Multiple Paths to Literacy: assessment and differentiated instruction for diverse learners, K-12 +
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2010
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XV, 466 S. Ill. |
| ISBN: | 9780136100812 0136100813 |
Internformat
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Datensatz im Suchindex
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| adam_text | CONTENTS C PREFACE X PART I FOUNDATIONS CHAPTER 1 FUNDAMENTAL ASPECTS OF
LITERACY LEARNING 2 OBJECTIVES VOCABULARY ALERT 2 DIMENSIONS OF LITERACY
3 LITERACY IS A LANGUAGE PROCESS 4 * LITERACY LS A COGNITIVE PROCESS 5 *
LITERACY IS A PSYCHOLOGICAL 01 AFFECTIVE PROCESS 5 * LITERACY IS A
SOCIAL/CULTURAL PROCESS 6 LITERACY IS A PHYSIOLOGIEAL PROCESS 6 *
LITERACY IS AN EL1LCRGING I ROCESS 7 * LITERACY REPRESENTS THE
LINGUISTIE LNTELLIGENCE 8 ARTS CONNECTION 10 PREVALENT VIEWS ABOUT
LITERACY INSTRLLCTION 10 TWO MAJOR GOALS OF AN EFFECTIVE LITERACY
PROGRAM 13 ACADEMIC LITERACY 13 * RECREATIONAL LITERACY ] 3 SUMMARY 15
RECOMMENDED WEBSITES 15 CHAPTER 2 THE ANALYTIC PROCESS: PREPARATION FOR
DIFFERENTIATING INSTRUCTION 16 OBJECTIVES VOCABULARY ALERT 16
JUSTIFICATION FOR THE ANALYTIC PROCESS 17 PROBLEMS ASSOCIATED WITH
ASSUL1LPTIVE TEACHING ] 7 THE ANALYTIC PROCESS PARADIGM 19 ANALYTIC
TEACHING: TEACHING FOR DEMOCRACY AND SOCIAL JLISTICE 19 THE ANALYTIC
TEACHER 20 THE ANALYTIC I ROCESS AND MULTIPLE INTELLIGENCES THEORY 21
ARTS CONNECTION 24 ANALYZING COMPONENTS OF LITERACY LEARNING TO ASSIST
DIFFERENTIATED INSTRLLCTION 25 LEVELS OF ANALYSIS AND CORRELATIVE
DIAGNOSTIC QUESTIONS 25 BASIC STEPS IN THE ANALYTIC PROCESS 31 ANALYSIS
OF LITERACY BEHAVIORS 31 GENERATION OF L OSSIBLE TEACHING HYPOTHESES 31
TEACHING 32 REEXAMINATION OF LITERACY BEHAVIORS 35 FROM TEACHING
HYPOTHESES TO LESSON PLANS 35 DISTINGUISHING TEACHER OBJECTIVES AND
CORRELATED STUDENT LEARNING OBJECTIVES 36 WRITING STUDENT LEARNING
OBJECTIVCS 37 LEARNING ACTIVITIES 39 SUMMARY 42 RECOMMENDED WEBSITES 44
IV CHAPTER 3 CHAPTER4 CHAPTER 5 CHAPTER 6 CONTENTS LINGUISTIC
PERSPECTIVES ON LITERACY INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS 46
OBJECTIVES VOCABULARY ALERT 46 COMMUNICATIVE COMPETENCE 48 SOME
LINGUISTIC VARIATIONS 50 VARIATIONS ACROSS LANGLLAGES 50 * VARIATIONS
WITHIN A LANGLLAGE 53 OTHER LINGLLISTICVARIATIONS 54 ASPECTS OF
SECOND-LANGUAGE ACQUISITION 55 SOME DIVERSITY-RELATED PRINCIPLES FAR
LITERACY INSTRUCTION 56 ARTS CONNECTION 60 EFFECTIVE INSTRUCTIONAL
PRACTICES FAR ENGLISH LEARNERS 61 A DEVELOPMENTAL STAGE APPROACH FOR
ENGLISH LANGUAGE ACQLLISITION 61 * ADDITIONAL CONSICLERATIONS WHEN
PLANNING INSTRLLCTION TOR ENGLISH LEARNERS 64 SUMMARY 65 RECOMMENDED
WEBSITES 66 PHYSICAL, PSYCHOLOGIEAL, AND ENVIRONMENTALFACTORS AFFECTING
LITERACY DEVELOPMENT 68 OBJECTIVES VOCABULARY ALERT 68 PHYSICAL FACTORS
69 ARTS CONNECTION 78 PSYCHOLOGICAL FACTARS 80 ENVIRONMENTAL FACTORS 85
SUMMARY 92 RECOMMENDED WEBSITES 92 FORMAL LITERACY ASSESSMENT: INDIRECT
MEASURES 94 OBJECTIVES~ VOCABULARY ALERT 94 ASSESSMENT AND EVALUATION:
BASIC CONCEPTS 96 DEFINITIONS 96 * BASIC MEASLLREMENT CONCEPTS 98
PURPOSES OF TESTING 101 ACLMINISTERING STANDARDIZED TESTS 101
STANDARDIZED REACLINGSLLRVEY TESTS 102 * STANDARDIZED DIAGNOSTIC READING
TESTS 103 * CRITERION-REFERENCEDTESTS 105 SUMMARY 107 RECOMMENDECL
WEBSITES 107 INFORMAL LITERACY ASSESSMENT: DIRECT MEASURES 108
OBJECTIVES VOCABULARY ALERT 108 COMMONLY USECL DIRECT ASSESSMENT TOOLS
109 TEXT-RELATECLTESTS 109 * INFORMAL READING INVENTORIES 111 * CLOZE
PROCECLLLRE 127 * MODIFICATIONS FOR EMERGENT READERS 129 * ASSESSMENT BY
OBSERVATION, CONFERENCES AND INTERVIEWS, ANCL PERFORMANCE SAMPIES 129
ARTS CONNECTION 135 DOCUMENTATION AND RECARD KEEPING 138 VIGNETTE 139
SUMMARY 142 RECOMMENDED WEBSITES 142 V VI CONTENTS PARTLL CHAPTER 7
CHAPTER8 CHAPTER 9 THE MAJOR DOMAINS EARLY LITERACY SKILLS 144
OBJECTIVES. VOCABULARY ALERT 144 EARLY LITERACY DEVELOPMENT AND EMERGENT
READERS 145 ORAL LANGUAGE DEVELOPMENT 145 ASSESSMENT TECHNIQUES FOR ORAL
LANGUAGE 146 * INSTRUCTION FOR ORAL LANGUAGE DEVELOPMENT 147 ARTS
CONNECTION 149 PRINT CONVENTIONS AND BOOK HANDLING 150 ASSESSMENT OF
PRINT CONVENTIONS AND BOOK HANDLING 151 * INSTRUCTION FOR PRINT
CONVENTIONS AND BOOK HANDLING 151 PHONEMIC AWARENESS 152 ASSESSMENT FOR
PHONEMIC AWARENESS 152 INSTRUCTION FOR DEVELOPING PHONEMIC AWARENESS 153
LETTER RECOGNITION 155 ASSESSMENT FOR LETTER RECOGNITION 156 *
INSTRUCTION FOR LETTER RECOGNITION 157 SPOTLIGHT ON ENGLISH LEARNERS:
WORD CONFIGURATION BOXES 159 SUMMARY 160 RECOMMENDED WEBSITES 161 THE
READING/WRITING CONNECTION AND THE WRITING PROCESS 162 OBJECTIVES.
VOCABULARY ALERT 162 THE ROLE OF TEACHERS IN AN EFFECTIVE WRITING
PROGRAM 163 IMPLEMENTING THE WRITING PROGRAM 164 OBSERVATIONS, INITIAL
ASSESSMENTS, AND INSTRUCTIONAL DECISIONS 165 * NONSTRUCTURED WRITING
ACTIVITIES 166 * STRLLCTURED WRITING LESSONS AND ACTIVITIES 167 THE
CREATIVE WRITING PROCESS 175 SPOTLIGHT ON ENGLISH LEARNERS: THE LANGUAGE
EXPERIENCE APPROACH 176 PREWRITING 176 ARTS CONNECTION 177
DRAFTING/COMPOSING AND SHARING FOR FEEDBACK 179 * REVISING AND EDITING
179 * PUBLISHING/SHARING 181 IMPLEMENTING A SPELLING PROGRAM 181
NONSTRUCTURED SPELLING ACTIVITIES 183 * STRLLCTLLRED SPELLING ACTIVITIES
183 WRITING INSTRUCTION AND ASSESSMENT: A CONTINUOUS PROCESS 185 SHARED
OBSERVATIONS 188 * POSTWRITING QLIESTIONNAIRES 188 * SPELLING
QUESTIONNAIRES 188 * PORTFOLIOS 189 SUMMARY 190 RECOMMENDED WEBSITES 191
WORD RECOGNITION 192 OBJECTIVES * VOCABULARY ALERT 192 LISTENING
VOCABULARY 194 ASSESSMENT 195 * INSTRUCTION 195 CHAPTER 10 CHAPTER 11
CONTENTS SIGHT VOCABULARY 196 ASSESSMENT 198 INSTRUCTION 199 FLUENCY 205
PREDICTABLE LANGUAGE METHOD 206 * NEUROLOGICAL IMPRESS METHOD ( IM) 206
REPEATED READINGS 207 * ECHO READING 207 READERS THEATRE 207 WARD
RECOGNITION PROCESSES 208 SPOTLIGHT ON ENGLISH LEARNERS: CHORAL READING
AND READERS THEATER 209 USE OF CONTEXT CLUES 208 KNOWLEDGE OF WARD
PARTS: PHONICS AND STRUCTURAL ANALYSIS 214 ARTS CONNECTION 216 VISUAL
ANALYSIS 219 BLENDING AND SYNTHESIZING 226 SUMMARY 229 RECOMMENDED
WEBSITES 230 MEANING VOCABULARY 232 OBJECTIVES VOCABULARY ALERT 232
ASSESSING KNOWLEDGE OF WORD MEANINGS 233 IDENTIFICATION 234 * MULTIPLE
CHOICE 235 * MATCHING 235 CHECKING 236 EFFECTIVE INSTRUCTION FOR WARD
MEANINGS 237 CHOOSING WORDS TO TEACH 238 * TEACHING INDIVIDUAL WORD
MEANINGS 239 SPOTLIGHT ON ENGLISH LEARNERS: HOMOPHONES, HOMOGRAPHS, AND
IDIOMS 245 TEACHING WORD LEARNING STRATEGIES 247 ARTS CONNECTION 250
DEVELOPING WORD AWARENESS 255 INSTRUCTION FOR SPECIALIZED VOCABULARY 256
SUMMARY 262 RECOMMENDED WEBSITES 263 READINGCOMPREHENSION:FOUNDATIONS
264 OBJECTIVES VOCABULARY ALERT 264 FACTORS AFFECTING THE COMPREHENSION
PROCESS 266 FACTORS WITHIN THE READER 266 * FACTORS WITHIN THE WRITTEN
TEXT 269 ENVIRONMENTAL FACTORS 270 THEARIES AND MODELS OF THE
COMPREHENSION PROCESS 271 SCHEMA THEORY 271 * READING COMPREHENSION AS
COGNITIVE- BASED PROCESSING 272 * READING COMPREHENSION AS
SOCIOCOGNITIVE PROCESSING 273 * READING COMPREHENSION AS TRANSACTIONAL
273 * READING COMPREHENSION AS TRANSACTIONAL- SOCIOPSYCHOLINGUISTIC 274
* READING COMPREHENSION AS INFLUENCED BY ATTITUDE 275 SKILIED VERSUS
LESS SKILIED COMPREHENDERS 275 ASSESSMENT AND INSTRUCTION FAR GENERAL
COMPREHENSION 277 ASSESSING THE ABILITY TO ORGANIZE TEXT 278 *
INSTRUCTION FAR GENERAL COMPREHENSION 280 SPOTLIGHT ON ENGLISH LEARNERS:
THE EXPERIENCE-TEXT-RELATIONSHIP METHOD 291 ,, VIII CONTENTS CHAPTER
12 CHAPTER 13 CHAPTER 14 ARTS CONNECTION 300 SUMMARY 304 REEOMMENDED
WEBSITES 304 STRATEGIE READINGFOR NARRATIVETEXT 306 OBJECTIVES.
VOCABULARY ALERT 306 ASSESSMENT FOR NARRATIVE TEXT: RETELLINGS 307
INSTRUETION FAR NARRATIVE TEXT 309 SPOTLIGHT ON ENGLISH LEARNERS:
GENERATING STORIES 320 ARTS CONNECTION 321 ADOLESEENT LITERAEY 323
SUMMARY 325 REEOMMENDED WEBSITES 325 STRATEGIE READINGFOR EXPOSITORYTEXT
328 OBJECTIVES. VOCABULARY ALERT 328 ASSESSING AWARENESS OF STRATEGIE
READING FAR EXPOSITORY TEXT 330 INSTRUETIONAL TEEHNIQUES FAR DEVELOPING
STRATEGIE READING FAR EXPOSITORY TEXT 331 A FRAMEWARK FOR STRATEGIE
EXPOSITORY REAELING 331 SPOTLIGHT ON ENGLISH LEARNERS: GIST-GENERATING
INTERACTION BETWEEN SCHEMATA AND TEXT 340 EXPOSITORY REAELING ANEL THE
INTERNET 349 ARTS CONNECTION 349 SUMMARY 352 REEOMMENDED WEBSITES 352
STUDY SKILLSAND TEST-TAKINGSTRATEGIES 354 OBJECTIVES ($ VOCABULARY ALERT
354 STUDY SKILLS AND PREREQUISITE ABILITIES 356 ASSESSING LOEATIONAL
SKILLS 357 ALPHABETIZING 357 * BOOK PARTS 358 * REFERENCE MATERIALS 358
* REFERENEE SKILLS 360 INSTRUETION FOR DEVELOPING LOEATIONAL SKILLS 361
GENERAL TEAEHING PROEEELURES FAR DIREET INSTRUCTION 363 * SPECIFIE
AETIVITIES 364 ASSESSING FOR ORGANIZING INFORMATION 367 ATTENTIVE
LISTENING 367 * CLASSIFYING WOREIS, PHRASES, ANEL SENTENEES 367 * MAIN
IDEAS ANEL SUPPARTING DETAILS 369 * SEQUENCING 369 * SLIMMARIZING ANEL
SYNTHESIZING 370 * LISTENING OR AUDITORY COMPREHENSION 370 INSTRUETION
FOR ORGANIZING INFORMATION 371 ATTENTIVE LISTENING 371 * CLASSIFYING 371
* MAIN IELEAS AND SUPPORTING DETAILS 372 * SEQLLENCING 374 *
SLIMMARIZING ANEL SYNTHESIZING 375 * LISTENING OR ALIELITORY
COMPREHENSION 378 * NOTE TAKING 382 SPOTLIGHT ON ENGLISH LEARNERS:
DIETOGLOS 383 OUTLINING 384 ASSESSING FOR INTERPRETATION OF GRAPHIE AND
PIETORIAL MATERIALS 390 INSTRUETION FOR INTERPRETING GRAPHIE AND
PICTORIAL MATERIALS 391 GENERAL TEAEHING PROEEDURE 391 * REAL-WODCL
USAGE 394 CONTENTS GENERAL STUDY STRATEGIES 395 SQ3R 395 * GRS 396 PORPE
396 AT TS CONNECTION 397 TEST-TAKING STRATEGIES 398 APPROACHING A TEST
WITH A GOOD ATTITUDE 399 KNOWING THE DIFFERENT KINDS OF TEST FORMATS 399
FOLLOWING DIRECTIONS 402 MANAGING TIME 402 HAVING A STRATEGY FOR DEALING
WITH DITFICULT QUEST IONS 403 SUMMARY 404 RECOMMENDECL WEBSITES 404 IX
ASSESSMENT RESOURCES 406 APPENDIX A APPENDIX SS APPENDIX C APPENDIX D
APPENDIX E APPENDIX F APPENDIX G APPENDIX H APPENDIX I APPENDIX J
APPENDIX K APPENDIX L APPENDIX M APPENDIX N APPENDIX 0 APPENDIX P
APPENDIX Q APPENDIX R APPENDIX S APPENDIX T APPENDIX U APPENDIX V
APPENDIX W APPENDIX X APPENDLX Y APPENDIX Z GLOSSARY REFERENCES
INSTRLLCTIONAL ENVIRONMENT SURVEY FOR TEACHERS 406 LEVELS OF ANALYSIS
AND CORRELATIVE DIAGNOSTIC QUESTIONS: ACHECKIIST 408 SELF-ASSESSMENT
QLIESTIONNAIRE FOR TEACHERS OF ENGLISH LEARNERS 409 EDUCATOR S
CHECKLIST: OBSERVABLE CLUES TO CLASSROOM VISION PROBLEMS 410 CHECKLIST
OF SYMPTOMS OF HEARING DIFFICLILTIES 411 CHECKLIST OF SYMPTOMS
ASSOCIATED WITH EMOTIONAL MALADJLLSTMENT 411 INCOMPLETE SENTENCE
PROJECTIVE TEST 412 WEEKLY PROGRESS REPORT FOR KEEPING PARENTS INFORMED
414 GENERAL SCORING RUBRIC FOR STORY RETELLINGS 415 SHON FORM TOR
ASSESSING ORAL READING SSEHAVIORS 416 ASSESSING EMERGENT READING CONCEPTS
416 CHECKLIST FOR APPRAISING EARLY READING DEVELOPMENT 417 CHECKLIST OF
ORAL READING CHARACTERISTICS FOR A GROUP OF STUDENTS 418 STUDENT
BEHAVIOR LOG OF DEMONSTRATED MULTIPLE INTELLIGENCES 419 SAMPIE INTEREST
INVENTORY 420 PRIMARY GRADES ATTITUDE SURVEY 421 ORAL LANGUAGE
ASSESSMENT 422 ASSESSING SPELLING DEVELOPMENT 423 DEVELOPMENTAL WRITING
CHECKLIST 424 WRITING PERCEPTION SURVEY 425 A SELF-ASSESSMENT
POSTWRITING QUESTIONNAIRE 425 SPELLING QUESTIONNAIRE 426 SE F-ASSESSMENT
OF PHONICS TERMINOLOGY 427 QLIESTIONNAIRE TO ASSESS EXPOSITORY READING
STRALEGIES AND HABITS 429 STUDY SKILLS CHECKLIST 430 SKILLS TEST FOR
ASSESSING KNOWLEDGE OF BOOK PANS 431 432 440 INDEX 457
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| isbn | 9780136100812 0136100813 |
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| spelling | Gipe, Joan P. Verfasser aut Multiple Paths to Literacy assessment and differentiated instruction for diverse learners, K-12 + Joan P. Gipe Boston ; Munich [u.a.] Pearson 2010 XV, 466 S. Ill. txt rdacontent n rdamedia nc rdacarrier Unterricht (DE-588)4062005-0 gnd rswk-swf Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd rswk-swf Differenzierung (DE-588)4121138-8 gnd rswk-swf Schreib- und Lesefähigkeit (DE-588)4481193-7 s Unterricht (DE-588)4062005-0 s Differenzierung (DE-588)4121138-8 s DE-604 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017625558&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Gipe, Joan P. Multiple Paths to Literacy assessment and differentiated instruction for diverse learners, K-12 + Unterricht (DE-588)4062005-0 gnd Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd Differenzierung (DE-588)4121138-8 gnd |
| subject_GND | (DE-588)4062005-0 (DE-588)4481193-7 (DE-588)4121138-8 |
| title | Multiple Paths to Literacy assessment and differentiated instruction for diverse learners, K-12 + |
| title_auth | Multiple Paths to Literacy assessment and differentiated instruction for diverse learners, K-12 + |
| title_exact_search | Multiple Paths to Literacy assessment and differentiated instruction for diverse learners, K-12 + |
| title_full | Multiple Paths to Literacy assessment and differentiated instruction for diverse learners, K-12 + Joan P. Gipe |
| title_fullStr | Multiple Paths to Literacy assessment and differentiated instruction for diverse learners, K-12 + Joan P. Gipe |
| title_full_unstemmed | Multiple Paths to Literacy assessment and differentiated instruction for diverse learners, K-12 + Joan P. Gipe |
| title_short | Multiple Paths to Literacy |
| title_sort | multiple paths to literacy assessment and differentiated instruction for diverse learners k 12 |
| title_sub | assessment and differentiated instruction for diverse learners, K-12 + |
| topic | Unterricht (DE-588)4062005-0 gnd Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd Differenzierung (DE-588)4121138-8 gnd |
| topic_facet | Unterricht Schreib- und Lesefähigkeit Differenzierung |
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