Author: Adrienne Minnery
Publisher: Teachers College Press
ISBN: 0807786160
Category : Education
Languages : en
Pages : 161
Get Book Here
Book Description
This book introduces the Cycle of Responsibility (COR) model--the next step in the evolution of the Gradual Release of Responsibility model, which has been a conceptual mainstay of literacy education for decades. This new model shifts the current linear model to a cyclical process of multifaceted interactions that better reflect the complexities of early literacy, and with an emphasis on constructing knowledge together in the context of vibrant learning communities. Focused on reading, writing, and word study in the primary grades, the COR is put into motion through five key motivators: challenge, creativity, collaboration, choice, and independence. Vignettes demonstrate how to enact COR in classroom contexts. This practical resource is based on the authors' shared research and teaching experiences in employing the COR to empower children as literacy learners and teachers as agents of impactful instruction. Book Features: Presents the Cycle of Responsibility model--a new, field-tested teaching and learning model. Moves away from linear task completion to a cyclical collaborative process that reflects the energetic, complex, and creative world of classrooms. Provides a teacher-centric approach that emphasizes shared construction of knowledge and the forces that motivate young learners. Includes vignettes from the author's first-grade classroom to illustrate ideas in practice, as well as a chapter on teacher professional learning.
Author: Aída Walqui
Publisher: Teachers College Press
ISBN: 0807776858
Category : Education
Languages : en
Pages : 257
Get Book Here
Book Description
This book presents an ambitious model for how educators can design high-quality, challenging, and supportive learning opportunities for English Learners and other students identified to be in need of language and literacy support. Starting with the premise that conceptual, analytic, and language practices develop simultaneously as students engage in disciplinary learning, the authors argue for instruction that amplifies—rather than simplifies—expectations, concepts, texts, and learning tasks. The authors offer clear guidance for designing lessons and units and provide examples that demonstrate the approach in various subject areas, including math, science, English, and social studies. This practical resource will guide teachers through the coherent design of tasks, lessons, and units of study that invite English Learners (and all students) to engage in productive, meaningful, and intellectually engaging activity. “This book offers the most detailed guide available for designing instruction for students categorized as ELLs. Theoretically grounded and informed by years of implementation and study, this work is without equal in the field. I recommend the book enthusiastically as required reading in all teacher preparation programs.” —Guadalupe Valdés, Bonnie Katz Tenenbaum Professor of Education, Stanford Graduate School of Education “Reflecting its title, this book is an amplification of what it means to provide the best learning opportunities for English Language learners. Drawing on classroom-based research, Amplifying the Curriculum offers many practical examples of intellectually engaging units and tasks. This innovative book belongs on the bookshelves of all teachers.” —Pauline Gibbons, UNSW Sydney “This timely book is a call to educators across the nation to integrate language, literacy, and disciplinary knowledge to improve the education of our new American students.” —Tatyana Kleyn, The City College of New York
Author: Adrienne Minnery
Publisher: Teachers College Press
ISBN: 0807782629
Category : Language Arts & Disciplines
Languages : en
Pages : 101
Get Book Here
Book Description
This book introduces the Cycle of Responsibility (COR) model—the next step in the evolution of the Gradual Release of Responsibility model, which has been a conceptual mainstay of literacy education for decades. This new model shifts the current linear model to a cyclical process of multifaceted interactions that better reflect the complexities of early literacy, and with an emphasis on constructing knowledge together in the context of vibrant learning communities. Focused on reading, writing, and word study in the primary grades, the COR is put into motion through five key motivators: challenge, creativity, collaboration, choice, and independence. Vignettes demonstrate how to enact COR in classroom contexts. This practical resource is based on the authors’ shared research and teaching experiences in employing the COR to empower children as literacy learners and teachers as agents of impactful instruction. Book Features: Presents the Cycle of Responsibility model—a new, field-tested teaching and learning model. Moves away from linear task completion to a cyclical collaborative process that reflects the energetic, complex, and creative world of classrooms. Provides a teacher-centric approach that emphasizes shared construction of knowledge and the forces that motivate young learners.Includes vignettes from the authorÕs first-grade classroom to illustrate ideas in practice, as well as a chapter on teacher professional learning. “This book is a great example of how committed scholars of practice can transport research-based practices into a discourse that speaks to teachers. . . . Read it! Try it! You’ll like it!” —From the Foreword by P. David Pearson, emeritus professor, UC Berkeley
Author: Judith T. Lysaker
Publisher: Teachers College Press
ISBN: 0807759163
Category : Education
Languages : en
Pages : 161
Get Book Here
Book Description
"Whereas most literacy assessments for children who do not yet read involve decoding and phonics skills, reading wordless picture books presents an opportunity to evaluate and encourage young children's comprehension and meaning-making skills and introduce them to narrative"--
Author: Margaret C. Hagood
Publisher: Teachers College Press
ISBN: 0807770701
Category : Education
Languages : en
Pages : 113
Get Book Here
Book Description
Students' backpacks bulge not just with oversize textbooks, but with paperbacks, graphic novels, street lit, and electronics such as iPods and hand-held video games. This book shows teachers how to unpack those texts and use them to engage students in meaningful learning. Whether you are a technology enthusiast or you favor traditional literature, this book is written for you. With classroom activities, adaptable lessons, and study-group questions in every chapter, this book is guaranteed to help you invigorate your teaching and capture your students' attention!
Author: Nicole Mirra
Publisher: Teachers College Press
ISBN: 0807777285
Category : Education
Languages : en
Pages : 161
Get Book Here
Book Description
Educating for Empathy presents a compelling framework for thinking about the purpose and practice of literacy education in a politically polarized world. Mirra proposes a model of critical civic empathy that encourages secondary ELA teachers to consider how issues of power and inequity play out in the literacy classroom and how to envision literacy practices as a means of civic engagement. The book reviews core elements of ELA instruction—response to literature, classroom discussion, research, and digital literacy—and demonstrates how these activities can be adapted to foster critical thinking and empathetic perspectives among students. Chapters depict teachers and students engaging in this transformative learning, offer concrete strategies for the classroom, and pose questions to guide school communities in collaborative reflection. “If educators were to follow Mirra’s model, we will have come a long way toward educating and motivating young people to become involved, engaged, and caring citizens.” —Sonia Nieto, professor emerita, University of Massachusetts, Amherst “Grounded in respectful research partnerships with youth and teachers, this is a book that will resonate with and inspire educators in these precarious times.” —Gerald Campano, University of Pennsylvania “If ever there were a time for a book on empathy in education, the moment is now.” —Yolanda Sealey-Ruiz, Teachers College, Columbia University
Author: Deborah L. Wolter
Publisher: Teachers College Press
ISBN: 0807765201
Category : Education
Languages : en
Pages : 161
Get Book Here
Book Description
"This book applies the principles of restorative justice to literacy education. Restorative literacies are designed to help educators reach, repair, and restore the literacies of our most disenfranchised and disengaged students in all classrooms through the recognition and expansion of students' experiences and literacies they bring to school. Restorative literacies aim to create a community of care that involves students, teachers, administrators, student's families, and principals so that all students experience racially, culturally, linguistically, and economically responsive, authentic, and engaging instruction in multiple forms of literacies. The practice of restorative literacies focuses on building and strengthening positive relationships between the backgrounds and perspectives, as well as the variable skills, proficiencies, and fluencies, of readers, the multiple texts readers encounter, and the authors of such texts through an intentional system of response, repair, and restoration in an educational setting"--
Author: Cheryl Dozier
Publisher: Teachers College Press
ISBN: 9780807746455
Category : Language Arts & Disciplines
Languages : en
Pages : 230
Get Book Here
Book Description
This book describes and documents an exciting new approach to educating literacy teachers. The authors show how to help teachers develop their own critical literacy, while also preparing them to accelerate the literacy learning of struggling readers. The text takes readers inside a literacy lab in a high-poverty urban elementary school, reveals the instructional approach in action, and provides many excellent examples of critically responsive teaching. Featuring a synthesis of several fields of theory and research, this book: illustrates teacher preparation and development as personal and social transformation - demonstrating that this process requires changing the ways teachers think about students, language, culture, literacy, learning, and themselves as educators; provides pedagogical tools - including the history of the innovative literacy lab, the context of the instructional interactions, and the transition from a university-based to a school-based project; and combines critical and accelerative literacy instruction, showing how teachers can accelerate the slowest developing readers in their classrooms and also build a sense of engagement for students with the social world.
Author: Maria de la Luz Reyes
Publisher: Teachers College Press
ISBN: 0807777218
Category : Education
Languages : en
Pages : 394
Get Book Here
Book Description
This watershed volume brings together the foremost leading authorities and scholars lending their individual voices to a single, urgent issue: literacy for Latino students. In a departure from traditional paradigms, Latinos examine their own lived experiences in U.S. schools and offer sound theories born from positions of expertise and first-hand knowledge as researchers and educators. Their discussions and critical perspectives on literacy for Latino students in grades K–12 touch on the important topics of: Encouraging biliteracy in the classroomConstructing theories of possibilityPromoting critically literate youthOrganizing teaching and learning to students’ potentialLinking literacy to lived experiencesAs insiders in Spanish-speaking communities that are often maligned for their children’s alleged “failure” in schools, these authors offer hope for children’s academic potential as well as evidence showing that integration of native language and culture in supportive learning environments can lead to success in literacy in two languages. Contributors: Alma Flor Ada, Héctor H. Alvarez, María V. Balderrama, Patricia Baquedano-López, Lilia I. Bartolomé, María Echiburu Berzins, Esteban Díaz, Bárbara Flores, María E. Fránquiz, Kris D. Gutiérrez, Bobbi Ciriza Houtchens, Robert T. Jiménez, Eloise Andrade Laliberty, Alice E. López, Roberta Maldonado, Carmen I. Mercado, Luis C. Moll, Rosa Zubizarreta “In this illuminating volume, the authors courageously challenge the assumption of a skill-based English-only literacy for Latinos. By shifting the literacy debate to a sociocultural terrain, they urge readers to confront the prevailing issues of racism, classism, gender, and economic deprivation that characterize the literacy of Latino/Latina students in the U.S. public schools. Simply put, this volume provides readers with the necessary political clarity to understand and appreciate what it means to be literate in the changing multilingual and multicultural world of the 21st century.” —Donaldo Macedo, Distinguished Professor of Liberal Arts and Education, University of Massachusetts, Boston
Author: Ashley S. Boyd
Publisher: Teachers College Press
ISBN: 0807776629
Category : Language Arts & Disciplines
Languages : en
Pages : 161
Get Book Here
Book Description
This timely book focuses on different social justice pedagogies and how they can work within standards and district mandates in a variety of English language arts classrooms. With detailed analysis and authentic classroom vignettes, the author explores how teachers cultivate relationships for equity, utilize transformative language practices, demonstrate critical caring, and develop students’ critical literacies with traditional and critical content. Boyd offers a comprehensive model for taking social action with youth that also considers the obstacles teachers are likely to encounter. Presenting the case for more equity-oriented teaching, this rich resource examines the benefits of engaging students with critical pedagogies and provides concrete methods for doing so. Written for both pre- and inservice teachers, the text includes adaptable teaching models and tested ideas for preparing to teach for social justice. “This is an appealing vision for the future, for it bears much promise—for our classrooms, and also for the future our students will both shape and inhabit.” —From the Foreword by Deborah Appleman, Carleton College “Through the careful observation and analysis of three teachers with different approaches to teaching critical literacy, Ashley Boyd provides a repertoire of practices rich with detail.” —Hilary Janks, Wits University, South Africa “This important book counters the belief of so many teacher educators who think that social justice asks too much of teachers.” —George W. Noblit, The University of North Carolina at Chapel Hill
