Use language from The Literacy Continuum with parents. Each level in the guided reading continuum has descriptions of what students are doing at that level. (continue reading)
Explain to parents and families that levels aren’t intended to categorize students, but in the hands of teachers, they inform instruction. (continue reading)
When communicating with parents, use clear indicators of a student’s processing abilities such as understanding, word-solving abilities, accuracy or fluency. (continue reading)
When you respond precisely to students' observable behaviors, you can meet students where they are and lead them forward with intention and precision. (continue reading)
