Double Entry Journal/Weekly Reading Response Name: Courtney Taylor

Classrooms That Work Chapter 10 Quotes/Concepts from Text Assessment is NOT grading or standardized tests. Assessment IS collecting and analyzing data to make decisions about how children are performing and growing. P. 205 Caldwell (2002) suggests three main purposes for reading assessment: to determine student reading level, to identify good reading behaviors, and to document student progress. As a teacher, you must know students reading level because most schools and parents want to know and expect you, as the teacher, to have documentation. Once you have recorded students oral reading comprehension or Retelling answers, you must decide what level or oral reading accuracy and comprehension is adequate. Reading "leaps" should have limits. To identify goo literacy behaviors and documenting student progress assess: emergent literacy, word strategies, comprehension strategies, writing, and attitudes & interests. For emergent literacy assessment, using a simple plus, (+) minus, (-) or question mark (?) system weekly for each student can help you get a clear understanding of student's grasp on reading comprehension. Your reactions/thoughts/questions So much less scary now when said this way!

These are all valid reasons, in my opinion, and something noteworthy.

I'm very used to seeing this, especially at Title I schools.

It must also differ student to student.

Books chosen should not be too difficult or too simple for each student. Must be challenging!

This must be discreet, in my opinion because students may react negatively if they see many minuses by their name. This may cause a drop in academic esteem or even rebelling to reading altogether because they don't want to receive another minus as their evaluation

DEJ (10): _______