Planning
What happens when the difficult work of learning to read and write is placed into the embrace of something that is worth reading/writing about and urgently needs to be read/written well?
- Are you guiding your thinking, planning and conversations with your student and your colleagues?
- Have you identified the outcomes from the English Language Arts Program of Studies?
- Do you have an understanding of your students’ needs and interests? Have you considered you own interests? What are the real world connections?
- How will you authentically assess achievement of the outcomes?
- Are the students significantly involved in the assessment process?
- What evidence of learning will be gathered?
- Have diverse learners’ needs been addressed?
- What instructional style(s) and materials/resources best meet the students’ and teacher’s interests and needs?
- How will I communicate to parents, students and other stakeholders about students’ progress?
- Is time spent reflecting on the planning and ongoing adjustments made?
When reading and writing is seen as a human problem, and permission is given to struggle in cooperation and in place (on topic) with others.
