Colleen Patrice Clark
Managing Editor
cclark@reading.org
EDITOR’S
NOTE
hen we think about personalizing literacy
instruction, we often default to terms
such as differentiation, choice, and leveled
reading. But we know that what our
students need most goes beyond that.
Meeting the unique needs of each
individual child requires a new way of
thinking.
That’s why in this issue, we take a
more holistic approach to the idea of
personalization. By focusing on students’
academic and social–emotional needs,
we paint a more comprehensive picture
of what it truly means to meet students
where they are.
This means looking at everything
from the basic oral feedback and writing
instruction we offer to students on a daily
basis to examining the deeply rooted
notions we currently hold about culture,
compassion, and what it means to teach
the whole child.
Read on as we explore these important
topics. And if there’s something you’re doing
in your classroom to personalize instruction
and center the lives of your students
that you’d like to share with readers,
we’d love to hear from you. Email us at
literacytoday@reading.org or share with
us on Twitter by tagging @ILAToday and let
your voice—and your ideas!—be heard.
Warmly,
PERSONALIZING YOUR
TEACHING
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literacyworldwide.org | September/October 2018 | LITERACY TODAY