Assessments and Sharing Information With Parents

I thought this chapter was very informative when it comes to different ways to "assess" students without giving formal assessments. Technically, when we observe our students in the classroom on a daily basis, we, as teachers, are able to see their progress and their weak points without a formal assessment, and we are therefore able to provide the assistance needed to help them grow and turn their weaknesses into strengths. In my opinion, I think one of the most beneficial informal assessments is an individual conference. In this setting, the teacher is not distracted by other students, and can completely direct her focus on the needs of the student. Then, the teacher can decide exactly what goals the student needs to set and exactly what they need to work on.
I also enjoyed the chapter with the information sharing scenarios. It was kind of a like a "Dear Abby" editorial in the newspaper. I felt like we were getting real advice from the source. I particularly liked the question about what to do, at home, when a child gets stuck on a word instead of simply saying, "sound it out". I think this can be the downfall of reading at home, and it is so important for parents to have a back up plan for what to say. Even as a preservice teacher, it is difficult for me to avoid "sound it out", and I cannot even begin to imagine what it must be like for a parent who grew up thinking that this was the only way to learn to read. The advice offered here is invaluable, and I think sharing this kind of information with parents is really important. It might even be a good idea to include FAQs in a weekly blog that parents can read or the classroom online newsletter.