Students usually do their writing independently, rather than working with other students. Skills instruction is an important part of your language arts instruction, and it is conducted separately from the writing events. Generally speaking, you rely on basal readers or an anthology for most of your reading instruction. You may accompany your basal program with work sheets which occupy a portion of the language arts time. Students may check-out library books for free time reading, or to take home, but they are not used as an important part of the reading program.
Evaluation usually takes the form of a mark or grade for a piece of work.
Comments, if given, indicate that the work is good or not up to expectations. A writing portfolio is not kept by students, at this time, but drafts or finished papers are submitted to you for evaluation, and you may use them to inform parents about the difficulties their child may be experiencing in language arts. You have not found the time to engage in profession reading, and you may have only attended the mandatory workshops associated with the delivery of new curriculum documents. You have looked over the new language arts curriculum, but you are not yet using it to plan instruction. You have not really committed yourself to teaching the process of writing or the new curriculum.