ABSTRACT
Introduction Th e classroom teacher’s role involves observing and studying the literacy strategies of her individual students. Th is aspect was discussed and detailed in Part One: Assessment and Analysis in the Classroom. Once the classroom teacher has initially assessed and qualitatively analyzed the strategies and perceived needs of her students, instructional plans are made. Based on those plans, the teacher focuses more of her energy on qualitative instruction with continuous assessment. Th e chapters of Part Two: Organization and Instruction in the Classroom provide organization and classroom management ideas to facilitate the desired instructional program and atmosphere, as well as discussion regarding issues relevant to instruction, and some sample strategy lessons and procedures to facilitate specifi c reading and study strategy development.
