Despite strong support for integrating reading and writing instruction, writing practice is often crowded out of the schedule in elementary classrooms. To promote increased emphasis on writing, a working group of literacy researchers highlights three writing goals and six research-based reading-to-writing practices to enliven instruction with more…

The National Assessment of Educational Progress (NAEP), first administered in 1969, is the largest nationally representative and continuing assessment of what the nation's students know and can do in various subjects such as civics, geography, mathematics, reading, science, U.S. history, and writing. The results of NAEP are released as The…

Understand the science of reading and how to implement evidence-based instruction to increase the reading and writing achievement of pre-K-6 students, including those at risk for reading difficulties. Fully revised and updated, this core text covers the research base for structured literacy instruction and practical guidance on the essential…

The National Assessment of Educational Progress (NAEP) is the largest nationally representative and continuing assessment of what the nation's students know and can do in various subjects such as mathematics, reading, science, and writing, as well as civics, geography, U.S. history, and technology and engineering literacy. The results of NAEP are…

The National Assessment of Education Progress (NAEP) is the largest continuing and nationally representative assessment of what the nation's students know and can do in subjects such as civics, geography, mathematics, reading, U.S. history, and writing. The results of NAEP are released as The Nation's Report Card. NAEP is a congressionally…

Pursuing student voice in your design of curriculum helps students take more ownership of their learning. Gaynor and Shanklin developed an open-ended survey to gather information about students' growing understandings of the purposes for reading and writing and to solicit feedback about the year's activities. The survey is presented here, along…

The purpose of this technical assistance paper is to provide a description of the procedures used to determine school grades for the 2014 school year. Florida's current school accountability system originated with state legislation passed in 1999 (the "A+ Plan") and has been revised periodically to reflect increased standards and…

The National Assessment of Educational Progress reveals that 37 percent of U.S. fourth graders fail to achieve basic levels of reading achievement. In 1997, the U.S. Congress asked that a review of research be conducted to determine what could be done to improve reading and writing achievement. The resulting "Report of the National Reading…

This "Report Card to the Public" is published in accordance with Alaska Statute 14.03.120 for the school year 2011-2012. Under state law, each school district is required to report information about its plans and performance to its community. This report includes a statewide summary of performance results. It reports the status of public…

In this book, author Peggy Campbell-Rush shares the strategies she relies on to teach young students not only how to read and write, but also to love to read and write. Teachers will find close to 100 tips, ideas, and activities that they can implement immediately, including: the dos and don'ts for reading aloud; putting new twists on tedious…

Education is the building block of every student's future. To ensure all students have every opportunity to succeed, Indiana adopted world-class academic standards in English/language arts, mathematics, science, and social studies and an assessment system to measure student progress. These standards clearly outline what students should know and be…

Providing guidance to language arts teachers and those responsible for curriculum development, this handbook provides a model competency-based language arts program that provides direction for Ohio school districts in developing local competency-based educational programs. The model includes the following for grades 1 through 12: (1) a model…

Designed to help teachers who want to implement an approach to assessment and reporting that supports the wholeness of the teaching/learning/assessment enterprise, this book describes students' accumulation of literacy-related behaviors and attributes and allows for the idiosyncracies of individual learning patterns. The scales presented in the…

Designed to provide practical information for all elementary teachers, whether they are just getting started, getting comfortable, or fine-tuning their assessment program, this book examines manageable and practical ways to collect information about young learners. It presents the voices of many elementary teachers at various grade levels…

Literacy instruction does not end with reading success in early grades. As students move to middle and high school, new challenges emerge that can affect literacy achievement. Even for students who achieve early reading and writing success, the literacy demands of middle and high school can pose substantial challenges. Older students must be able…