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Literacy Profiles: A Framework to Guide Assessment, Instructional Strategies and Intervention, K-4

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Literacy Profiles: A Framework for Assessing, Recording and Developing Students’ Literacy Progress, K-4 is a diagnostic handbook for identifying each student’s literacy strengths and weaknesses. The Literacy Profiles framework names ten critical areas of literacy learning, describes the specific skills related to each of these strands, and correlates their development to the early, middle and late stages of grade level progress.  Each of these strands is then covered in chapters that lead teachers to examine and improve on their own instructional practice.  This book and the framework it presents will serve teachers as a valuable progress monitoring tool to not only assess and record  students’ literacy progress but also impact students’ literacy learning specific to individual needs.

Quotes

“Literacy Profiles is a TERRIFIC and flexible resource for classroom teachers, special education teachers, and literacy teacher leaders…I foresee it becoming a key resource for reporting on student progress to parents (part of the assessment infrastructure underlying our elementary report card.) I am ordering a copy for each of our five elementary schools and plan to distribute it through the literacy teach leaders in each of those schools.”
Nancy Cornell, Associate Superintendent, Addison Northeast Supervisory Union, Bristol VT


Dr. Itterly,
I would like to let you know just how useful the literacy profile has been. I have been using it so far for just a few students who are a particular high risk, but will be using it soon for the majority of my students. The few instances though I wanted to let you know about how the profile has come into use in two separate ways.

The first was to show a set of kindergarten parents that their son does have control of most of the skills for where he is in terms of school, and has as good starting foundation.

The second, I was able to use the profile as part of an IEP meeting, resulting in a 2nd grade student receiving special education services. Since kindergarten she has made minimal progress. The profile showed that she was in the right place for most areas, but 3 where she was much lower. As another piece of evidence besides the special education testing, this helped to show that Title 1 services were just not enough for this learner and she would be better assisted in a special education setting.

For each of these instances I filled out the profile according to all evidence I had, and then passed it along to the classroom teacher who provided additional information on the profile. All teachers I have shown the profile have had very positive feedback. Our principal and special education teacher in particular have had more than positive feedback.

At our workshop on Friday, we had to set our professional goals for the year. The Title 1 para-professional and I decided that our Title 1 goal would be to use the ‘profile’ for those students who are at particularly high risk due to multiple factors.

I look forward to using your book and the profile in the upcoming year. Thank you for such an insightful resource.

Sincerely,

Sara Barrows, Literacy Specialist, Pittston Consolidated School, Pittston, ME

Downloadable Sample Chapter

Click here to Download a sample of Chapter 4.

Table of Contents

Chapter 1    Phonological Awareness and Oral Language Development

                        Underlying Principles of Phonological Awareness and Oral Language Development

                        Assessing Phonological Awareness and Oral Language Development

                        Instructional Approaches for Teaching Phonological Awareness and Oral Language Skills

                        Looking Closely at One Child's Assessments from Strand 2 on the Literacy Profile 

Chapter 2    Concepts of Print, and Knowledge About Letters and Text Features

                        Underlying Principles of Concepts of Print and Knowledge About Letters and Text Features

                        Assessing Concepts of Print, Letter Recognition, and Knowledge of Text Features

                        Instructional Considerations for Teaching Concepts of Print Concep[ts and Knowledge of Text Features

                        Looking Closely at One Child's Assessments from Strand 1 on the Literacy Profile

Chapter 3    Decoding Skills and Word Recognition

                        Underlying Principles of Decoding and Word Recognition

                        Assessing Decoding and Word Identification

                        Instructional Approaches for Decoding and Word Recognition

                        Looking Closely at One Child's Assessments

Chapter 4    Reading Strategies and Dispositions

                        Underlying Principles of Reading Strategies and Dispositions

                        Assessing Reading Strategies and Dispositions

                        Instructional Considerations for Reading Strategies and Dispositions

                        Looking Closely at One Child's Assessments from Strand 4 on the Literacy Profile

Chapter 5    Reading Accuracy and Fluency at Increasing Text Levels

                        Underlying Principles of Reading Accuracy and Fluency at Increasing Text Levels

                        Assessing Reader Accuracy and Fluency

                        Instructional Approaches for Building Accuracy and Fluency at Increasing Text Levels for All Students

                        Looking Closely at One Child's Assessments

Chapter 6    Comprehension and Reading Response

                        Underlying Principles of Comprehension and Reading Response

                        Assessing Comprehension and Reading Response

                        Instructional Approaches for Building Reading Comprehension and Reading Response

                        Looking Closely at One Child's Assessments

Chapter 7    Writing Strategies, Processes, and Dispositions

                        Underlying Principles of Writing Strategies, Processes, and Dispositions

                        Assessing Development of Writing Strategies, Processes, and Dispositions

                        Instructional Approaches for Teaching Writing Strategies, Processes, and Dispositions

                        Looking Closely at One Child's Assessments

Chapter 8    Writing Effectiveness

                        Underlying Principles of Writing Effectiveness

                        Assessing Writing Effectiveness

                        Instructional Approaches for Assessing Writing Effectiveness

                        Looking Closely at One Child's Assessments

Chapter 9    Spelling

                        Underlying Principles of Spelling

                        Assessing Spelling

                        Instructional Approaches for Spelling

                        Looking Closely at One Child's Assessments

Chapter 10    Writing Conventions and Handwriting

                        Underlying Principles of Writing Conventions, Including Handwriting

                        Assessing Writing Conventions, Including Handwriting

                        Instructional Approaches for Writing Conventions, Including Handwriting

                        Looking Closely at One Child's Assessments

Chapter 11    Thinking Ahead

                        More to Keep in Mind and Think About

                        Questions, Questions, Questions

                        A Few Final Words

    

                        

 

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