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

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 Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

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 Selected General Reading and Literature Standards with Excerpts from Accompanying Learning Standards Bill Harp and Jo Ann Brewer The Informed Reading Teacher: Research-Based Practice Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Figure 3.15 Assessment Audiences and Purposes

Figure 3.16 Assessment and Evaluation Tools Presented in Chapter 3

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

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

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