Samantha- good questions!

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Samantha- good questions!
By Erica

Samantha the last few questions that you have asked have been my concern since September. I guess I can say that I am lucky enough that my school seems to follow the model that we read about in the book (schedule-wise).
We have a 2 and 1/2 hour literacy block- 1 hr for Writing Workshop, 1 hour for Reading Workshop, and 1 hour for Skills Block- quite similar to how it's done in the book. My question has been the same as yours! The students' work is so independent that their isn't anything to "grade". I feel as if it's almost like a check system check plus for great progress and on task; a check for being

on task; and a check minus for not being on task. How does that translate into grades? It is beyond me. I am sorry that I cannot be more helpful to the rest of you, but I feel that no one has ever really addressed this in any of our New Teacher trainings/workshops. I will consult a few colleagues and get back to you. It seems like some of the important things get put on that back-burner sometimes with so many deadlines to work through! I must say that I am enjoying my reading, and (unfortunately I have been bad)am still finishing up. I must tell you thought that I walked into my local bookstore (small mom & pop type) and saw Lucy Calkins' book The Art of Teaching Reading. I looked at the Table of Contents and had to buy it! It really seems to go hand-in-hand with the GR&W. It not only addresses the Reading issue but also Writing. Well, I just wanted to share with you all (sorry for some of the venting)! Take care and look forward to hearing from all- ERICA