Topic: Daily Lit Bit

The act and process of reading and the reader's response through talk and writing are powerful tools for high-impact teaching.

Literacy behaviors enable teachers to infer what students are able to do as they think their way through a text.

One of the benefits of a systematic Benchmark Assessment System is that teachers will be able to select texts appropriately for maximum progress.

Assessment helps teachers identify where to emphasize teaching.

The goal of assessment is to grow in our understandings of our students and the processes involved in learning to read.

Assessment is not teaching; it is gathering information for teaching.

Assessment must result in informed teaching.

To be effective, intervention must incorporate everything we know about what students need to learn, especially those who are experiencing difficulty.

If our children are not learning, then we have to find a better way to teach them.

Teachers teach children. NOT programs.

Our roles as teachers is not only to teach children how to read, but to teach them to WANT to read.

As important as it is for students to see themselves as readers, it's just as important for them to see themselves as writers.

To be effective, intervention must incorporate everything we know about what students need to learn, especially those who are experiencing difficulty.

Good readers read regularly, voluntarily, and voraciously. They read a wide variety of material with confidence and enjoyment.

The challenge of assessment is to put ourselves in a good position to observe and analyze the process and product of reading.

Teaching is the opportunity to help students expand their processing power in a way that is generative.

The purpose of assessment is to meet students where they are and bring them forward with intention and precision.

Our goal is to help teachers use tools to understand more about the reading process.