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Packed with useful tools, this practitioner guide and course text helps educators assess and teach essential literacy skills and strategies at all grade levels (PreK–12). All six literacy modalities are addressed--listening, speaking, reading, writing, viewing, and visually representing. Chapters on specific literacy processes integrate foundational knowledge, assessments, and strategies for students who need support in literacy, including English language learners. Presented are dozens of authentic assessments along with differentiation ideas. In a large-size format for easy photocopying, the book features more than 70 reproducible assessment forms and resources. Purchasers get access to a webpage where they can download and print the reproducible materials.

This clear, no-nonsense book guides current and future teachers through the concepts, tools, methods, and goals of classroom literacy assessment. The expert authors examine the roles of formative, summative, and benchmark assessments; demystify state and national tests and standards; and show how assessment can seamlessly inform instruction. Strategies for evaluating, choosing, and interpreting assessments are discussed, as are ways to communicate data to parents and administrators. User-friendly resources include boxed vignettes from teachers and researchers, practical assessment tips (and traps to avoid), and 12 reproducible planning forms and handouts. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2'x 11'size.

Looking for a silver bullet to accelerate EL achievement? There is none. But this, we promise: when EL specialists and general ed teachers pool their expertise, your ELs'language development and content mastery will improve exponentially. Just ask the tens of thousands of Collaboration and Co-Teaching users and now, a new generation of educators, thanks to this all-new second edition: Collaborating for English Learners. Why this new edition? Because more than a decade of implementation has generated for Andrea Honigsfeld and Maria Dove new insight into what exemplary teacher collaboration looks like, which essential frameworks must be established, and how integrated approaches to ELD services benefit all stakeholders. Essentially a roadmap to the many different ways we can all work together, this second edition of Collaborating for English Learners features: All-new examples, case studies, illustrative video, and policy updates In-depth coverage of the full range of strategies and configurations for determining the best model to adopt Templates, planning guides, and other practical tools to put collaboration into practice Guidelines, self-assessments, and questionnaires for evaluating the strategies'effectiveness By this time, the big benefits of teacher collaboration are well documented. Where teachers and schools struggle still is determining the best way to do so, especially when working with our ELs. That's where Andrea Honigsfeld, Maria Dove, and their second edition of Collaborating for English Learners will prove absolutely indispensable. After all, there are no two better authorities.

Lesekompetenz ist eine unverzichtbare Voraussetzung für das Leben in einer literalen Kultur. Gleichwohl Lesekompetenz vorwiegend im Kindes- und frühen Jugendalter erworben und entwickelt wird, zeigen aktuelle Studien, dass es auch in der beruflichen Bildung notwendig ist, Lesekompetenz zu fördern. Häufig scheint Auszubildenden aber die (insbesondere berufsspezifische) Relevanz des Lesens nicht deutlich zu sein. Interventionsbemühungen scheitern daher nicht selten an der Motivation der Auszubildenden. Christina Keimes untersucht die berufsspezifische Bedeutung des Lesens in gewerblich-technischen Ausbildungsberufen als Ausgangspunkt für eine berufsspezifische Leseförderung. Sie identifiziert berufliche Handlungssituationen, in denen Lesen unerlässlich ist, und analysiert diese vor dem Hintergrund kognitionstheoretischer Grundlagen des Textverstehens. Hieraus leitet sie Konsequenzen und praktische Handlungsempfehlungen für die Förderung von Lesekompetenz in der beruflichen Bildung ab.

Using Informative Assessments towards Effective Literacy Practices offers research driven solutions to improving student literacy success through the exploration of advancements in literacy assessment and instruction. As the first volume in the series, Literacy Research, Practice, and Evaluation, distinguished authors share a comprehensive portrayal of why assessments are necessary, how to select appropriate assessments, and how to effectively use data for curricular planning and instruction. By addressing concerns before, during, and after literacy instruction with research-based instructional techniques embedded within the chapters, readers garner rich perspectives on literacy assessment that can immediately impact their effective teacher practices. This text is founded on the principle that praxis, or the combination of research with practice, should be the ultimate goal of educational missions and visions alike. It provides a fresh examination of current issues and trends in literacy assessment salient to novice and experienced educators alike.

Much has been written about the cognitive and academic language needs of those learning English as a new language (be it a second language in the United States or other English-speaking countries or as a foreign language in all other parts of the world). Many guidebooks and professional development materials have been produced on teacher collaboration and co-teaching for special education, inclusive classrooms. Similarly, much has been published about effective strategies teachers can use to offer more culturally and linguistically responsive instruction to their language learners. However, only a few resources are available to help general education teachers and ESL (English-as-a-second-language) specialists, or two English-as-aforeign-language (EFL) teachers (such as native and nonnative English speaking) teachers to collaborate effectively. With this volume, our goal is to offer an accessible resource, long-awaited by educators whose individual instructional practice and/or institutional paradigm shifted to a more collaborative approach to language education. Through this collection of chapters, we closely examine ESL/EFL co-teaching and other collaborative practices by (a) exploring the rationale for teacher collaboration to support ESL/EFL instruction, (b) presenting current, classroom-based, practitioner-oriented research studies and documentary accounts related to co-teaching, co-planning, co-assessing, curriculum alignment, teacher professional development, and additional collaborative practices, and (c) offering authentic teacher reflections and recommendations on collaboration and co-teaching. These three major themes are woven together throughout the entire volume, designed as a reference to both novice and experienced teachers in their endeavors to provide effective integrated, collaborative instruction for EFL or ESL learners. We also intend to help preservice and inservice ESL/EFL teachers, teacher educators, professional developers, ESL/EFL program directors, and administrators to find answers to critical questions.

Cet ouvrage collectif porte sur les enjeux et les méthodes de l'évaluation de la lecture et de l'écriture en milieu scolaire. Il comprend douze chapitres centrés sur des aspects distincts de l'évaluation de la littératie. Les auteurs commencent par situer la littératie dans son contexte historique et social. Puis, ils discutent les formes et les fonctions actuelles de l'évaluation de la littératie ainsi que les caractéristiques d'un bon outil d'évaluation. Ils abordent aussi plusieurs contextes particuliers de l'évaluation : la littératie familiale, le dépistage des enfants à risque d'éprouver des difficultés en lecture, le pistage des progrès en lecture, l'évaluation diagnostique des élèves en difficulté, l'évaluation de la dyslexie et l'évaluation de la littératie numérique. Enfin, ils explorent les enjeux culturels dans l'évaluation de la littératie et la formation des futurs enseignants à l'évaluation du rendement en lecture et en écriture. L'évaluation de la littératie est un ouvrage de référence incontournable pour les chercheurs et les intervenants en littératie et en alphabétisation.

Many English language learners (ELLs) require extra support to become successful writers. This book helps teachers understand the unique needs of ELLs and promote their achievement by adapting the effective instructional methods teachers already know. Engaging and accessible, the book features standards-based lesson planning ideas, examples of student work, and 15 reproducible worksheets, rubrics, and other useful materials. It describes ways to combine instruction in core skills with ample opportunities to write and revise in different genres. Invaluable guidance is provided for assessing ELLs'writing development at different grade levels and language proficiency levels.