you are a classroom or preservice teacher, teacher educator,
content leader, department chair, or administrator, the materials
below can assist you in implementing the practices presented
in the video clip.
Assessment and Evaluation: Some
The terms assessment and evaluation are often
used as synonyms. Distinguishing between them can be helpful
as you plan instruction. Assessment means looking at what
students can do in order to determine what they need to learn
to do next. That is, assessment, whether of individual students
or an entire group, is done in order to inform instruction.
Typically assessment is holistic, often recorded simply as
"credit" or "no credit."
occurs after a concept or skill has been taught and practiced
and is typically scaled, indicating the level of achievement
or degree of competence a student has attained.
This brief article offers suggestions for supporting students'
developing envisionments of literary texts.
Using Personal Writing
To Extend Literary Envisionments
This brief discussion outlines several ways students can use
personal writing to develop their understandings of a literary
Using a Writer's Notebook To Enhance
Teachers often find it useful to have students keep an ongoing
record of their responses to literature over a period of time.
These records can form the basis for a discussion about a
text, or about a student's processes of making meaning. They
enable students, teachers, parents, and administrators to
observe a student's developing powers as a literary reader.
Because they offer teachers a window into student processes,
they suggest opportunities for supportive intervention as
appropriate. Some teachers ask students to provide special
notebooks for such records. However, individual sheets of
notebook paper stapled together at regular intervals and filed
in the classroom for safekeeping work just as well and are
less cumbersome to manage.
Developing Envisionments With Students
As you begin to plan literature experiences for your students,
consider offering text pairings, so that students have a rich
palette of text background and reading experiences to draw
upon in their literary conversations. Each of the following
programs offers suggestions for additional texts that complement
those around which the lessons are centered.