High-quality preschool programs are essential to improving children’s outcomes in reading achievement and leveling language and literacy disparities among students from diverse backgrounds. Grounded in state-of-the-art research evidence, this practice-oriented book demonstrates how preschool professionals can create, evaluate, and sustain exemplary programs. Chapters from leading authorities cover coaching, assessment, and differentiation, as well as explicit strategies for teaching English language learners and helping at-risk readers. Discussion questions and suggested activities for professional development are included, as are reproducible assessment forms and planning tools for use in the classroom.

The following flashcards were extracted and converted from Solutions Elementary MultiROM into Jpeg and then PDF format files. They might be of use as visual aids in classroom or assessment pompts.

The author offers an overview of the Interpreting Studies literature on curriculum and assessment. A discussion of curriculum definitions, foundations, and guidelines suggests a framework based upon scientific and humanistic approaches – curriculum as process and as interaction. Language testing concepts are introduced and related to interpreting. By exploring means of integrating valid and reliable assessment into the curriculum, the author breaks new ground in this under-researched area.

Arguing that national standards are not written to support effective instruction and assessment, Marzano (Cardinal Stritch U.) and Haystead propose a way to transform them into usable aids for instruction, with an emphasis on formative assessment in the classroom. They claim that the standards propose too much content and that they mix multiple dimensions in a single statement.