use and complete answer keys.
Each level volume also includes a Group Summary Profile for recording class progress in mastering basic reading skills plus a bonus copy of the "Barbe Reading Skills Check List Sequential Skill Plan," which maps out the entire reading skills progression through all levels, Readiness to Advanced.
You'll find these ready-to-use tests help fill your need for:
...quick, informal assessment of children's competence in specific skills
...diagnosis of specific reading skill strengths and weaknesses
...planning of teacher strategiesfor individual students and groups
...continuous evaluation of each child's progress in basic reading skills
...immediate feedback to the student and the teacher
Simply select the test for the particular skill you wish to evaluate ... copy and distribute it to the student(s) ... and follow the step-by-step directions and answer keys for administering and scoring the test.
MASTERY REQUIREMENT: Check the "Mastery Requirement" for the test to determine whether the student has demonstrated competence in the skill or needs further reinforcement or special help to master it.
To keep a record of each child's progress, you can mark his or her individual Reading Skills Checklist to indicate which skills the child has mastered or needs instruction in. The Group Summary Profile can be used to obtain an overall picture of class progress, to form small groups of students with similar needs, and to identify students who require personalized help on a prerequisite skill.
In short, "COMPETENCY TESTS FOR BASIC READING SKILLS" gives the classroom reading teacher, the reading specialist, and the Title I teacher a quick, easy-to-use tool for pinpointing and monitoring the specific reading skill needs of each child on a day-to-day basis.
Each level unit provides a sequential Reading Skills Checklist of the skills to be mastered at that grade/reading level for easy individual record keeping, plus 40-70 short, reproducible informal Reading Skills Competency Tests for measuring students' mastery of each skill on the Checklist at that level. Each also includes a Group Summary Profile for recording class progress and a separately printed wall chart that maps out the entire reading skills progression from Readiness through Advanced levels.
Author Biography: Dr. Barbe is a nationally known authority in the fields of reading and learning disabilities. For 25 years he was editor-in-chief of the widely acclaimed magazine Highlights for Children and adjunct professor at The Ohio State University.
Dr. Allen is a former classroom teacher who has taught reading skills at both elementary and secondary levels and served in several administrative roles, including assistant superintendent of the Jackson, MS, Public Schools.
Mr. Thornton is experienced in classroom teaching and educational testing and is the former research assistant in the Jackson Public Schools.
|About the Competency Tests for Basic Reading Skills||3|
|How to Use the Competency Tests and Check List||9|
|Begin at the Beginning||9|
|Recording on the Check List||10|
|Conferencing with the Pupil||10|
|Conferencing with Parents||11|
|Conferencing with Professional Staff||11|
|Providing Check Lists to the Next Grade Level Teacher||11|
|Making a Group Summary Profile from Individual Check Lists||11|
|Ensuring the Sequential Presentation of Skills||11|
|Using the Sequential Skill Plan Chart||12|
|Reading Skills Check List--Second Level||13|
|Group Summary Profile--Second Level||15|
|Reading Skills Competency Tests: Second Level||19|
|1.||Recognizes 220 Dolch Basic Sight Words||20|
|2.||Uses Word Form Clues||30|
|b.||Visual Similarity of Rhyming Words||32|
|1.||Multiple Meanings of Words||34|
|4.||Words Pronounced the Same||40|
|1.||Knows Consonant Sounds||42|
|Applies These Sounds to Initial Position||44|
|Applies These Sounds to Final Position||46|
|Applies These Sounds to Medial Position||48|
|4.||Knows Three-Letter Initial Blends||52|
|5.||Knows Word Families||54|
|6.||Short Vowel Sounds||70|
|7.||Long Vowel Sounds||72|
|8.||Understands Function of y as a Consoant at Beginning of Word and Vowel Anywhere Else||74|
|9.||Knows Two Sounds of c and g||76|
|10.||Knows Initial Consonant Sound Includes All Consonants Up to First Vowel||80|
|a.||A Single Vowel in a Word or Syllable is Usually Short||82|
|b.||A Single e at the End of a Word Makes the Preceding Vowel Long||84|
|c.||Final y Makes the Sound of Long i or e||86|
|d.||When There Are Two Vowels Together, the First Is Long and the Second Silent||88|
|e.||Vowels Are Influenced When Followed by r, w, and l||90|
|1.||Recognizes Little Words in Big Words||94|
|2.||Recognizes Compound Words||96|
|3.||Understands Use of Possessive||98|
|5.||Recognizes Root Words||102|
|6.||Use of Accented Syllable Introduced||104|
|7.||Can Alphabetize Words Using First and Second Letters||106|
|A.||Association of Ideas of Material Read||108|
|1.||Can Draw Conclusions||108|
|2.||Can Predict Outcomes||110|
|3.||Can Find Proof||112|
|4.||Can Associate Text with Pictures||114|
|B.||Organization of Ideas||116|
|1.||Can Follow Printed Directions||116|
|2.||Can Find Main Idea||118|
|3.||Can Follow Plot Sequence||120|
|1.||Can Use Table of Contents, Page Numbers, Titles||122|
|2.||Can Find Specific Information||128|
|1.||Able to Dramatize Stories Read||132|
|2.||Able to Illustrate Stories Read||134|
|3.||Able to Tell a Story Which Has Been Read Previously||136|
|4.||Owns at Least Several Books Which He/She Particularly Likes||138|
|IV.||Oral and Silent Reading|
|1.||Reads Clearly and Distinctly||140|
|2.||Reads with Expression||142|
|3.||Reads without Reversals||144|
|1.||Reads without Lip or Head Movements||146|
|2.||Reads More Rapidly Silently Than Orally||148|
|Barbe Reading Skills Check List Sequential Skill Plan (Chart)|