Interactive read‐alouds are versatile in that teachers can teach an array of literacy skills through this instructional strategy. However, our observations of six primary grade teachers and prior research revealed that teachers' implementation of interactive read‐alouds varies. Without the necessary planning and preparation for interactive read‐alouds, the richness of this instructional strategy is limited. In this article, we present a planning tool for interactive read‐alouds that teachers can readily adapt for use in their classrooms. We also offer three recommendations. Together the planning tool and recommendations are specific enough to provide guidance yet flexible enough for teachers to modify to meet the learning goals of their specific students. Improving this instructional practice will ensure that all students benefit from the interactive read‐alouds and grow in their phonological and phonemic awareness, phonics, vocabulary, and comprehension.
This study explored an alternative assessment model to examine Chemistry learners’ progress. “The Assessment of Problem-Solving in Chemistry Learning” as a model represented students’ mastery of chemistry study. The data were from journaling narratives and analyzed through cognitive task analysis. Based on the analyses, a student model was established, which represents the qualitative information in a structure, and provides a potential framework of the assessment model for the quantitative representation—a Bayesian network assessment model. The student’s performance was assessed via the Bayesian network assessment model, and classified into three categories: low level, middle level, and high level. The mastery level should be at least scored at and above 90.51/100 for Declarative, Procedural, and Strategic Knowledge respectively.
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