A Handbook for Literacy Instructional and Assessment Strategies, K-8

A Handbook for Literacy Instructional and Assessment Strategiesis the ideal resource for current and future teachers seeking a flexible, step-by-step approach to research-based assessment instruction.

This easy-to-read handbook includes the most powerful instructional strategies organized around critical areas of literacy development, providing an invaluable resource for both pre-service and busy K-8 classroom teachers for literacy instruction.

Attending to the significance of monitoring students’ literacy development and providing documentation for reporting the results of their performances in an evidence-based education context where teachers must show that they “can teach so that students learn,”this handbook gives a prominent role to classroom assessment tools within each strategy. In addition to the step-by-step format, each instructional strategy is aligned to an assessment tool that faciliates the teachers’ assessing and documenting students’ progress using classroom performances that are part of the literacy program.

To simplify the use of the handbook, each strategy is organized in a similar way to include the following: (a) the instructional context, (b) the framework or background information, (c) the learner outcomes, (d) the instructional procedure, (e) an application of the instructional procedure, (f) the assessment procedure, and (g) professional readings and references.

This easy-to-use handbook includes the most powerful instructional strategies organized around critical areas of literacy development, providing an invaluable resource for both pre-service and busy K–8 classroom teachers.

Addressing the significance of monitoring students’ literacy development and providing documentation for reporting the results of their performances in an evidence-based education context, this handbook gives a prominent role to classroom assessment tools within each strategy. In addition to the step-by-step format, each instructional strategy is aligned to an assessment tool that facilitates the teachers’ assessing and documenting students’ progress using classroom performances that are part of the literacy program.

Reviewers find this book highly practical. . .

“It’s refreshing to see a text that deals with strategies/lessons that are the real essence of literacy and being able to read.”
―Bruce Gutknecht, University of North Florida

“A great resource for K–8 teachers and an excellent text for higher ed reading/language arts professors to use in classes. [Offers] an excellent organizational format for each strategy ― user friendly: A Framework for Instruction; Learner Outcomes; Instructional Procedure; Application; Assessment Procedure; Professional Resources; & References ― the Table of Contents for each Section is also very helpful.”
―Jean Blomenkamp, Wayne State College

“It would be a wonderful companion piece to be used. . .as a refresher in the field of reading strategies.”
―Sara Rung-Pulte, Northern Kentucky University

The authors:
Patricia A. Antonacci is a professor in the literacy education program at Iona College as well as chair of the Education Department. Her interest in literacy instruction and assessment accompanied her as a classroom teacher in the elementary school and as a reading specialist. Currently, she teaches at the college level where she prepares teachers for working in the classroom to develop young readers and writers.

Catherine M. O’Callaghan is a literacy specialist with teaching experience across the grades. Dr. O’Callaghan began her career as an early childhood teacher and has now taught for over a decade in teacher education. Her research interests include teacher beliefs, critical literacy, and early interventions in literacy.