# data[].attributes.body
Traditional literacy models are built on white supremacy, specifically on either or thinking (I.e, it's main idea, or it's vocabulary today). Many things can be true at once, in our world AND in literature. Boiling it down to one concept because our struggling readers (disproportionally black and brown children) couldn't possibly handle more than that, right? is racist. The holistic approach to literacy instruction disrupts this narrative and approach.

# data[].attributes.body
It is rare that students engage in any writing that is not by a rich, white male and when they do, it tends to be taught as a "special" for Black History Month or International Women's Day.  The characters are becoming more diverse with YA contemporary works which is such a huge win for all readers.  I am so excited to see how characters of the LGBTQ+ and on the spectrum (as just a couple examples) HAVE BECOME REAL CHARACTERS that do more than grapple with their identity and related struggles...they have become characters that exist with these profiles rather than steer the plot BECAUSE of these.
The challenge is who gets these works into students' hands. It is the students who likely have many opportunities to stretch their minds and challenge inequalities who are exposed to diverse works, and those who are marginalized have limited experience to read, learn and experience with the same support and encouragement.

# data[].attributes.body
It makes sense that traditional models would contribute to systemic racism and classism because we jump on teaching skills and strategies in a vacuum for students who are below grade level or weak readers, when in actuality, we need to spending more time on situational levels of understanding, activating background knowledge, and close reading with metacognition. Without using representative texts, students may not have a background to comprehend situational levels in text, so the fact that we continue to teach classics written by white males prevents us from making strides towards equity in reading classes.

# data[].attributes.headline
I had a student last year who came alive when we read a text about rival gangs and the consequences of stereotypes and domestic violence.  He became one of our strongest voices in class with regard to characters' motives, deeper lessons of loyalty, etc.  Listening to your lecture made me think of him - and how empowered he became when he "saw" parts of his life in our text - the students genuinely saw him as a deeper lens into a part of the human experience that was unfamiliar to many of them.  I agree - the lack of diversity of perspective, langauge, and culture in my classroom texts contribute to systemic classism and racism.  Further, I agree with the premise that failure to address reading struggles at the micro-, macro-, and situational levels also contribute to systemic inequity.

# data[].attributes.subject
I had a student last year who came alive when we read a text about rival gangs and the consequences of stereotypes and domestic violence.  He became one of our strongest voices in class with regard to characters' motives, deeper lessons of loyalty, etc.  Listening to your lecture made me think of him - and how empowered he became when he "saw" parts of his life in our text - the students genuinely saw him as a deeper lens into a part of the human experience that was unfamiliar to many of them.  I agree - the lack of diversity of perspective, langauge, and culture in my classroom texts contribute to systemic classism and racism.  Further, I agree with the premise that failure to address reading struggles at the micro-, macro-, and situational levels also contribute to systemic inequity.

# data[].attributes.body
Traditional models of reading instruction contributes to systemic racism and classism because they do not take into account the possible situation models of all learners in their classroom. A lot of instructional methods stem from reinforcing a white supremacist situation model, which is then foisted upon learners to internalize. Obviously, this is incredibly damaging and limiting to all. It also deliberately teaches struggling readers a “worse way” to learn how to read, thereby rendering them at a disadvantage from the start. I think Meredith was arguing these traditional models of reading instruction tend to be the most frequently relied upon in districts comprised predominantly of students of color or lower socioeconomic backgrounds.

# data[].attributes.headline
This statement contributes to my understanding of equity issues in the classroom, because I do see that many of my students do not see mirror images of themselves and their prior experiences in the current anchor texts for our curriculum. I think expanding to more diverse text and authors will help engage students so that students can make meaningful connections to text. 

# data[].attributes.subject
This statement contributes to my understanding of equity issues in the classroom, because I do see that many of my students do not see mirror images of themselves and their prior experiences in the current anchor texts for our curriculum. I think expanding to more diverse text and authors will help engage students so that students can make meaningful connections to text. 

# data[].attributes.body
This statement contributes to my understanding of equity issues in the classroom, because my assumption is that the stronger readers are those who are at an advantage in the first place. They likely had access to books at home from an early age as well as caretakers who were able to read to them and help them build their reading skills outside of the classroom. For those who did not have that kind of foundational support, once they get to the classroom, according to Meredith's proposition, their "capacity with comprehension" is neglected through traditional methods of literacy instruction. Instead of helping students expand their situation models to enrich their understanding and reading experience, traditional models isolate skills and contribute to a parsing of the text that will likely not build meaning.

# data[].attributes.body
This statement contributes to my growing understanding of equity in education as it strongly represents what is happening with stronger and weaker readers. Weaker readers are following teachers instruction in utilizing one strategy at a time and approaching text with one strategy in mind whereas stronger readers are ignoring the one strategy approach and using their whole toolbox of strategies at once to make meaning and grow.

# data[].attributes.headline
We have been focusing on more diverse authors and literature that represents a wider spectrum. This point led me to pause and reflect on ways we could help ensure understanding more deeply for all students. 

# data[].attributes.subject
We have been focusing on more diverse authors and literature that represents a wider spectrum. This point led me to pause and reflect on ways we could help ensure understanding more deeply for all students. 

# data[].attributes.headline
The Charlotte's Web example was a good one - a student with farm knowledge will bring more to the proverbial table than someone without. 

# data[].attributes.subject
The Charlotte's Web example was a good one - a student with farm knowledge will bring more to the proverbial table than someone without. 