Content Area Reading Assessment: A Formative Measure Of The Common Core State Standards

Paperback | October 7, 2014

byLauren Leslie, Joanne Schudt Caldwell

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This informative new book gives pre- and in-service teachers valuable help for assessing reading comprehension and meeting the needs of adolescent learners in the age of the Common Core State Standards. The Content Area Reading Assessment (CARA) is a formative, group-administered assessment of reading comprehension that teachers can use to determine students’ abilities to answer questions based on the Common Core State Standards (CCSS) for English Language Arts and Literacy (ELA) in Content Areas. CARA is comprised of literature, social studies, and science passages taken from representative textbooks at grades four through high school.

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From the Publisher

This informative new book gives pre- and in-service teachers valuable help for assessing reading comprehension and meeting the needs of adolescent learners in the age of the Common Core State Standards. The Content Area Reading Assessment (CARA) is a formative, group-administered assessment of reading comprehension that teachers can us...

From the Jacket

The Content Area Reading Assessment (CARA) is a formative, group-administered assessment of reading comprehension that teachers can use to determine students’ abilities to answer questions based on the Common Core State Standards (CCSS) for English Language Arts and Literacy (ELA) in Content Areas. CARA is comprised of literature, soci...

Lauren Leslie founded and directed the Hartman Literacy and Learning Center and its predecessor at Marquette University for over 25 years. She has published over 25 research articles and she is the co-author (with JoAnne Caldwell) of the Qualitative Reading Inventory-5 and Intervention Strategies to Follow Informal Reading Inventory A...

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Format:PaperbackDimensions:480 pages, 10.7 × 8.4 × 0.9 inPublished:October 7, 2014Publisher:Pearson EducationLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0132596466

ISBN - 13:9780132596466

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Extra Content

Table of Contents

CHAPTER 1: Introduction to the CARA

CHAPTER 2: Research Perspective for the CARA                                                                   

CHAPTER 3: Description of the CARA                                                                                   

CHAPTER 4: Directions for Administering and Scoring of the CARA QuestionsPart I 

CHAPTER 4: Scoring CARA OptionsPart II                                                  

CHAPTER 5: Suggestions for Classroom Instruction–Part 1                             

CHAPTER 5: Strategies for Specific Standards – Part 2                                  

CHAPTER 6: Challenges in the Development of the CARA                                          

CHAPTER 7: Teacher Answer Keys   

CHAPTER 8: Student copies

References

Index

Editorial Reviews

The research, piloting, and explanation of all aspects of the CARA are there. The rationale is convincing and clear. Directions for administering the test are sound and easy to follow. As a formative test, the authors may just have struck gold.   I would definitely recommend that all my ELA colleagues purchase and read this text so we could, as a school, utilize the CARA. The book and assessment are very valid, and if all of the staff could utilize the same assessment, it would help teachers to better serve our students. -- Lynette Miller, Licking Heights Central Middle School (OH)   I feel that the authors have offered an interesting new approach to literacy assessment that will be of interest to teachers in this era of Common Core standards-based instruction.   I read this through three lenses. First, thinking of my undergraduate students who had very little background with the content and would need a detailed explanation, second thinking of my content area teachers who are resistant to teaching reading and administering a reading assessment, and third thinking of the veteran teachers in my graduate classes who are having to rethink what they may have been told about issues such as prior knowledge, etc. It is appropriate for all three audiences. -- Dr. Beth Pendergraft, Georgia Regents University