From expert authors, this book guides educators to conduct assessments that inform daily instruction and identify the assets that emergent bilinguals bring to the classroom. Effective practices are reviewed for screening, assessment, and progress monitoring in the areas of oral language, beginning reading skills, vocabulary and comprehension in the content areas, and writing. The book also addresses how to establish schoolwide systems of support that incorporate family and community engagement. Packed with practical ideas and vignettes, the book focuses on grades K–6, but also will be useful to middle and high school teachers. Appendices include reproducible forms that can be downloaded and printed in a convenient 8 1/2′ x 11′ size.
Jadual kandungan
1. Understanding Assessment with Multilingual Students
2. Using Assessment to Support Instruction
3. Going Beyond Skills: Learning about Students’ Cultural and Affective Resources
4. The Growth of Oral Language
5. Assessing Beginning Reading for Emergent Bilinguals
6. Assessing Academic Language and Comprehension in the Content Areas
7. Assessing Writing
8. Creating Responsive Systems for Connecting Assessment and Instruction
Appendix. Assessment Resources
Glossary
References
Index
Mengenai Pengarang
Lori Helman, Ph D, is Professor in the Department of Curriculum and Instruction at the University of Minnesota, where she is also Director of the Minnesota Center for Reading Research. Her research interests include literacy development, assessment, and instruction in English and Spanish; word study and vocabulary learning and teaching; and ways to support literacy professionals to implement schoolwide systems of support in literacy. She is the author or editor of several books, including
Literacy Development with English Learners, Second Edition: Research-Based Instruction in Grades K–6 and
Assessing Language and Literacy with Bilingual Students: Practices to Support English Learners.
Anne C. Ittner, Ph D, is Assistant Professor of Literacy Education in the Division of Education and Leadership at Western Oregon University. Her research interests include literacy education for emergent bilinguals in elementary schools, specifically in the areas of assessment, intervention, and multi-tiered systems of support, and literacy professional development and teacher education.
Kristen L. Mc Master, Ph D, is Professor of Special Education and Guy Bond Chair of Reading in the Department of Educational Psychology at the University of Minnesota. Dr. Mc Master’s work addresses creating conditions for successful response to intervention for students at risk and students with disabilities. Specific research interests include promoting teachers’ use of data-based decision making and evidence-based instruction, and developing intensive, individualized interventions for students for whom generally effective instruction is not sufficient. Dr. Mc Master is a former special education teacher.
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