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In House E-Mail / Correspondence
- Reflections on Framing Literacy 9,
So chapter 6 talks about individual assessment and planning. I walk by other
teacher’s rooms and I see them sitting in the doorway of their classroom
working on one student while watching the others. I see that and wonder if
I could do that. With me I think that it would be easier to hold a certain
number of students every day after school or before. I need to go over each
on my students individually subject by subject to better understand where they
are and what way might best speed them on their course towards development.
Better yet I could go through with each student, their reading and writing
inventory and other such assessments and then reflect on how best to elicit
increased progression through the five frames of literacy.
I know that I need to do it but it just seems like so overwhelming a task.
I feel swamped, over my head and under the table at the same time. I shouldn’t
complain really since probably every other teacher has at least as challenging
a time of it as me.
When I think about where I might be in five months, that is –what
ideas I might have for my present problems- I realize that many of the assessments
which would give me insight to individual students could be derived by simple
class projects wherein I make and take those mental notes talked about in
an
earlier chapter.
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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