Tag Archives: Equity

#ILAchat: Prep Work


Yesterday, I introduced the ILA definition of Independent Reading and a Green IS and Red IS NOT table for you to consider. (Link)

  1. Study the definition:  How does it match your beliefs?
  2. Read through the “WHY” in this Literacy Daily post from ILA:

3. Read the Literacy Leadership Brief:  “Creating Passionate Readers through Independent Reading” (link)

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4. Review the questions to begin thinking about your responses

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5. Question 4 refers to Dr. Rudine Sims Bishop’s work and you can refresh your understanding here.

6. Follow @juliaerin80, @mrsjjee, and @DulceFlecha.

7. Participate in the #ILAchat!

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#SOL19: Celebrate Action


 

Nobel Peace Prize 1964  . . .

Because of his words and actions.

Read more here.

To do

Or not to do

To take action

Or not to take action

Make a decision

Don’t let indecision freeze your thoughts or actions.

Equity featured in my post here last year.

When? 

When do we move beyond surface quotes?  Using that quote that pops up on Google or Twitter and move to deeper knowledge? 

What was the essence of MLK Jr?

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As I “celebrate” (#OLW19) the life of Martin Luther King, my actions will be to speak up and out about “white privilege.” Information is the first step towards action and power.

I hold these words close, “What the main sections of the civil rights movement in the United States are saying is that the demand for dignity, equality, jobs, and citizenship will not be abandoned or diluted or postponed. If that means resistance and conflict we shall not flinch. We shall not be cowed. We are no longer afraid.” (Nobel Prize Lecture, 1964)

What will you say? 

What will you do? 

How do you honor MLK’s legacy?




Thank you, Betsy, Beth, Deb, Kathleen, Kelsey, Lanny, Melanie, and Stacey for this weekly forum from Two Writing Teachers. Check out the writers, readers and teachers here.

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Due Diligence


“If it walks like a duck, talks like a duck, quacks like a duck . . . ”

probably a duck!

Unfortunately, there’s “Trouble in River City” as there are a ton of snake – oil salesmen who preach “Research says . . .”,  “Research says . . .”, and “Research says . . .” who are “building on their own self-interests to increase fear and doubt in public schools and teachers.  Every one who has attended a public school or not (Betsy DeVos to name one) has an opinion about education.

An opinion!

Don’t allow yourself to get sucked into the fear mongering.  Be BRAVE. Think. Exercise Due Diligence.

  1. Read the resources.
  2. Check the author’s credentials.
  3. Fact check the statements. (By the way when national normed tests are used, 100% of the population is not going to be successful.  They would renorm the test and change the percentages. Assessment 101)
  4. Take a step back and ask yourself, “Is this even logical?”
  5. What do the researchers really say?

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Research:  What does every educator need to know?  Please download Nell Duke’s  document below and have it ready to email to teachers in your own community. Those you can listen to and respond to. Your community.  Where you can also be proactive. Showcase what you are already doing and your own results.

A.  Nell Duke – “10 Things to Know about Research”  Today’s focus is on #9.

9. Where and How Research Is Published or Presented Requires Particular Attention
Consider a particular news item and the range of different ways it is covered, for
example, by the New York Post, The New York Times, Newsweek, The Economist,
Fox News, or the MacNeil/Lehrer News Hour. These sources will cover the same
story in substantially different ways. Similarly, literacy research in different
outlets, and by different writers, may be reported very differently . . .”

New York Times. NPR.

Think.

What is the goal of an author for those sources?

What is the type of information presented?

B. Instructional Practices Matter 

Round robin reading is not OK. Neither is popcorn reading or “bump reading”. NOT.OK. NEVER! And “BUT my kids like it” is only an excuse and not an acceptable excuse.  What should teachers be doing instead?  Check out Evan Robb’s post here.

Do you have these three types of reading in upper elementary and secondary classrooms?

  • Instructional Interactive Read Aloud
  • Instructional Reading
  • Independent Reading

In addition to Read Alouds?

C. Equity Matters 

Regie Routman covers this beautifully in Literacy Essentials as it it one third of the content. Expectations matter for all learners.  Check out this blog post – “9 Key Actions We Can and Must Take to Ensure Equity for All” link

3. Become professionally knowledgeable. No shortcut here! Until we become highly knowledgeable as teachers of literacy—regardless of what subject we teach–we will always be seeking the “right” program, text, or expert to tell us exactly what to do. Equity for all requires that we teachers and leaders know relevant, research-based and principled literacy practices and how and when to apply those practices in all content areas.”

What do you believe and value?

How does that align with your professional knowledge?

D. Dear Media, Stop Misrepresenting Reading Instruction, Please   link

Who does it profit?

“Here is a final note worth emphasizing: Phonics-intense and phonics-only reading instruction is a gold mine for textbook publishers, reading program shills, and the testing industry.

Consider carefully the who and why of public commentaries screeching about reading instruction, especially when the arguments are full of easily identifiable holes in their credibility and logic.”

Why are those who are NOT certified to teach so blindly convinced that they hold “THE ANSWER” to teaching reading?

There are many other great resources . . . blogs, facebook, and twitter.

BE CAREFUL!

BE DILIGENT!

THINK of that student in front of you!

 

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