Figure 3.1 Two First Graders’ Responses to the Short Reading Interview Bill Harp and Jo Ann Brewer The Informed Reading Teacher: Research- Based Practice

Figure 3.1 Two First Graders’ Responses to the Short Reading Interview

Bill Harp and Jo Ann BrewerThe Informed Reading Teacher: Research-Based Practice

Copyright ©2005 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458

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Figure 3.2 Teacher Record Data




Figure 3.2 Teacher Record Data Continued




Figure 3.3 Retelling Evaluation, Story Elements Rubric, and Comprehension Questions




Figure 3.4 Jenny’s Student Profile Summary




Figure 3.5 Analytical Reading Inventory Four Reading Levels




Figure 3.6 Running Record Conventions




Figure 3.7 Text, Running Record, and Analysis




Figure 3.8 Tyler’s Running Record Sheet




Figure 3.9 First-Grade Anecdotal Records




Figure 3.10a Developmental Checklist for Emergent Readers




Figure 3.10b Developmental Checklist for Developing Readers




Figure 3.10c Developmental Checklist for Fluent Readers




Figure 3.11 Rubric for Oral Story Retelling




Figure 3.12 Knowledge Tested at Each Level of The Gates-MacGinitie Reading Tests (1998)




Figure 3.14 Selected General Reading and Literature Standards with Excerpts from Accompanying Learning Standards




Figure 3.15 Assessment Audiences and Purposes




Figure 3.16 Assessment and Evaluation Tools Presented in Chapter 3




Documents

Figure 3.1 Two First Graders’ Responses to the Short Reading Interview Bill Harp and Jo Ann Brewer The Informed Reading Teacher: Research- Based Practice