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Classroom Reading Assessments

More Efficient Ways to View and Evaluate Your Readers

Frank Serafini, Arizona State University
Foreword by Robert J. Tierney

ISBN 978-0-325-02712-8 / 0-325-02712-9 / 2010 / 176pp / Paperback
Imprint: Heinemann
Availability: In Stock
Grade Level: 1st - 6th
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The value of assessment is in its usefulness to the teacher and the student, not as an isolated mental activity. If we don’t use the information we generate about our students to inform our instruction, we are simply “navel-gazing.”

—Frank Serafini

 

 

Need to know more about your readers? Frustrated by test-driven assessments that merely mimic real reading behaviors. Classroom Reading Assessments returns assessment to its simple, crucial essence: knowing students—really knowing them—so that your teaching addresses their individual strengths and needs.

 

Frank Serafini helps you open windows into students’ invisible mental processes as they select books, read and make sense of them, and respond to them. He gives you his best of the best—classroom-proven, research-based assessments for before, during, and after reading that meet four stringent requirements:

·       They improve your students’ reading

·       They increase your effectiveness by pinpointing where students need help

·       They maximize efficiency by avoiding unnecessary instructional interruptions

·       They make sharing what you learn about students—with parents, other teachers, and instructional leaders—simple, direct, and useful.

 

At heineman.com, Frank even provides his most helpful customizable reproducible forms for assessment.

 

“We have to know the students in our rooms in deeper, more significant ways if we expect to be able to teach them more effectively and support their development as readers,” writes Frank Serafini. Whether you need flexible assessment tools for RTI, or you’re looking for clearer windows into your readers’ thinking, Classroom Reading Assessments is your guide to doable, high-quality assessments that help everyone in the classroom learn more—including you.

  1. Foundations: Knowing the Assessment Landscape

  2. What Does Classroom-Based Assessment Look Like Across the Year? The Story of One Student

  3. Assessments to Use Before and During Reading

  4. Assessments to Use After Reading

  5. Frequently Asked Questions About Assessment.

  6. Evaluating Students’ Work, Literate Behaviors, and Experiences

  7. Reporting and Representing Students’ Literate Abilities

  8. Better Ways to Deal with Standardized Tests

In Depth

Reproducibles
pdf | word Figure 2.4 Parent Information Survey
pdf | word Figure 2.7 Observational Guide for Reading and Readers (circa 1989)
pdf | word Figure 2.8 Observational Guide for Reading and Readers (circa 2009)
pdf | word Figure 2.14 Oral Reading Analysis Form Part 1
pdf | word Figure 2.15 Oral Reading Analysis Form Part 2
pdf | word Figure 2.17 Think Aloud Instructions
pdf | word Figure 2.18 Questions for Eliciting Response During Think Alouds
pdf | word Figure 3.1 Reader Interview
pdf | word Figure 3.2 Parent Homework Letter
pdf | word Figure 3.3 Retell and React Reader Response Notebook Format
pdf | word Figure 3.5 Noticings, Connections, Wonderings Format
pdf | word Figure 3.8 Retelling Evaluation Form
pdf | word Figure 3.9 Reflection Log Form 1
pdf | word Figure 3.10 Reflection Log Form 2
pdf | word Figure 3.16 What Treasuries Should Demonstrate
pdf | word Figure 4.1 Writer's Checklist
pdf | word Figure 4.2 Literature Study Response Notebook
pdf | word Figure 4.7 Rubric Based on Student Criteria for Assessing a Piece of Writing
pdf | word Figure 4.9 Literature Study Group Self-Evaluation
pdf | word Figure 5.5 Parent Information Letter for Student-Led Conferences
pdf | word Figure 5.6 Student-Led Conference Parent Questionnaire
pdf | word Figure 5.7 Student-Led Conference Preparation Checklist
pdf | word Figure 5.8 Student-Led Conference Presentation Checklist

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