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Using Formative Assessment to Differentiate Middle School Literacy Instruction : Seven Practices to Maximize Learning.
Formative assessment and differentiated instruction made manageable We all recognize the countless benefits of differentiated instruction. The challenge is in its implementation. This start-to-finish guide will show you how through formative assessment and seven classroom-tested practices for maximi...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks :
SAGE Publications,
2012.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 020 | |a 9781452226217 |q (paperback) | ||
| 020 | |a 1452226210 |q (paperback) | ||
| 029 | 1 | |a AU@ |b 000062375180 | |
| 035 | |a (OCoLC)939262909 | ||
| 050 | 4 | |a LB1631 |b .L267 2013 | |
| 082 | 0 | 4 | |a 428.2/4 |2 23 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Laud, Leslie E. | |
| 245 | 1 | 0 | |a Using Formative Assessment to Differentiate Middle School Literacy Instruction : |b Seven Practices to Maximize Learning. |
| 260 | |a Thousand Oaks : |b SAGE Publications, |c 2012. | ||
| 300 | |a 1 online resource (233 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a Formative assessment and differentiated instruction made manageable We all recognize the countless benefits of differentiated instruction. The challenge is in its implementation. This start-to-finish guide will show you how through formative assessment and seven classroom-tested practices for maximizing student learning. Packed with vignettes, sample worksheets, and charts, this toolkit demonstrates how to: Establish new classroom norms Involve students in the use of assessment data and feedback to inform their next steps Clarify end-of-unit criteria to help map learning progressi. | ||
| 505 | 0 | |a USING FORMATIVE ASSESSMENT TO DIFFERENTIATE MIDDLE SCHOOL LITERACY INSTRUCTION -FRONT COVER -- USING FORMATIVE ASSESSMENT TO DIFFERENTIATE MIDDLE SCHOOL LITERACY INSTRUCTION -- CONTENTS -- LIST OF FIGURES -- PREFACE -- ACKNOWLEDGMENTS -- ABOUT THE AUTHORS -- ABOUT THE CONTRIBUTOR -- CHAPTER 1: GETTING STARTED WITH FORMATIVE ASSESSMENT -- An Introduction To The Formative Assessment Framework -- The Purpose Of Formative Assessment -- Three Ways To Begin Using Formative Assessment -- Preassessments Before a New Unit -- Midunit Concept Check-Ins -- Specific Skill Probes -- Self-Assessment: Determining How Much Formative Assessment You Already Use In Your Classroom -- Steps To Establishing A Classroom Culture That Supports Formative Assessment Practices -- Establish a Climate of Respect -- Cultivate Self-Directed Learning -- CHAPTER 2: STANDARDS, FEEDBACK, AND ASSESSMENT OPTIONS -- How To Specify And Convey Standards -- Recommendations For Feedback on Mastery of Standards -- Feedback on More Than Accuracy -- Feedback to Foster Self-Direction -- Suggestions And Models For Designing, Introducing, And Scoring Standards-Based Formative Assessments -- Preassessment Options -- Tips for Preassessments -- Continuous Formative Assessment -- CHAPTER 3: WHAT IS DIFFERENTIATED INSTRUCTION? -- Differentiating Lessons by Student Characteristics -- Differentiating Lessons by Readiness -- Differentiating Lessons by Interests -- Differentiating Lessons by Instructional Characteristics -- Differentiating Lessons by Content -- Differentiating Lessons by Processes -- Differentiating Lessons by Products -- CHAPTER 4: HOW DO I DIFFERENTIATE LESSONS? -- Format For Differentiated Lessons -- Identifying Standards -- Using Data from Preassessments -- Teaching Whole-Class Lessons -- Creating Tiered Lessons -- Analysis of a Differentiated Lesson. | |
| 505 | 8 | |a Six Strategies For Tiering Activities -- Making Small Adjustments -- Challenging All Learners -- Minimizing Task Differences -- Crafting Sophisticated Questions -- Increasing Goals -- Setting Appropriate Group Work -- CHAPTER 5: TIME MANAGEMENT STRATEGIES -- Planning Lessons and Units -- Prioritize Your Time (Begin Small!) -- Use a Unit and Lesson Planning Checklist -- Cut Scoring Time by Designing Feedback Systems -- Using Rubrics as Self-Feedback or Peer Feedback Tools -- Have Students Write Clear, Specific, and Focused Reflections -- Managing Students Who Are Working On Different Tasks -- Manage Flexible Group Time -- Post Directions and Guidelines to Minimize Questions -- Provide for Additional Independent Work -- Assigning Homework -- Vary the Amount of Time Spent -- Vary the Level of Difficulty -- Plan Homework in Larger Chunks -- Support Students Who Do Not Turn in Homework -- Grading -- CHAPTER 6: SUPPORTING STUDENTS WHO ARE LOW ACHIEVING -- Foundational Reading Skills (Decoding and Fluency) -- Decoding and Fluency Standards -- Decoding and Fluency Accommodations and Interventions -- Decoding Automaticity Assessments -- Reading Comprehension Skills (Recall Of Basic Facts, Main Idea, and Vocabulary) -- Reading Comprehension Standards -- Reading Comprehension Interventions -- Reading Comprehension Assessments -- Vocabulary Standards -- Vocabulary Supports -- Vocabulary Assessments -- Writing Skills (Organization and Sentence Variety) -- Writing Standards -- Writing Interventions -- Writing Assessments -- CHAPTER 7: CHALLENGING STUDENTS WHO ARE GIFTED OR HIGH ACHIEVING -- Typical Classroom Behaviors Of Gifted Or High-Achieving Students -- Best Instructional Practices For Using Formative Assessment To Differentiate Lessons For Gifted or Higher-Achieving Students -- Exemptions -- Curriculum Compacting -- Higher-Order Thinking Activities. | |
| 505 | 8 | |a Independent Study -- Cluster Grouping -- The Importance Of Challenge -- Strategies To Avoid -- To Wrap Up -- REFERENCES -- INDEX. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Language arts (Middle school) |x Evaluation. | |
| 650 | 0 | |a Academic achievement. | |
| 650 | 6 | |a Arts du langage (École moyenne) |x Évaluation. | |
| 650 | 7 | |a Academic achievement |2 fast | |
| 700 | 1 | |a Patel, Pooja. | |
| 776 | 0 | 8 | |i Print version: |a Laud, Leslie E. |t Using Formative Assessment to Differentiate Middle School Literacy Instruction : Seven Practices to Maximize Learning. |d Thousand Oaks : SAGE Publications, ©2012 |z 9781452226217 |
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| 938 | |a ProQuest Ebook Central |b EBLB |n EBL1994044 | ||
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