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  1. 1. North Carolina Agricultural and Technical State University Infusing Culturally Relevant Texts in the Classroom By: Arianna N. Allen, Dasha Harris, & Simone Paige Department of Curriculum & Instruction School of Education North Carolina Agricultural and Technical State University
  2. 2. North Carolina Agricultural and Technical State University www.ncat.edu Problem Statement 2 Many public school districts have witnessed an increase in culturally and linguistically diverse students (NCES, 2014). However, “school curricula reflect Anglo traditions and disempower students of color by marginalizing their culture and heritage” (Lazar, Edwards, McMillon, 2012, p.37).
  3. 3. North Carolina Agricultural and Technical State University www.ncat.edu Introduction The purpose of this panel is to highlight the importance of infusing culturally relevant texts into the classroom to promote literacy success for all students. 3
  4. 4. North Carolina Agricultural and Technical State University www.ncat.edu Context of Population ▪ 17% Reading Proficiency Rate ▪ 93% Free Lunch ▪ Grades Pre K-5, 263 Students » 81% Black » 14% Hispanic » 4% Asian » 1% White 4(NICHE, 2016)
  5. 5. North Carolina Agricultural and Technical State University www.ncat.edu Research Questions 1. How does reading culturally relevant text foster students’ learning engagement? 2. How do children use the texts to deepen their understanding of the world? 5
  6. 6. North Carolina Agricultural and Technical State University www.ncat.edu “Why Are Culturally Relevant Texts Important?” 6
  7. 7. North Carolina Agricultural and Technical State University www.ncat.edu Culturally Relevant Texts: 3rd Grade 7
  8. 8. North Carolina Agricultural and Technical State University www.ncat.edu Culturally Relevant Texts: 4th Grade 8
  9. 9. North Carolina Agricultural and Technical State University www.ncat.edu Culturally Relevant Texts: 5th Grade 9
  10. 10. North Carolina Agricultural and Technical State University www.ncat.edu Transactional Theory Developed by Louise Rosenblatt (1986) Reader: Uses Background Knowledge Makes Connections Ask Questions 10 (Galda, 2013)
  11. 11. North Carolina Agricultural and Technical State University www.ncat.edu Data Collection: Digital Tools Digital books (Kindle) Bubbl.us Sticky Notes App Prezi Comic Strip App Blogging 11 Podcasts Word Salad Voki Edublogs Venn Diagram App Data Analysis Constant Comparative Approach (Glaser & Strauss, 1965)
  12. 12. North Carolina Agricultural and Technical State University www.ncat.edu Findings 12
  13. 13. North Carolina Agricultural and Technical State University www.ncat.edu Findings 1: Building On Students’ Schema 13 “I know that word because it relates to engineering and I want to be a robotics engineer.”
  14. 14. North Carolina Agricultural and Technical State University www.ncat.edu Findings 2: Fosters Intrapersonal Intelligence 14 Relationships/FriendshipsBullying
  15. 15. North Carolina Agricultural and Technical State University www.ncat.edu Findings 3: Fosters Social Consciousness 15 • Teacher candidates and elementary students shared personal experiences of people who fled from various countries because of issues they were facing • This sparked the conversation of current events (i.e. Syria & ISIS). Return to Sender
  16. 16. North Carolina Agricultural and Technical State University www.ncat.edu Reflection ▪Teacher Implications ▪Student centered classrooms ▪Importance of higher-order thinking ▪Limitations ▪Variety of book selection ▪Amount of time allotted for “Digital Book Clubs” ▪Recording all interactions to use for data 16
  17. 17. North Carolina Agricultural and Technical State University www.ncat.edu Questions, Concerns, Comments 17
  18. 18. North Carolina Agricultural and Technical State University www.ncat.edu Resources ▪ W.M. Hampton Elementary School in Greensboro, NC - Niche. (n.d.). Retrieved from https://k12.niche.com/wm-hampton-elementary-school-greensboro-nc/ ▪ Galda, L. (2013). Learning From Children Reading Books: Transactional Theory and the Teaching of Literature. Journal of Children's Literature, 39(2), 5-13. 18

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