Classroom workflow guide
Plan an active-reading lesson that stays teacher-directed
Start with the reading goal, enable only the tools students need, and decide what evidence or reflection should remain visible after reading.
Choose the reading purpose first
A focused assignment begins with a teacher-defined purpose. The platform supports annotation and reflection, but it does not replace the teacher's selection of text, task, or success criteria.
- Choose a PDF and assign it only to the intended classes.
- Enable a small set of annotation tools matched to the lesson.
- Use pre-reading or post-reading prompts only when they support the goal.
Decide what students should notice
Teacher targets and guidance can identify important locations without changing student annotations. Room-specific guidance can override a PDF-wide layer, with a documented fallback when a class has no separate guidance.
Review activity without automated grading
Completion and meaning reports describe starts, annotations, vocabulary, monitor-repair signals, evidence selection, and written-response presence. They do not infer comprehension scores.