How can I use
reading subskill data profiles to analyze teachers» professional development needs?
Not exact matches
The essence of BNR was that
reading is a holistic, constructive process rather than the aggregate of a series of isolated
subskills, and that curriculum, instruction, and assessment should reflect this view of
reading.
The teachers» questions indicated that, on the standardized
reading assessment, they wanted 9th grade vocabulary and comprehension
subskill results disaggregated for each of the 10th grade English language arts course sections so teachers would have a profile of students»
reading ability in their current classes.
The district researched and selected a
reading assessment for grades 6 — 10 that provided
subskill reading performance data, including information about vocabulary and nonfiction
reading comprehension.
When they are not working with the teacher, students work independently or in the ability groups to practice
subskills of
reading and writing (e.g., spelling practice, grammar practice, handwriting) and work on theme - related writing assignments.
Each student met twice in a guided
reading group, engaged with peers in three book clubs, participated in whole - class instruction at least three times,
read independently daily, engaged in whole - class book discussion daily, engaged in a variety of writing daily, and practiced skills daily — some related directly to
reading and discussing books; others to
reading, writing, spelling, and grammar
subskills.