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Critical literacy involves the ability for students to critically assess the book or story they are reading. Students are able to make connections to the text or characters. They can even evaluate social justice, race, power, and culture in the books they read or listen to.

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Link to Critical Literacy picture books for the classroom

https://www.goodreads.com/shelf/show/critical-literacy

Video: Critical Literacy: Children as changemakers in their worlds

https://www.youtube.com/watch?v=yuamzeQX6c4

Article: Delving Deeper into Diversity Through Critical Literacy  https://primarycriticalliteracy.weebly.com/instructional-strategies.html

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Critical Literacy Using Read Alouds click link for lesson plans

https://docs.google.com/presentation/d/1lWsS6UUrtNN4WlSEWNn5vxwG03P3GlfjXABkYXyL838/edit#slide=id.p

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Critical literacy is an important part of school today. In my opinion, we need to teach students to question and analyze the things they read and hear. These are simple questions and connections for our young students but should grown in complexity as students get older. Questioning the things we read or hear can lead to change, acceptance, and justice for those who are underrepresented in our world. Unfortunately, we are beginning to see those in power questioning the books teacher expose their students to in class. This can lead to a white washing or one sided view of things in our world which is wrong on all levels.

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Comprehension is the main goal of reading. If you don't comprehend what you read then what's the point? Learners who don’t speak fluent English may be able to decode words in English if they understand the alphabetic principle, phonemic awareness, and phonics. But just sounding words out is not enough for true reading comprehension. The goal should be an asset-minded orientation, meaning honoring the learners and what they know by valuing their prior knowledge and their lived experiences. When assessing comprehension emergent bilinguals, it is important to use a variety of methods and strategies from oral reporting to having them draw a picture to listening to them converse with other students in shared pair or small reading groups.

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Translanguaging is a process whereby multilingual speakers use all of their languages to communicate, whether for asking questions, providing answers, or participating in any other form of communication in the classroom or elsewhere. Translanguaging is a normal practice in bilingual communities, and educators are beginning to realize that it should also be a strategy teachers can use to help students draw on all their linguistic resources as they read, write, and discuss academic subjects in a new language. A student’s home language can serve as a scaffold in the process of acquiring additional languages and a scaffold for learning academic content in the new language.

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Culturally responsive pedagogy is a student-centered approach to teaching in which the students' unique cultural strengths are identified and nurtured to promote student achievement and a sense of well-being about the student's cultural place in the world.

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https://www.cde.state.co.us/cde_english/translangpacket

https://wida.wisc.edu/resources/translanguaging

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Since 2011, CUNY-NYSIEB has developed a wealth of resources which school leaders, teachers, and communities can use to support emergent bilingual learners. The concrete tools and strategies we present here unite theory with practice, and respond to needs identified by our partner schools across New York State.

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Ways that we have used translaguaging in the classroom:

1. I asked students to share the name of the 3D math figures in their home language and then find cognates where possible; in some cases the sounds are very  similar.

2. I provide students with multilingual resources to support their work; my classroom is labeled in both English and Spanish.

3. I have grouped my students in same L1 groups to discuss the problems using their home language, English, or both.

4. I allowed students to make journal entries in their L1 or in English.

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Translanguaging in the classroom is important for a multitude of reasons from leveling the playing field for multilingual students to ensuring proper understanding of academic content to helping further the development of the weaker language. More importantly through this course we learned that translanguaging is connected to social justice and advocacy for emergent bilinguals. Through this course we gained increased ideological awareness related to English monolingualism and our attitudes definitely changed regarding translanguaging as a classroom resource.

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https://prezi.com/lbllq9f3umum/7-principles-for-culturally-responsive-teaching/

(copy and past link in google)

https://youtu.be/4KrxfcW7Irg

https://youtu.be/mySy5dC4lWs

15 Culturally-Responsive Teaching Strategies and Examples + Downloadable List

https://www.prodigygame.com/in-en/blog/culturally-responsive-teaching/

5 Culturally Responsive Teaching Strategies

https://www.northeastern.edu/graduate/blog/culturally-responsive-teaching-strategies/

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Julie Frey Urso
09/24/2021

Yellowdig Post:

I enjoyed reading this chapter. In second grade we teacher a great deal of comprehension strategies. I personally spend a lot of time stressing that readers use many strategies to help them understand a text. However, many students struggle to pick the right strategy for the right reading. We call them "one trick ponies". They tend to find a strategy they like or can do and try that in every situation. The book referenced that CLD students tend to be less successful at using the correct strategies to assist in their comprehension of a text. We as teachers should provide strategy instruction that is more specific in metacognitive, cognitive, and social/effective reading. I liked reading about the "In my head" strategy since it was new to me. I like the the idea of having students write or draw about what they are thinking as they read.
https://thereadingroundup.com/a-simple-reading-strategy-to-get-students-using-their-heads-and-hearts/

Chapter 6

Candace Thackston Bolt
09/22/2021
Yellowdig post:

I really enjoyed this chapter! I love it when I spend my time reading something and walk away feeling like, "YES! I can actually use this!" This was one of those chapters. Figure 6.1 is an eye-catcher. It clearly explains what reading comprehension really is. It's more than simply understanding what you read (which has always pretty much been the stock answer). Not only must you understand what was read, you must also be able to construct meaning. That is often a difficult concept to explain to parents. Just this week I had a mom actually photograph pictures of a book her son could "easily read" at home to show me that the books I am sending home for him are "way too easy." So, I was trying to explain this very concept to her. This child is bilingual (fluent in both English and Spanish). He is bright, but his fluency and comprehension are somewhat lacking (which is FINE; he's in kindergarten for goodness sake!). Trying to get her to understand that reading is about far more that just decoding words has been my major challenge of the week.

One of the strategies from the chapter that I often use (there are several) is the "True/False" handout, though I do it a bit differently. Because I teach kindergarten and they need to move A LOT, I hang up True and False signs on opposite sides of the room. The kids move from side-to-side as the agree or disagree with a statement. Yes...some kids just follow their friends at first, but I pick kids on each side and have them explain why they chose a particular answer (explain their thinking). It's so much fun and the kids love it. I also allow them to change sides if a child's reasoning changes their mind as they listen to the explanations.

My favorite line from this chapter comes in the conclusion where the authors write, "Teaching reading comprehension is as much an art as a science, and as such, it requires the teacher's artistic vision as an instructional leader." I could not agree more!

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Comprehension is the goal of reading. This class validated that teaching reading comprehension and the methods WE CHOOSE to assess it are an art and a science. There is no such this as a standard test for measuring comprehension, especially for emergent bilinguals. As teachers we must stay abreast of all the research and proven methods, both old and new, in an effort to reach all students with fairness and equity.

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The first thing I do is I do an internal audit on myself. I try not to form stereotypical opinions of my students and check my unintentional, unconscious attitudes that I may relate to my students and their parents.

Even though I cannot choose the curriculum I teach, I try to control how I teach it. I try to choose certain books I read to my students. I try make sure they a voice in what they read and if they can see themselves in what we read.

I also make sure I build relationships with each of my students. It doesn’t matter if they are the best behaved or the worst behaved. My students know that I love them and care about what they learn.

I often give different assessments. Not all my assessments are not paper and pencil. I often give project-based assessments. One assignment is my landform projects.

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In theory, this type of teaching would be wonderful if teachers had the autonomy to teach the content the way the students in their classroom learn. Often times, teachers are given these cookie cutter lesson plans and that they have to follow daily and can not vary from the format. The only subject areas teachers do have control on how they teach is social studies and science. I would love to have full control to teach HOW I know my students would learn. Another would be is how can we change the attitudes of teachers. How do we restructure attitudes and beliefs about ethnic and cultural diversity? Unfortunately, this not just a question for society, but we also have to restructure educators thought processes as well

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WIDA is a resource that helps teachers provide a different approach for teaching MLLs. There are five language proficiency areas in the World Class Instructional Design and Assessment and the proficiency levels rage from 1-6.  The levels are:Entering/New Comer, Emerging, Developing, Expanding, Bridging , & Reaching. The WIDA association focuses on what students can do, by providing "Can Do Descriptors". These descriptors are designed to provide teachers with information on the language that students are able to understand and produce in the classroom. They apply to the five language proficiency standards and link the development across of the content areas.

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https://wida.wisc.edu/resources/introduction-updated-key-language-uses

https://wida.wisc.edu/resources/academic-vocabulary-development

WIDA All Year Long

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I love that fact that the WIDA  Can Do Descriptors helps educators identify what our students are able to do. There are so many uses for the "Can Do Descriptors". I've used the descriptions to help plan and develop lessons and language objectives. The awesome thing about this is that it not only helps my multi-language learners but my other students as well. The WIDA performance standards and can do descriptors work hand in hand to help educators provide great support for students.