Slide presentation in session "Children's Literature: It's Critical" called "Responses to Risky Texts" by Harste, Vasquez, Albers, & Manning, LRA Conference, San Diego, 2012
MRA2014 Facilitating Choice Within Curriculum Constraints PresentationJillian @heisereads
Slideshow from "Facilitating Choice Within Curriculum Constraints" session by Jillian Heise & Sarah Andersen at the Michigan Reading Association Convention, March 15, 2014
Middle and senior years. Inviting students to be curious, take risks, build understanding, through reading and talking and responding with written and visual journals as they work with literature circles with no roles and no limits on reading, with texts written by Indigenous authors. Create readers who read and think.
Co-presented at the SEA of BC conference, Crosscurrents, with Lisa Schwartz who added another layer of working with primary lit circles. Into and refresher session for lit circles with no roles, no static groups, a focus on journaling and deep conversations.
A full day session, held in Ashcroft, on implementing literature circles, grades 3-12. These groups are focused on helping students have grand conversations, grow thoughtful responses and read, read, read!
MRA2014 Facilitating Choice Within Curriculum Constraints PresentationJillian @heisereads
Slideshow from "Facilitating Choice Within Curriculum Constraints" session by Jillian Heise & Sarah Andersen at the Michigan Reading Association Convention, March 15, 2014
Middle and senior years. Inviting students to be curious, take risks, build understanding, through reading and talking and responding with written and visual journals as they work with literature circles with no roles and no limits on reading, with texts written by Indigenous authors. Create readers who read and think.
Co-presented at the SEA of BC conference, Crosscurrents, with Lisa Schwartz who added another layer of working with primary lit circles. Into and refresher session for lit circles with no roles, no static groups, a focus on journaling and deep conversations.
A full day session, held in Ashcroft, on implementing literature circles, grades 3-12. These groups are focused on helping students have grand conversations, grow thoughtful responses and read, read, read!
Reading and Writing with Skill and Passion, grades 2-5. Third day in the series. Focus on primary lit circles, building shared understanding of immigration in social studies with a picture book, 2 writing strategies, graffiti walls.
Presentation: Harste, J. C., (2009). Willy and Hugh get critical. Presentation at the annual meeting of the Literacy Research Association (formerly National Reading Conference), Albuquerque, NM
Benefit Concert for Summer Theatre of New Canaan Featuring Stephen Schwartz, Debbie Gravitte and Scott Coulter. Pictures of Concert & post show reception.
Reading and Writing with Skill and Passion, grades 2-5. Third day in the series. Focus on primary lit circles, building shared understanding of immigration in social studies with a picture book, 2 writing strategies, graffiti walls.
Presentation: Harste, J. C., (2009). Willy and Hugh get critical. Presentation at the annual meeting of the Literacy Research Association (formerly National Reading Conference), Albuquerque, NM
Benefit Concert for Summer Theatre of New Canaan Featuring Stephen Schwartz, Debbie Gravitte and Scott Coulter. Pictures of Concert & post show reception.
Dominant notions of dieting in our culture are reified in this children's book: Maggie Goes On A Diet. No discussion of other possible scenarios -- anorexia, low self-esteem when not successful; only acceptable if you fit into the cultural norm.
Parent Literacy
Childhood Education
Kaleena Springsteen
ECE 335 Children’s Literature
Carly Davenport
October 30, 2017
Importance of Reading to Young Children
Language skills.
The language used by the parents to the children tend to be repetitive and limited to vocabularies which are employed daily in addressing them. Thus, when the parents or the instructors read for the children, they enable them to have access to new vocabularies different from topics which comprise of more words and phrases which they do not hear on a daily basis. It also allows to learn new languages and develop the fluency when speaking.
Children lack the reading skills and therefore, it necessary to guide them. By that, the children will be able to achieve the following skills.
2
Importance of Reading to Young Children
Improves cognitive abilities
Memory/Long-Term- enables a child to access stored information
Visual Processing- allows children to think in visual images
Improves concentration
Attention/Sustained- helps children stay focused
Attention/Selective- helps children ignore distractions
1. Reading exposes the child to various brain exercises. These activities provoke their brains and thus making them start thinking and understanding things from a broad point of view and develop their way of reasoning (Kalb, 2014).
2. Reading to young children on a daily basis enables them to sit still for long periods, and this will be beneficial as they join school. Usually a child is distracted easily by their surrounding.
3
Benefits of Reading to Young Children
It develops the child’s imagination and creativity
Helping your child to become creative opens their minds up for great possibilities
Reading is a form of entertainment.
Have one or two nights a week for reading then make up games to go along with the story
It builds strong relationship between the parent and the child.
When parent spends time by his/her child bedside reading a book, this creates a bond between the them. Building a bond can help children grow emotionally.
1. When the parents read to their children, they provoke their mind to think about the characters, the setting to understand the flow of the story. Through that, the children are able to improve the way they choose ideas and think or imagine.
2. For instance, when reading comic books they present funny events which make the children enjoy the story and even respond to questions.
3. Sitting down with you child at the end of the day to read, helps both the parent and the child unwind and relax.
4
Resources for Story/Music Time
Films
There are various films performed purposely targeting the children. They present funny stories, entertaining events, and music for preschoolers. The movie can be a source of stories and music times that are recited to the children.
Linguistic books/novels
Reading of the linguistic books to children help them learn about their native language quickly. This will enable the children to unde.
Reading 21st century literacyChapter 1 Examining literacy in t.docxcatheryncouper
Reading: 21st century literacy
Chapter 1: Examining literacy in the twenty-first century, pp. 2-26, of your eText provides a useful discussion of literacy practices, with particular attention given to the contemporary context.
CHAPTER 1
Examining literacy in the twenty-first century
Discovering what makes a good reader and a good teacher of readers
Jason was six and had already suffered a number of setbacks with heart surgery as a baby. He came to school aggressive and disinterested in everything school had to offer. On his first day of Year 1, he did not see the point in reading quietly, writing freely or working together with his peers. I thought ‘how do I turn a student like Jason into someone who values reading?’ As the bell rang to dismiss the class for the day, a very large man appeared at my classroom door. ‘If you have any problems with Jason, let me know and I will sort him out when he gets home.’ This parent reaffirmed for me that force is never the solution. Jason may not go home to a home of readers; he may not have access to books that he just can’t put down, and he may not be tucked into bed at night and go to sleep with thoughts of the BFG, Dirty Bertie or Superfudge. As his teacher, I believed that I could provide the impetus for reading by tapping into his interests and bridging the gap between his limited literacy experiences outside of school and the rich, meaningful literacy experiences of the classroom. Many Jasons enter our classrooms and far too many fall through an ever-widening gap. The barriers to literacy success become more and more impenetrable as readers like Jason progress through the year levels. So, what can we do to address the reading needs of our students? This book is packed with ideas, strategies and information about creating the best opportunities for literacy learners.
3
It also examines the theoretical underpinnings that drive the choices teachers make about literacy instruction.
The one-size-fits-all curriculum does not cater for the diversity of learners sitting in our classrooms. There is no teachers’ manual that guides what we do on a daily basis and no prescriptive set of lesson plans or set of blackline masters can identify the needs of your students. Literacy instruction starts with understanding your students and making available authentic literature, providing opportunities for students to work collaboratively with others, encouraging students to inquire and ask questions, and creating a classroom that accommodates a diversity of perspectives. Literacy teaching is not a one-size-fits-all task to be carried out in a one-size-fits-all classroom.
I have had the privilege of observing many outstanding literacy teachers. Their in-depth understanding of literacy learning, their passion for teaching and their willingness to know and trust their students have been critical to their classroom success. Literacy research has come a long way in the past thirty years and the benefits of children workin ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
LRA Risky Texts Presentation 2012
1. Teaching Children’s Literature: It’s Critical
Responses to “Risky” Texts
Jerome C. Harste Vivian Vasquez
Andrew Manning Peggy Albers
2. Participants: 14 Elementary Teachers
(N=42) 19 Secondary Teachers
9 Administrators
Master’s Degree in Literacy
Teacher as Research
Critical Literacy
Multiple Ways of Knowing
2-Year Program
3. What are teacher concerns and reservations about using risky texts in their
classroom? What factors do they take into account when selecting children’s
literature for use in their classroom?
Given a better understanding of teacher concerns and reservations about
Using risky texts in their classroom, what are the implications for teacher preparation?
4. Three Questions: Three Books
Would you use this book in your classroom? If “No,” why not?
If ‘Yes,” how do you see using it?
What reservations or concerns, if any, do you have about using
this book in your classroom?
What factors do you take into account when selecting books for
use in your classroom?
5.
6.
7.
8.
9.
10. Woolvs in the Sitee:ˆHow participants thought they might use this book in
their classrooms:
Use it to explore words as tools
Have kids edit the spelling and grammar in the book (“Let’s correct it!”)
Call attention to the fact that the author uses first person to express his
ideas and opinions
Use the misspellings to help students understand voice in text
Use it to explore voice – difference between how you speak and how you write
Use it to discuss authentic language
Teach an art lesson
Use it to teach art – mood evoked through color
Use it to study the relationship between ‘abstract text’ and ‘abstract art’
Use it to talk about how images further the meaning of a text
Use it to encourage visualization (dramatize moods/darkness)
Discuss point of view
Use the book to develop inferencing skills – What do wolves represent?
Why don’t they have water? Where is his family?
Use it to teach main idea (stated evidence) and inferencing
Look for metaphors and descriptive language: What do the wolves represent?
Use open-ended questions: What do you think is the author’s message? Use evidence
from the text to support your ideas
11. Continued: Woolvs in the Sitee:ˆHow participants thought they might use this book in
their classrooms:
Use the book to discuss social issues and to build emotional bridges and understanding
Explore the relationship between the boy and neighbor; social issues
Talk about how the book gives hope – boy goes out at the end; he begins to reflect
on past, talk about repressed memories
Help students connect the story to their own lived experiences: How does the story
relate to your experiences living in the city?
.Focus on self-esteem, independence, maturity, social support networks for children
Identify the big ideas: Mental illness, Thugs, Lack of Family Support, Lack of Resources
Use it to demonstrate compassion – Mrs. Radinski
Use it to teach about bullying and its effects on individuals
Use it to talk about loss, depression, wolves
Use it to talk about resurrection – a new life
Discuss who gets to determine why a book can be written with obvious
spelling and grammar issues
Discuss why the book is written in a chaotic fashion
Talk about the relationship between language and culture – cultural literacy/
situated literacy
12. Would you use this book in your classroom? If “No,” why not?
If ‘Yes,” how do you see using it.
Elementary:No
Death, Duck, & A Tulip: 82% (Maybe: !0%) Probably Means 92%
I Am Thomas: 64% (Maybe: 7%) Probably Means 71%
Woolvs in the Sitee: 52% (Maybe: 41%) Probably Means 93%
Intermediate/Secondary:No
Death, Duck, & A Tulip: 3% (Maybe: 6%) Probably Means 9%
I Am Thomas: 0% (Maybe: 0%)
Woolvs in the Sitee: 26% (Maybe: 20%) Probably Means 46%
Administrators/Staff Support:No
Death, Duck, & A Tulip: 0% (Maybe: 11%) Probably Means 11%
I Am Thomas: 0% (Maybe: 0%)
Woolvs in the Sitee: 62% (Maybe: 0%) Probably Means 62%
13. What reservations or concerns, if any, do you
have about using this book in your classroom?
(76 identified)
Psychological Concerns 52
--readiness to discuss topic
--sensitivity of topic
--emotional impact
Parental Concerns 31
--topic best handled at home
--inappropriate for school
Educational Concerns 21
--lack of administrative support
--not comfortable handling topic myself
--can topic be explored openly
Religious Concerns 12
--doesn’t match the church’s stance
8 participants had no concerns
14. Reading and Rereading Responses Resulted in 9 Categories:
Is the book age-appropriate?
Would students in my class find this book interesting?
Would this book promote in-depth student engagement?
Is there a curricular tie-in?
Am I comfortable handling a discussion around this topic?
Would my students find the illustrations engaging?
Does this book have literary merit?
Would this book support students in taking on a critical stance?
Other (Personal taste, access, fun, etc…)
15. Book Selection Criteria in Order of Importance (N=40)
Elementary Teachers:
Would the book promote in-depth student engagement? (13/14)
Would the students in my class find this book interesting? (12/14)
Is the book age-appropriate? (10/14)
Would the book support students in taking on a critical stance? (5/14)
Secondary Teachers:
Would the book promote in-depth student engagement? (17/19
Would the students in my class find this book interesting? (17/19)
Would the book support students in taking on a critical stance? (11/19)
Is the book age-appropriate? (9/19)
Administrators:
Would the book promote in-depth student engagement? (7/9)
Would the book support students in taking on a critical stance? (5/9)
Would the student in my class find this book interesting? (4/9)
16. Age-appropriate Elaborations by Elementary Teachers:
“Is it meaningful/relevant for Grade 3 kids?” (Rebekah, Grade 3 Teacher)
“I think I need to be aware of my children’s ages in picking books. I find there
are topics that are too mature for my students and I feel they wouldn’t get
anything out of it. I wouldn’t get the discussions.” (Amy, Grade 2 Teacher)
“Could I read this to my students and could they take meaning from it?” (Dawn,
Grade 3 Teacher)
“This is the primary concern I have when choosing texts and content for my
youngsters. I always consider this. This is my first year teaching kinders; I’m
very conscious of my choices.” (Diana, JK/SK Teacher)
“The subject must be appropriate – it’s not about ‘level.’ (Claire, Grade 2 Teacher)
“*Age-appropriate+ for the issues they can handle.” (Julie, Grade 3 Teacher)
“Is it a topic that students are developmentally able to work with?” (Megan,
Grade 1 Teacher)
“Content (maturity level required), level of vocabulary, topic, what kinds of
prior experience are necessary for students to make meaning of the text
make connections.” (Meghan, Grade 3 Teacher)
17. Concerns:
“Some parents would not feel comfortable with this. I had a parent call this
past week about a story that a child was reading “Losing Grandpa.” They
wanted it pulled.” (Amy, Grade 2 Teacher)
“I think it may be difficult for some of my students to make connections
that are needed for comprehension.” (Roseanne, ESL Teacher)
“8-year-olds are not mature enough to process /fully understand what
is taking place in the book.” (Rebekah, Grade 3 Teacher)
“My students attention span is no longer than 10 minutes; the book
would be too long. Just not right. (Diana, Kindergarten Teacher)
“It seems too vague and I am struggling with how it can connect with
my students.” (Anita, Special Education Teacher)
18. Concerns
“How do you explain to parents why you are using a book with grammar and
spelling mistakes, when you are, at the same time, teaching correct spelling
and grammar.” (Christine, Teacher-Librarian, JK-Grade 8)
“Not written in proper grammatical form/spelling.” (Lucy, Grade 7 Teacher)
Scary – “shadows prowling against pavement”-Is there mental illness?” “Are
children ready to discuss mental illness/concerns (developmentally, socially)?”
(Pat, Junior High Teacher)
“I don’t feel equipped to deal in mental disorders/paranoia,” (Lisa, 11-12 High School
Teacher)
“Doesn’t seem like a positive story.” (Lisa, 11-12 High School Teacher)
“I’m not to sure how to present its content (I don’t know exactly the message
because it is very vague.) (Josie, Grade 8 Teacher)
“Positioning it as a published piece.” (Paul, Resource Teacher/Teacher
Representative for Board on Library Policy)
19. Interesting Comments:
“Reads as being written by an adult pretending to be a speaker from a
different discourse/social culture” (Meghan, Grade 3 Teacher)
“Some *parents+ will probably complain, but those will always complain
about something.” (Nicole, Core Resource Teacher)
*You should+ “know, at this present moment, we’ve had
students cutting themselves. I would have to really question when
is a good time. (Roberta, Reading Recovery/Literacy Leader)
“Also important to me is whether or not the book fits with Catholic values
or stirs up controversial issues.” (Adam, Grade 8 Teacher)
20. Things to Talk About:
Age-Appropriate – seems like a reasonable concern, but can be
the home of a scoundrel. (ALA reports that teachers are the
biggest censors of books)
Parents – In past research I have done, this is one of many
teachers’ major concern for not implementing change.
Protect the Innocence of Children – This attitude can really
hinder opening up much needed conversations
Literature as Positive – We have inadvertently taught teachers
that literature addresses should be enjoyable
and entertaining.
Not knowing how to talk about important issues.
Books are social. Importance of text sets.
21. Reflective Comment on Response Paper
“And now, a few words onRisky Texts. I am wondering
if the risk in these texts might be mitigated somewhat if we don’t
presume that the only authority or perspective on the topic is that
presented by the author. It seems to me that if we make a commitment
to offer, welcome and intentionally provoke multiple perspectives
in our classrooms, then we have to worry less about risky texts.
If students are compelled and know how to question texts,
each other, the teacher and themselves, then I think the risk is reduced.
I think that we get into trouble when we allow anyone,
including ourselves or a text to use our classrooms as a place to
promote one ideology.” (Nicola, Resource Teacher)