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In House E-Mail / Correspondence
- Reflections on Framing Literacy 8,
Looking at chapter five and fluency assessment / grouping puts most of my students
in the “fluent” sector. N is still struggling; this student gets
extra attention but has learned to tune out regular classroom instruction due
to an apparent academic career of slipping through the cracks. Sometimes in
math or reading if we start at the very basic elements of what we are doing
and include N in the modeling / demonstration he lights up and participates.
Somewhere in there though it seems like he gets lost again and the question
again surfaces, “am I slowing the class down? Or am I doing what I need
to do so that everybody learns?”
My question is what can I do better?
Justin
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| This literacy assessment web's aim is to gain
a better understanding of how technology can aid in literacy
assessment and development. Created by Justin
Olmanson, the goal is the optimization of technology utilization
in educational settings in hopes of producing more successful
learners. |
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