This is the third year of our literacy initiative and many of us are getting comfortable using literacy in our classes. We teach the requisite skills so our students can annotate, summarize and gather evidence to support claims. However, after we have taught the lesson, what are we doing with the student work?
Do we look at it and address common misconceptions that arise? Do we use rubrics and identify student strengths and weaknesses? Do we use it as a formative assessment opportunity? It isn't merely enough to teach a skill if the students haven't learned the skill. By looking at student work and using it to inform your instruction, you will be able to ensure that all students are actually able to meet the learning target. That is when we will see true growth for all students regarding literacy.
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AuthorTeachers and instructional coaches integrating literacy into classes. Archives
March 2017
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