Case Studies in Preparation for the California Reading Competency Test
$49.99
| Title | Range | Discount |
|---|---|---|
| Trade Discount | 5 + | 25% |
- Description
- Additional information
Description
· The organization matches the new Content Specifications for the RICA®:
in an effort to make teacher preparation for the RICA® exam fit the competencies for reading language arts. The domains have been changed to the following order with a corresponding chapter in the book:
1. Planning, Organizing, and Managing Reading Instruction Based on Ongoing Assessment
2. Word Analysis
3. Fluency (new)
4. Vocabulary, Academic Language, and Background Knowledge
5. Comprehension
· NEW! The new Chapter 3, Fluency, contains new and adapted case studies to develop and assess fluency.
· NEW! A new set of Multiple Choice questions has been added to the new Chapter 3.
· NEW! Within the domains, the emphasis of concepts has been changed to meet the needs of the full range of individual learners in the classroom, such as advanced learners, English language learners, struggling readers, and those with special needs. While these learners and their unique challenges have always been included in the cases, now the struggling and special needs students are specified.
· NEW! Assessment is now included within each domain, integrated within each chapter and in several multiple choice questions.
· NEW! The focus on new concepts or new terminology ensures that these concepts or terms are included in the appropriate corresponding case study.
· NEW! New multiple choice questions have been added and the pre-existing questions have been re-organized into the appropriate chapter.
· NEW! A significant number of new terms have been added to the list of Master Terms.
· NEW! The References have been updated and streamlined to match the chapters reflected in the specifications.
Domains
Domain I: Planning and Organizing Reading Instruction Based
on Ongoing Assessment
Content Area 1: Conducting Ongoing Assessment of Reading Development
1.1 Principles of assessment
1.2 Assessing reading levels
1.3 Using and communicating assessment results
Content Area 2: Planning, Organizing, and Managing Reading Instruction
2.1 Factors involved in planning reading instruction
2.2 Organizing and managing reading instruction
Domain II: Developing Phonological and Other Linguistic
Processes Related to Reading
Content Area 3: Phonemic Awareness
3.1 Assessing phonemic awareness
3.2 The role of phonemic awareness
3.3 Developing phonemic awareness
Content Area 4: Concepts About Print
4.1 Assessing concepts about print
4.2 Concepts about print
4.3 Letter recognition
Content Area 5: Systematic, Explicit Phonics and Other Word Identification
Strategies
5.1 Assessing phonics and other word identification strategies
5.2 Explicit phonics instruction
5.3 Developing fluency
5.4 Word identification strategies
5.5 Sight words
5.6 Terminology
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Content Area 6: Spelling Instruction
6.1 Assessing spelling
6.2 Systematic spelling instruction
6.3 Spelling instruction in context
Domain III: Developing Reading Comprehension and Promoting
Independent Reading
Content Area 7: Reading Comprehension
7.1 Assessing reading comprehension
7.2 Fluency and other factors affecting comprehension
7.3 Facilitating comprehension
7.4 Different levels of comprehension
7.5 Comprehension strategies
Content Area 8: Literary Response and Analysis
8.1 Assessing literary response and analysis
8.2 Responding to literature
8.3 Literary analysis
Content Area 9: Content Area Literacy
9.1 Assessing content area literacy
9.2 Different types of texts and purposes for reading
9.3 Study skills
Content Area 10: Student Independent Reading
10.1 Encouraging independent reading
10.2 Supporting at-home reading
Domain IV: Supporting Reading Through Oral and Written
Language Development
Content Area 11: Relationships Among Reading, Writing, and Oral Language
11.1 Assessing oral and written language
11.2 Oral language development
11.3 Written language development
11.4 Supporting English language learners
Content Area 12: Vocabulary Development
12.1 Assessing vocabulary knowledge
12.2 Increasing vocabulary knowledge
12.3 Strategies for gaining and extending meanings of words
Content Area 13: Structure of the English Language
13.1 Assessing English language structures
13.2 Differences between written and oral English
13.3 Applying knowledge of the English language to improve reading
Joanne C. Rossi and Beth E. Schipper
Between them, the authors have over 60 years of experience in the field of reading and language arts as classroom teachers, reading specialists, curriculum consultants, clinicians, administrators, college professors and administrators, and supervisors of student teachers. In the past 20 years, a major focus of the authors’ work has been in the research and instruction of language arts assessment in elementary and high school districts. They are also the authors of the book Portfolios in the Classrooms: Tools for Learning and Instruction. Joanne Rossi is at Notre Dame DeNamur University and Beth E. Schipper is at California State University, Fullerton.
· The unique approach features case studies at each grade level covering all domains, concepts, strategies, and assessments required by RICA®.
· Answers to the case study questions cover the strengths, needs, and strategies for each case.
· Model narratives appear throughout to help candidates become familiar with the format used on the RICA®.
· Assessments are included for a variety of groups of students, such as English language learners, struggling readers, and those with special needs.
Pre-service and practicing teachers get practical help for preparing for the challenging California Reading Initiative Competency Assessment (RICA®) in a unique case study approach that covers all domains, concepts, strategies, and assessment required by RICA®.
This is the ideal resource for pre-service teachers who want practice in synthesizing and analyzing assessment and strategies for reading in the K—8 classroom, for credential candidates who need to prepare to succeed in taking the Reading Instruction Competence Assessment (RICA®), and for in-service teachers who want to enhance their assessment and instruction, while increasing students’ learning.
The book’s unique organization includes a set of case studies at each grade level, followed by a section to assist teachers with brainstorming their knowledge as a first step in writing responses in narrative form. Following this, teachers get a section of strategic ideas that should be covered in writing their plan, as well as a sample narrative. The cases cover the diversity of student profiles in California’s school population; represent all elementary grade levels; include a wide variety of scenarios for whole classes, groups, and individual students; cover the five domains required by the RICA®; and present a full range of ready-to-use instructional strategies.
Pre-service and practicing teachers get practical help for preparing for the challenging California Reading Initiative Competency Assessment (RICA®) in a unique case study approach that covers all domains, concepts, strategies, and assessment required by RICA®.
This is the ideal resource for pre-service teachers who want practice in synthesizing and analyzing assessment and strategies for reading in the K—8 classroom, for credential candidates who need to prepare to succeed in taking the Reading Instruction Competence Assessment (RICA®), and for in-service teachers who want to enhance their assessment and instruction, while increasing students’ learning.
Model narratives appear throughout to help RICA® candidates become familiar with the format used on the RICA®, and the authors include assessments for a variety of groups of students, such as English language learners, struggling readers, and those with special needs.
Updates to the fourth edition include:
· The organization matches the new Content Specifications for the RICA®:
1. Planning, Organizing, and Managing Reading Instruction Based on Ongoing Assessment
2. Word Analysis
3. Fluency (new)
4. Vocabulary, Academic Language, and Background Knowledge
5. Comprehension
· Within the domains, there is new emphasis on meeting the needs of the full range of individual learners in the classroom, such as advanced learners, English language learners, struggling readers, and those with special needs.
· Assessment is now included within each domain, integrated within each chapter and in several multiple choice questions.
About Joanne C. Rossi and Beth E. Schipper:
Between them, the authors have over 60 years of experience in the field of reading and language arts as classroom teachers, reading specialists, curriculum consultants, clinicians, administrators, college professors and administrators, and supervisors of student teachers. In the past 20 years, a major focus of the authors’ work has been in the research and instruction of language arts assessment in elementary and high school districts. They are also the authors of the book Portfolios in the Classrooms: Tools for Learning and Instruction. Joanne Rossi is at Notre Dame DeNamur University and Beth E. Schipper is at California State University, Fullerton.
Case Studies in Preparation for the California Reading Competency Test presents a unique, concise, case-based approach covering all domains, concepts, strategies, and assessments required by the RICA®. It’s the ideal resource for pre-service teachers who want practice in synthesizing and analyzing assessment and strategies for reading in the K—8 classroom, for credential candidates who need to prepare to succeed in taking the Reading Instruction Competence Assessment (RICA®), and for in-service teachers who want to enhance their assessment and instruction, while increasing students’ learning.
Additional information
| Dimensions | 0.60 × 8.30 × 10.70 in |
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| Subjects | higher education, EDU046000, Vocational / Professional Studies, Teacher Education, Literacy TED, Reading / Literacy Methods (K-8) |
