step 
Choose an assessment strategy
Introduction to Assessment
Assessment provides instruction and learning feedback to teachers and students. Information gained through informal assessments provides opportunities for teachers to make adjustments to the ways in which they deliver instruction.
Teachers use assessments both to provide feedback to students about their progress and to guide decisions about next steps in the learning process, thereby closing the gap between the learner’s current and desired states. Popham (2008) defines formative assessment as “a planned process in which teachers or students use assessment-based evidence to adjust what they are currently doing.”
The operative word in this definition is process, in that formative assessment happens throughout the learning, as opposed to summative assessment, which is often a one-time event that occurs at the end of a learning unit and is used to make judgments about student competence.
Web Links
» http://www.youtube.com/watch?v=rL54bfmZPzY
Welcome to REAL formative assessment! Measured Progress has created a DVD program that explores how REAL teachers implement REAL formative assessment in their classrooms. This clip documents teachers use of techniques and tools to bring about gains in student learning.
» http://michelledriskell.blogspot.com/2011/09/formative-assessment-
in-first-grade.html
This is a blog of a first grade teacher. She provides a definition of formative assessment, gives some ideas of strategies to use, and provides examples and excerpts from her first grade classroom. The blog also provides the opportunity for dialogue with other teachers regarding the use of assessment.
» http://www.youtube.com/watch?v=B3HRvFsZHoo
Dylan Wiliam stresses the importance of assessment as a key process for increasing teacher quality whilst having the biggest impact on student outcomes. He looks at some of the popular initiatives that aim to increase student achievement, such as learning styles, and presents research that shows assessment practices have a much greater impact on educational achievement than most other reforms.
» http://www.youtube.com/watch?v=dxAXJEK--qk
Kim Slusher uses assessment as a barometer of student learning in a multi-age primary classroom at Norton Elementary in Jefferson County.
» http://www.youtube.com/watch?v=rL54bfmZPzY
the Formative classroom (Middle grade classroom used as example)
» http://www.youtube.com/watch?NR=1&v=jzWraXa2qF0&feature=fvwp
Summative vs. formative assessment
Download a PDF
Assessment Strategy:
Observations
Definition:
“Observation involves teachers in observing students as they participate in planned activities. Teacher observation occurs continually as a natural part of the learning and teaching process and can be used to gather a broad range of information about students’ demonstrations of learning outcomes. For teacher observation to contribute to valid judgments concerning student learning outcomes, evidence needs to be gathered and recorded systematically”. Teacher observation can be characterized as two types: incidental and planned.
Incidental observation occurs during the ongoing (deliberate) activities of teaching and learning and the interactions between teacher and students. In other words, an unplanned opportunity emerges, in the context of classroom activities, where the teacher observes some aspect of individual student learning. Whether incidental observation can be used as a basis for formal assessment and reporting may depend on the records that are kept.
Planned observation involves deliberate planning of an opportunity for the teacher to observe specific learning outcomes. This planned opportunity may occur in the context of regular classroom activities or may occur through the setting of an assessment task (such as a practical or performance activity (Queensland School Curriculum Council, 2001).
Strategies:
This provides a description of observation as well as a list of Pros and Cons of Teacher Observations (#11 under theory)
» http://www.cde.state.co.us/resultsmatter/RMVideoSeries.htm
These videos have been produced to help providers better understand ways to use observation, documentation, and assessment to inform practice for children birth-age 8. You can watch the clips online or download QuickTime versions of the videos for use in educational and professional development activities.
» http://www.qsa.qld.edu.au/downloads/publications/
research_qscc_assess_report_4.pdf
This is a discussion paper that provides a definition of teacher observation; a rationale for its’ use; and provides examples of best practices as they relate to teacher observation
» https://www.youtube.com/watch?v=RyQpNhaWz0c
The importance of observation, authentic, or play based assessment in early childhood. Results Matter. Colorado.
Download a PDF
Assessment Strategy:
Projects
Definition:
Using projects as part of the curriculum is certainly not a new concept; teachers often incorporate projects into their lesson plans. Project-based instruction is different: It is a holistic instructional strategy rather than an add-on. Project-based instruction is an authentic instructional model or strategy in which students plan, implement, and evaluate projects that have real-world applications beyond the classroom (Blank, 1997; Dickinson, et al, 1998; Harwell, 1997). Learning activities that are interdisciplinary, long term, and student centered are emphasized, rather than short, isolated lessons (Challenge 2000 Multimedia Project, 1999).
Project based instructional strategies have their roots in the constructivist approach evolved from the work of psychologists and educators such as Lev Vygotsky, Jerome Bruner, Jean Piaget and John Dewey. Constructivism views learning as the result of mental construction; that is, children learn by constructing new ideas or concepts based on their current and previous knowledge (Karlin & Vianni, 2001).
For references, a more in depth discussion, and examples of projects See Project-based Instruction: Creating Excitement for Learning, 2002.
Strategies:
» http://www.edutopia.org/project-based-learning
Project-based learning is a dynamic approach to teaching in which students explore real-world problems and challenges. With this type of active and engaged learning, students are inspired to obtain a deeper knowledge of the subjects they’re studying.
» http://www.edutopia.org/kindergarten-project-based-learning-video
This is a video clip of an example of project-based instruction in a kindergarten class in Alaska.
This site provides links to ten resources that support Project-based Learning.
» http://www.teachingstrategies.com/page/ccs_overview.cfm
Project-based or Study-based learning serves as a foundation for Creative Curriculum. This curriculum is designed from children ages 3-5.
» http://www.bie.org/tools/freebies/k-2_presentation_rubric
This rubric helps with guiding and assessing K-2 students
» http://www.learningreviews.com/Project-Based-Learning-Lesson-Plans.html
46 websites that offer free project based learning examples, ideas, lesson plans, design guidance, and templates. From these sites and a few others, we’ve collected PBL lessons for math, science, language arts, and social studies into lists.
Download a PDF
Assessment Strategy:
Questions
Definition:
A question is any sentence which has an interrogative form or function. In classroom settings, teacher questions are defined as instructional cues or stimuli that convey to students the content elements to be learned and directions for what they are to do and how they are to do it.
There are a variety of purposes for the use of teacher questions, including:
- To develop interest and motivate students to become actively involved in lessons
- To evaluate students’ preparation and check on homework or seatwork completion
- To develop critical thinking skills and inquiring attitudes
- To review and summarize previous lessons
- To nurture insights by exposing new relationships
- To assess achievement of instructional goals and objectives
- To stimulate students to pursue knowledge on their own
Kathleen Cotton, “Classroom Questioning.” North West Regional Educational Laboratory, 1988
Strategies:
This site provides a description/definition of teacher questioning techniques as well as an overview of best practices for use of questions in instruction and assessment
» http://www.phy.ilstu.edu/pte/311content/questioning/techniques.html
This is a list of 15 questioning techniques to be utilized in the classroom
» http://www.edutopia.org/blog/asking-better-questions-deeper-learning-
ben-johnson
This blog provides strategies for asking better questions and provides the opportunity for dialogue with other teachers regarding the use of this assessment strategy.
22 Easy Formative Assessment Techniques for Measuring Student Learning
» http://tpri.wikispaces.com/file/view/09-03%2604Formative+Assessment+Strategies+1-2.pdf
Using effective questioning techniques (PDF)
» http://www.edutopia.org/blog/build-curiosity-questioning-strategies-
kevin-washburn
Four strategies to spark student curiosity via questioning techniques
Download a PDF
Assessment Strategy:
Think-Pair-Share
Definition:
Think-Pair-Share is a cooperative discussion strategy developed by Frank Lyman and his colleagues in Maryland. It gets its name from the three stages of student action, with emphasis on what students are to be DOING at each of those stages. How Does It Work?
- Think. The teacher provokes students’ thinking with a question or prompt or observation. The students should take a few moments (probably not minutes) just to THINK about the question.
- Pair. Using designated partners, nearby neighbors, or a desk-mate, students PAIR up to talk about the answer each came up with. They compare their mental or written notes and identify the answers they think are best, most convincing, or most unique.
- Share. After students talk in pairs for a few moments (again, usually not minutes), the teacher calls for pairs to SHARE their thinking with the rest of the class. She can do this by going around in round-robin fashion, calling on each pair; or she can take answers as they are called out (or as hands are raised). Often, the teacher or a designated helper will record these responses on the board or on the overhead.
Strategies for Reading Comprehension:
Think-Pair-Share, Lyman, 1981
Strategies:
» http://www.teachervision.fen.com/group-work/
cooperative-learning/48547.html
This site provides a description/definition of think-pair-share as well as an overview of best practices for use of this technique
» http://www.youtube.com/watch?v=O5O05rO6O0Q
This video provides an example of the think-pair-share strategy
» http://www.nwea.org/blog/2012/
classroom-techniques-formative-assessment-idea-number-five/
This is a blog of assessment strategies, including think-pair-share
» http://www.colorincolorado.org/article/13346/
article about the think-pair-share technique
» https://www.youtube.com/watch?v=hAr6bEbiyik
video demonstrating think-pair-share technique
Download a PDF
Assessment Strategy:
Retellings
Definition:
Retelling is a reading skill that demonstrates comprehension. Retelling is the ability to read or listen to a story, then summarize it in paraphrased form.
Strategies:
» http://www.ehow.com/info_8231670_story-retelling-ideas.html
This site provides ideas and strategies for the effective use of Retelling.
» http://www.ehow.com/how_8089789_retell-using-five-ws.html
This site provides ideas and strategies for using the five W’s—who, what, where, when, and why—as a retelling strategy.
» http://www.liketoread.com/retell.html
Hosts of strategies to assist with reading comprehension strategies, particularly retelling.
Download a PDF
Assessment Strategy:
Conferencing
Definition:
Ask yourself—”What is the purpose of this student conference?” This will dictate whether the conference is truly learning-based. If it is during the learning and the purpose is to support, provide feedback, help students formulate goals, plan interventions, demonstrate growth or to create an individualized plan for the student then you are conferencing FOR learning. This type of assessment also helps to build confidence and self-efficacy.
Strategies:
» http://www.nesacenter.org/uploaded/conferences/SEC/2010/spkr_handouts/
AndesonCarlConferring.pdf
conferring with student writers
» http://www.youtube.com/watch?v=PmqrVZ8LSW0
Video of primary teacher interview on assessment tools
Video of a reading conference: teacher/student
» http://insideteaching.org/quest/collections/sites/myers_jennifer/
workshopapproach.htm
Conferencing during reader’s workshop
Download a PDF
Assessment Strategy:
Discussion
Definition:
A discussion provides a safe, open forum where children are encouraged to speak, listen, and respond to opinions, feelings, and ideas regarding the designated topic.
Strategies:
» http://www.youtube.com/watch?v=2lSpp2ls9bg
Video of accountable talk discussion
» http://www.youtube.com/watch?v=uRUsAoyRRHU
Video of accountable talk
» http://www.youtube.com/watch?v=0GOJdAXhteY
Video where teacher demonstrates how assessment can be beneficial in the first grade
» http://www.youtube.com/watch?v=GcBMCdPgsDU
Adaptive assessment questions: K-1st grades
Download a PDF
Assessment Strategy:
Graphic Organizers
Definition:
Graphic organizers help teachers assess student thinking, since the graphic organizer allows the teacher to understand how the student is processing information. Teachers can identify preconceptions and misconceptions and can respond appropriately.
Strategies:
One type of graphic organizer is webbing, in which the student writes down concepts and then connects these concepts through lines. For example, a student might list several kinds of bears and then connect them together. Then, the student could write concepts surrounding the bears, such as their fur color and the climate in which they reside, connecting these concepts to the bear through lines.
» http://www.myfoa.org/docs/mentoring/lessonplans/46GraphicOrganizers.pdf
lesson plans
» http://www.teachervision.fen.com/graphic-organizers/printable/4301.html
KWL Chart that can be used in all curriculum areas and all grade levels
» http://printables.scholastic.com/printables/detail/?id=35537
graphic organizer example: Story Train
» http://www.naeyc.org/tyc/article/using_graphic_organizers_in_preschool
Using graphic organizers in preschool
» http://www.eduplace.com/graphicorganizer/
lists of links of graphic organizers
Download a PDF
Assessment Strategy:
Response Logs
Definition:
Reading Response Journals are kept by students and used to record personal responses to texts they have read or will read. Young students (K–1) can draw pictures as a means of reflecting on their reading. Regardless of age or reading level, every student should share his thoughts on paper before, during, and after reading. A Reading Log is also a valuable independent reading tool. In Reading Logs, students keep a record of what they have read by writing the book title, author, illustrator, genre, and date read. (From Benchmarkeducation.com)
Printable reading logs can be found at the following websites:
Original Country Clipart by Lisa Reading Logs to Print: Pick out a cute country themed log from the list of six designs, which are all offered in color or black and white.
Enchanted Learning Reading Log Worksheets: Pick from three daily log sheets, four completion logs, a printable booklet and a tic-tac-toe log that encourages reading different genres. Scroll down to find logs in the shape of pencils, rockets and ice cream cones that serve as bookmarkers, too.
Teacher Vision Reading Log Printable: Pick up this printable PDF log for older kids who are in middle school. This completion log includes an area for comments and reflections, as well as a table for keeping track of books kids are interested in reading in the future.
BookIt! At Home Reading Log: Children too young to write their own reading log can log their minutes by coloring in the “20” on the dates they read with parents for 20 minutes or more. This site also have reading logs to track the number of pages read or the number of books completed.
edHelper.com Reading Logs: Over 20 different reading logs are available for printing, themed around a topic of interest or season. Create your own by clicking on the first Reading Log PDF link and entering the information required.
Strategies:
» www.countryclipart.com/ReadingLogs/readinglogs.htm
web graphics & printable clip art
» http://www.teacherspayteachers.com/Product/
Reading-Response-PreK-K-1-202618
Pre-K - 1 reading response forms
preview of a reading log book
» http://www.pre-kpages.com/rti-for-pre-k/
RTI (response to intervention), especially to help the struggling learner in Pre-K.
» http://www.classroomjr.com/printable-reading-logs/
free printable reading logs
» http://www.carrollk12.org/Assets/file/LSE/
ReadingResponse_Journal_Ideas.pdf
Download a PDF
Assessment Strategy:
Journals
Definition:
Journaling is the practice of recording on paper a collection of thoughts, understandings, and explanations about ideas or concepts, usually in a bound notebook. Teachers ask students to keep journals, with the understanding that students will share their journal with the teacher.
Teachers can use journaling as a kind of window into how students are thinking about what they are learning. Student journals can be an important source of information about learning difficulties, misconceptions, strengths and weaknesses, and metacognition. The act of transferring thoughts, ideas, and feelings into written words also encourages students to examine their own thought processes. It is a private record of students’ thoughts that provides a safe way of communicating with the teacher, giving teachers insight into those thoughts.
Read more: TeacherVision website »
Follow us: TeacherVision on Facebook »
Strategies:
» http://www.k-5mathteachingresources.com/math-journals.html
math journals
» http://www.youtube.com/watch?v=F3VNaRBkAko
kindergarten writing activities
» http://www.youtube.com/watch?v=j9_HwdzsgEs
Video examples of response journals
Download a PDF
Assessment Strategy:
Response Cards
Definition:
Response cards are index cards, signs, dry-erase boards, magnetic boards, or other items that are simultaneously held up by all students in class to indicate their response to a question or problem presented by the teacher. Using response cards, the teacher can easily note the responses of individual students while teaching the whole group. Additionally, response cards allow for participation by the whole class and not just a few students who raise their hands to respond.
Strategies:
» http://havefunteaching.com/worksheets/reading-worksheets/
reading-response-worksheets/
reading response journals
» http://www.teachingwithtaskcards.com/2013/08/
using-task-cards-for-reading-response.html
using task cards for reading response
Download a PDF
Assessment Strategy:
Reader’s Theater
Definition:
Readers’ theatre is an interpretive oral reading activity where students use their voices, facial expressions and hand gestures to interpret characters in scripts or stories. Teachers and students may adapt favorite stories for performance. Readers’ theatre, which is unique to choral reading and speaking technique, allows for student portrayal of individual literary characters through oral interpretation (Farris, 2001).
Strategies:
» http://www.scholastic.com/teachers/article/power-readers-theater
tells about the power of readers’ theatre
» http://www.scholastic.com/teachers/article/reader39s-theater-5-easy-steps
five easy steps to performing a reader’s theater activity.
» http://www.thebestclass.org/rtscripts.html
Readers’ theatre scripts
» http://www.readingrockets.org/strategies/readers_theater/
why use Readers’ theatre
» http://www.scholastic.com/librarians/programs/whatisrt.htm
benefits of Readers’ theatre
» http://www.freereaderstheater.com/free-readers-theater-stories-and-scripts
link for free Readers’ theatre scripts
» http://www.schooltube.com/video/0f8cb88f76ce87e6f410/
Readers-Theater-A-Chat-with-the-Principal
Video examples of Readers’ theatre
» http://www.youtube.com/watch?v=0AMQDQS48qE
Good learning video for teaching kids
Download a PDF
Assessment Strategy:
Reading Portfolios
Definition:
A portfolio is a purposeful collection of student work that exhibits the student’s efforts, progress, and achievements in one or more areas. The collection must include student participation in selecting content, the criteria for selection, the criteria for judging merit, and evidence of student self-reflection.
Strategies:
» http://www.teachervision.fen.com/assessment/teaching-methods/20153.html
This collection of articles and resources will help your students build portfolios to demonstrate what they’ve learned so that you can monitor their progress with fewer tests.
» http://www.realclassroomideas.com/68.html
Ideas for a portfolio specific to reading.
» http://thegroovyteacher.blogspot.com/2012/06/first-grade-portfolios.html
images for reading portfolios
» http://audioboo.fm/about/education
This is a website which allows users to post and share sound files.
» http://www.youtube.com/watch?v=vGkcP9wsd2k
video about writing portfolios and tracking students progress
» http://www.youtube.com/watch?v=LPwqK1moIHA
video of student writing portfolios
Download a PDF
Assessment Strategy:
Informal Reading Inventory
Definition:
An individually administered assessment of a student’s reading abilities, performed by having a student read a series of predetermined, increasingly difficult passages. An IRI can help to identify a student’s strengths and weaknesses in word recognition, comprehension, and reading strategies.
Strategies:
» http://wps.ablongman.com/wps/media/objects/2688/2753469/
Richek_AppD.pdf
an informal reading inventory (IRI), was developed by Dr. Joyce Jennings
» http://thisreadingmama.com/resources-links/
informal-readingspelling-assessments/
informal reading/spelling assessments
» http://www.youtube.com/watch?v=1BPReMoYC_c
video overview of an Informal Reading Inventory
» http://www.youtube.com/watch?v=WFpjMPxIpvU
video of informal reading inventory sample
» http://www.youtube.com/watch?v=qmE2ggFheFE
video of a word sort performed by a first grader.
» http://www.youtube.com/watch?v=EgQfXiVIWHU
video of computer self assessment (must know how to use mouse)
Download a PDF
Assessment Strategy:
Four Corners
Definition:
Four Corners is a quick strategy that can be used effectively in the assessment process for gauging student understanding. It can engage students in conversations about controversial topics.
The four corners of the classroom can be labeled as Strongly Agree, Agree, Disagree, and Strongly Disagree. Present students with a statement, like “All students should wear uniforms to school,” and have them move to the corner that expresses their opinion. Students could then discuss why they feel the way they do. The teacher can listen to student discussions and determine who has information to support their opinion and who does not.
Another way to use Four Corners is associated with multiple choice quizzes. Label the corners of the classroom as A, B, C and D. Students respond to a teacher-created question by choosing the answer they feel is correct. They must be able to give a reason for their answer
Strategies:
» http://www.ehow.com/way_5809507_four-corners-teaching-strategy.html
Download a PDF
Assessment Strategy:
Summary Writing
Definition:
The process of reading a text, identifying the main ideas and then describing those ideas in your own words!
Strategies:
Download a PDF
Assessment Strategy:
Checklists
Definition:
A checklist is one of three basic categories of rubrics for performance assessment. Each category has advantages, disadvantages, and appropriate applications for classrooms.
Checklists contain a list of behaviors or specific steps
In some cases, a teacher will use a checklist to observe the students. In other cases, students use checklists to ensure that they have completed all of the steps and considered all of the possibilities.
Checklists help to provide structure for students and they are great tools to use when you want to note the completion of a task, but do not need to assign a rating scale. Checklists can be created in word processors, spreadsheets, or by using online tools.
Strategies:
» http://www.prekinders.com/assessment-forms/
free printable checklists; how to create a checklist or preschool children
» http://www.ehow.com/info_7942839_
early-childhood-development-checklists.html
early childhood development checklists
Reading strategies checklist assessment notes for PreK - 2
» http://www.mybookezzz.org/pre-kindergarten-assessment-checklist/
downloadables including pre-K assessment checklists, early literacy assessment, kindergarten readiness checklist
» http://www.youtube.com/watch?v=kVs9DduZBjQ
video of assessment checklist examples
» http://www.youtube.com/watch?v=qQclgwgX6tY
video of developmental checklist as an evaluation tool for Pre-k
Download a PDF
Assessment Strategy:
Rubrics
Definition:
A rubric is a scoring tool that teachers use to assess student learning after a lesson. Using a set of criteria and standards (directly tied to the stated learning objectives), educators can assess each student’s performance on a wide variety of work, ranging from written essays to class projects.
When a rubric is agreed-upon and communicated prior to the student’s work being completed, the grading process is very clear and transparent to all involved. Often, it is helpful to have more than one evaluator grade each piece of work. Then the rubric scores can either be averaged or added together for a final score. Basically, a rubric is a device for organizing and interpreting data gathered from observations of student performance.
Strategies:
» http://www.teachervision.fen.com/rubrics/teaching-methods/6357.html
Pre-K 2 useful rubrics for assessment planning
» http://www.rubrics4teachers.com/
rubric builders, basic kindergarten, rubrics by subjects,etc
» http://www.scholastic.com/teachers/article/making-most-rubrics
Making the most of rubrics, sample rubrics K - 2.
» http://www.brighthubeducation.com/teaching-preschool/
77875-using-rubrics-in-the-preschool-classroom/
using early childhood rubrics
Download a PDF
Assessment Strategy:
Writer’s Notebook
Definition:
Writer’s notebook is a record of impressions, observations, and ideas that may eventually serve as the basis for more formal writings, such as essays, articles, stories, or poems. Just like the wide amount of reading we know students need to do in order to become proficient and successful readers, children also need opportunities for a wide amount of writing.
Strategies:
Information on how to start a writers’ notebook.
» http://www.ralphfletcher.com/tips.html
how to use a writer’s notebook
» http://www.ewing.k12.nj.us/cms/lib6/NJ01001291/Centricity/Domain/
162/Entry_Ideas_for_Notebook.pdf
entry ideas for writer’s notebook
» http://www.youtube.com/watch?v=AZE3_j6a59w
video example of writer’s notebook
» http://www.youtube.com/watch?v=DYHPhGY-rpY
video example of writer’s notebook
Download a PDF
Assessment Strategy:
RAFT
Definition:
The more often students write, the more proficient they become as writers. RAFT is a writing strategy that helps students understand their role as a writer and how to effectively communicate their ideas and mission clearly so that the reader can easily understand everything written. Additionally, RAFT helps students focus on the audience they will address, the varied formats for writing, and the topic they’ll be writing about. By using this strategy, teachers encourage students to write creatively, to consider a topic from multiple perspectives, and to gain the ability to write for different audiences. In the book, Strategic Writing, Deborah Dean explains that writing for differing purposes and audiences may require using different genres, different information, and different strategies. Developing a sense of audience and purpose in writing, in all communication, is an important part of growth as a writer.
RAFT assignments encourage students to uncover their own voices and formats for presenting their ideas about content information they are studying. Students learn to respond to writing prompts that require them to think about various perspectives:
- Role of the Writer: Who are you as the writer? A movie star? The President? A plant?
- Audience: To whom are you writing? A senator? Yourself? A company?
- Format: In what format are you writing? A diary entry? A newspaper? A love letter?
- Topic: What are you writing about?
Santa, C., Havens, L., & Valdes, B. (2004). Project CRISS: Creating Independence through Student-owned Strategies. Dubuque, IA: Kendall Hunt.
Dean, Deborah. 2006. Strategic Writing: The Writing Process and Beyond in the Secondary English Classroom. Urbana, IL: NCTE.
Strategies:
» http://www.writingfix.com/wac/RAFT.htm
RAFT prompts
» http://www.vrml.k12.la.us/graphorgan/18strat/strat/raft/raft.htm
amazing RAFT writing ideas
» http://www.readingrockets.org/strategies/raft/
growing writer’s ideas
» http://www.youtube.com/watch?v=S28nqRNZCSU
video of RAFT strategies
Download a PDF
Assessment Strategies
Introduction
Observations
Projects
Questions
Think-Pair-Share
Retellings
Conferencing
Discussion
Graphic Organizers
Response Logs
Journals
Response Cards
Readers’ Theater
Reading Portfolios
Informal Reading Inventory
Four Corners
Summary Writing
Checklists
Rubrics
Writer’s Notebook
RAFT
